Online Master’s Degree Program
The Online Master’s in Psychology program is designed to benefit people with bachelor’s degrees working in community-based organizations and public agencies that address social and mental health needs. This terminal master of science (MS) degree requires 54 credits of coursework completed on a part-time schedule (9 credits per term) distributed over 6 consecutive terms, including summer. All courses are delivered asynchronously online. Students receive advanced training in program evaluation and the brain science of development and behavior change and complete a capstone research project. Upon completion of the program, students will be able to (a) evaluate current interventions delivered in their home agencies, (b) make informed selections of evidence-based programs to deliver, and (c) have a working knowledge of the basic psychological and neural processes at play in their clients as they participate in behavior change programs. This program does not provide clinical training.
|PSY 614||Fast Program Refinement||4|
|PSY 615||Community Needs Assessments||4|
|PSY 616||Implementation with Community and Cultural Perspectives||3|
|PSY 619||Intervention Science||4|
|PSY 628||Methods of Program Evaluation||4|
|PSY 629||Methods of Program Measurement||4|
|PSY 630||Translational Neuroscience in Early Childhood||3|
|PSY 631||Translational Neuroscience in Adolescence||3|
|PSY 632||Translational Neuroscience in Adulthood||3|
|PSY 672||Trauma Informed Interventions||3|
|PSY 690||Capstone Research||12|
|Choose Two Electives From The Following:||6|
|Seminar: [Topic] (Neuroscience in the Community)|
|Seminar: [Topic] (Child Psychology and Neurological Development)|
|Experimental Course: [Topic] (Implementation Scalability)|
|Substance Use and Addiction|
|Data Analysis I|
Individualized Master's Degree Program
The individualized master’s degree program does not lead to a PhD. This program is designed to provide advanced training for a small number of individuals who have a clearly focused research interest and an academic plan. Unlike other master’s programs, this program is not designed for general master’s level training in psychology. We expect persons entering the master’s program to be highly self-motivated, with the goal of acquiring conceptual and research skills appropriate to their own work plans. Each program of master’s study will be tailed to the individual student’s goals within the discipline, so long as it satisfies core master’s degree requirements. This program does not provide clinical training.
The degree—either a master of arts (MA) or a master of science (MS) requires 45 credits of work. Program requirements and application information may be obtained from the department website. Clinical training is not available in the master’s program.
- 45 credit hours in courses approved for graduate credit
- 24 of the 45 credits must be UO graded graduate credits (B- or higher)
- 30 of the 45 credits must be Psychology graduate credits
- 9 of the 45 credits must be in 600-level courses
- 2 approved graduate-level statistics courses (grade of B- or higher)
- Psy 607 Sem Research Ethics
- Completion of an approved research paper or thesis
- Maintain a UO Cumulative Graduate-Level GPA of 3.0 or higher
The Department expects that most students will complete the Master's degree in 1-2 years
The five chief PhD program options are clinical, cognitive-neuroscience, systems neuroscience, developmental, and social-personality.
The department maintains a psychology clinic; specialized facilities for child and social research; experimental laboratories for human research, and well-equipped animal laboratories.
Applicants to the PhD program in psychology must take the Graduate Record Examination (GRE) and provide official results to institute code 4846 and department code 2016. Applicants must also provide three letters of recommendation, curriculum vitae, writing sample, statement of purpose, and official transcripts from all colleges and universities attended. Instructions, deadlines, and a complete list of required materials may be obtained from the department website.
During the first year of graduate work, students acquire a broad background in psychology and are introduced to methods, research, and ethics. Each student’s program is planned in relation to background, current interests, and future goals. Research experience and a dissertation are required of PhD candidates; teaching experience is recommended, and opportunities to teach are available.
