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FREQUENTLY ASKED QUESTIONS ABOUT
THE CLINICAL PSYCHOLOGY DOCTORAL PROGRAM
The Doctoral Program in Clinical Psychology is an EXTREMELY competitive program. We typically receive more than 400 applicants from around the country, interview a small subset of the most highly qualified, and accept less than 20 (in order to generate an entering class of 10-12). Applicants often have extensive experience in both "clinical" and "research" settings, many of whom have working for several years or taken MA-level courses before applying. Such experiences are not "required" per se, but are often helpful in distinguishing YOUR application from the many others.
Below are a number of questions that are frequently asked.
What are the minimum requirements for GPA and GRE scores?
What are the factors that influence interview and acceptance decisions?
I haven't taken the GRE's yet – can I still apply?
Do I have to specify a particular faculty member to work with?
I already have an MA degree from another university – does that help in any way?
How does Financial Aid work?
Can I arrange for a visit and informational meeting?
What are the minimum requirements for GPA and GRE scores?
We do not use any official cut-offs to identify viable applicants but given the large number of applications we receive, we look carefully at GPA and GRE scores. Barring extenuating circumstances (e.g., exceptional research accomplishments), applicants who have scores below the 75th percentile on the GRE subtests are at considerable disadvantage, as are students with an undergraduate GPA below 3.5. We rarely consider applicants who have GRE scores below the 50th percentile and a GPA below 3.0. Most applicants will have an undergraduate major in Psychology, but this is not required, provided a solid background in psychology (whether during undergraduate studies or through MA-level coursework). Although we consider graduate coursework in assessing the applicant’s background and preparation for doctoral study, we place little weight on graduate GPA (because of the grade inflation that is common in MA programs). Despite these general guidelines, deficiencies any area deficiency can certainly be overcome by strong achievements in other areas.
What are the factors that influence interview and acceptance decisions?
We systematically analyze a number of factors including the student’s personal and professional accomplishments (e.g., research and clinical experience), the quality of their letters of recommendation, and of course, “objective” data such as GRE scores and undergraduate GPA. We seek to identify the top tier of applicants, both in terms of intellectual abilities and interpersonal strengths, as well as “fit” with our program’s model, strengths, and faculty expertise. This is done through a multi-tiered approach in which the applicant pool is gradually winnowed down to the handful that will be offered admission. Initial screening is conducted by two faculty members, who review each application and providing a numerical ranking of the student’s experience, achievements, and letters of recommendation. Ideally, we select students with a strong dedication to, and experience in applied clinical research and a genuine interest in, and aptitude for scientifically-informed clinical work. These ratings are entered, along with background data, undergraduate GPA and GRE scores, into a computerized selection program developed by a member of our Psychometrics faculty. This program is designed to simultaneously weight multiple criteria. This program is used to identify the top 15% (roughly 60-65) applicants who will be invited to visit campus for an in-person interview. Applicants invited to campus for a series of for in–person interviews (or, when necessary, via telephone) will meet with 3-4 faculty members and at least one graduate student. Faculty and students rate each applicant based on their impressions during the interview, and these ratings are added to our selection program for a second round of analysis. Finally, all clinical faculty meet to discuss the applicants selected by the computer program and, identify applicants who might have been overlooked by the actuarial approach and/or those who may overlap too heavily with one another (e.g., to avoid offering admission to multiple students that seek to work with one particular faculty member). These rankings and faculty discussions are used to identify the small group of applicants who will be offered admission, those who will be placed on the waitlist, and those who should be rejected.
I haven't taken the GRE's yet – can I still apply?
The GRE General exam IS required for application. We CAN process students who submit materials a bit late, since our formal review of applications does not typically begin until after school resumes in January but without the GRE scores we cannot realistically consider an applicant. We also STRONGLY encourage students to take the GRE Subject exam, and this is critical for applicants who were not undergraduate Psychology majors, but is less important for applicants who already have demonstrated extensive coursework in Psychology.
Do I have to specify a particular faculty member to work with?
No, although it is often helpful. Students are admitted to the doctoral program in general, not to a particular faculty member's lab. Many students are drawn by a particular faculty member or a specialization, and this is important in determining the extent to which a student's interests "fit" with the goals and strengths of the program. However, it is not uncommon for students to begin their career with one faculty member (i.e., work on their MA thesis) and "switch" to another member of the faculty for the dissertation. Note also, that students do not apply to the specializations offered (Child/Family, Forensic, Health/Neuropsychology, and Spirituality), but rather elect a specialization if they so choose. Some students choose to engage in only a portion of the specialization (e.g., one or two courses, but without a clinical externship or research study focused within the specialization or a relevant research project without formal coursework).
I already have an MA degree from another university – does that help in any way?
Students who enter with an MA degree or graduate credits that did not result in a degree will typically be able to transfer some credits toward their Fordham degree. Decisions about which courses are equivalent, and how many can be transferred depend on several factors, such as whether the student received an MA and whether the MA involved a research-based Thesis. Specific courses that overlap with Fordham requirements are evaluated by the Director of Clinical Training on a case-by-case basis, usually after a student has been admitted to the program. For those students who completed an empirical MA thesis at their previous institutions, the MA thesis requirement may also be waived, provided a committee of Fordham faculty have evaluated the thesis and deemed it comparable to what would be expected of Fordham students. Students who have previously completed (or expect to compete) and MA elsewhere complete the same application as students without prior graduate school experience and comprise the same "pool" of applicants; it is not necessarily advantageous or disadvantageous to have previously enrolled in an MA program although it may be more beneficial in some cases (e.g., students who were not undergraduate Psychology majors).
How does Financial Aid work?
We strongly urge ALL applicants to apply for Financial Aid at the time of admission. Virtually every student in our doctoral program receives financial support throughout their graduate school career, whether or not it was "guaranteed" during the application process. Financial Aid takes several forms, ranging from a full tuition waiver (a Presidential Scholarship) to assistantships and fellowships. The majority of our students receive an assistantship during their first 3 years that involves a two day/week work commitment in exchange for a tuition waiver AND stipend (currently in the range of $18,000 per academic year). Assistantships can be research (e.g., if a faculty member has a research grant for which the student is well-suited), teaching (e.g., as a TA for Introduction to Psychology or more advanced classes), administrative support (e.g., assisting faculty in their own administrative responsibilities), or some combination of these. The type of award each individual receives will depend on available funds (which varies each year), the experience of the applicant, and the number of graduate students currently matriculating. Advanced students are also eligible to apply for a range of Fellowships, including Teaching Fellowships, where the student teaches undergraduate classes independently rather than assisting a faculty member, Research Fellowships, and Dissertation Fellowships, all of which allow the advanced student to further expand his or her experience. It should be noted, however, that if an applicant was NOT guaranteed financial aid during the admissions process, there is always a possibility that he or she will be forced to pay tuition and expenses for one or more semesters (tuition information can be found here.).
Can I arrange for a visit and informational meeting?
During the application process, we identify a select group of students to invite to campus for interviews with students and faculty and a tour of the campus. These interviews typically occur in February, and are "by invitation only." If you are invited for an interview, and have any serious interest in attending school at Fordham, you should make every effort to attend the interview. Many applicants request individual interviews or campus tours, often before they have even applied to the program. Although it would be nice to be able to offer applicants this opportunity, we simply receive too many requests to accommodate them all (or even a fraction of them). Instead, we recommend emailing individual faculty any questions you might have. Faculty listings, including research focus and courses, are available here on this website.
Other questions? Feel free to email the Director of Clinical Training, Dr. Rosenfeld, at rosenfeld@fordham.edu.
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