Requirements for Doctoral Students
|PSY 611–613||Data Analysis I-III||12|
|Three of five core courses|
|PSY 607||Seminar: [Topic] (three terms: Research, Ethics, Research)||1-5|
|First-year research requirement|
|Supporting area requirement|
|Major preliminary examination|
|Additional course work required for students in the clinical program 1|
More detailed program and application information may be obtained from the department website.
For general regulations governing graduate work at the university, see the Graduate School section of this catalog.
The clinical psychology program has been continuously accredited by the American Psychological Association since 1958 (Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE, Washington, D.C. 20002-4242, 202-336-5979, email email@example.com, website www.apa.org/ed/accreditation); it is also accredited by the Psychological Clinical Science Accreditation System, and is a member of the Academy of Psychological Clinical Science.
The program endorses a clinical scientist model for graduate training. This model emphasizes multilevel conceptualizations of psychopathology, comprising neurobiological, developmental, psychosocial, and multicultural perspectives. Doctoral students receive training in infant, child, and adult psychopathology; culture and diversity; infant, child, family, and adult assessment; and neuropsychology. In all practica and clinical training experiences there is a strong focus on evidence-based treatments. Students receive training in the clinical techniques and practices, as well as the methodology for development, implementation, and evaluation of these interventions. Both psychotherapeutic interventions and prevention programs are included in the training.
The major goal of doctoral training is to support promising doctoral students in developing careers as scientist-practitioners. Students interested primarily in clinical practice would most likely prefer a program less research-oriented than the Oregon Clinical Psychology Training Program.
The research and clinical opportunities available to doctoral students depend on current activities of the clinical and departmental faculty, and may also encompass ongoing projects in research hubs linked with the clinical program, notably the Center for Translational Neuroscience, Center for Digital Mental Health, and the Prevention Science Institute, as well as research institutes located in the Eugene community that are affiliated with the clinical program. These institutions include the the Oregon Research Institute, Oregon Social Learning Center, Decision Research, and Electrical Geodesics.
Members of the clinical faculty and other faculty members with clinical interests have ongoing research in several areas, including the neurobiology of early stress, brain development and neural plasticity, behavior and molecular genetics, infant mental health, emotion and attention, prevention science, school readiness, child welfare system research, pubertal development and the transition to adolescence, depression, anxiety, personality measurement and theory, cognitive therapy, child and family assessment, social and emotional adjustment of children and adolescents, drug and alcohol abuse, cross-cultural psychology, sexual aggression, interpersonal violence, child abuse, institutional betrayal, and traumatic stress.
The department places a particularly high priority on translational research, encouraging multidisciplinary collaborations with colleagues from other areas of psychology and other academic departments. Currently, faculty research is funded by the National Science Foundation, National Institute of Mental Health, National Institute of Drug Abuse, National Institute on Child Health and Development, and the Institute of Education Sciences.
Please note: All clinical students must submit an FBI criminal background check and, when participating in external practicums, must carry their own liability insurance. Newly admitted students must complete a background check prior to enrolling in the program.
Additional information regarding course requirements for clinical students is provided in the Guide to the Clinical Program and the Doctoral Student Handbook, located on the department website.
Cognitive Psychology and Cognitive Neuroscience
The Department of Psychology at the University of Oregon has played an important role in the development of the field of cognitive neuroscience, and current researchers are continuing that tradition. Research areas include the cognitive and neural basis of perception, visual cognition, selective attention, working memory, long-term memory, executive control, action, language processing, and brain plasticity. In addition, studies include how these processes are altered by development in impoverished environments, aging, traumatic brain injury, autism, and other conditions. Studies employ a wide range of methods, including behavioral experiments, analyses of individual differences, functional imaging, electrophysiology, and transcranial magnetic and direct current stimulation.
The research efforts of the cognitive neuroscience laboratories benefit from the collaborative atmosphere at the University of Oregon, both within psychology and across other departments, allowing for an exploration of cognitive processes at many levels of analysis. Labs are located within the state-of-the-art facilities of the Robert and Beverly Lewis Integrative Science Building, in close proximity to the many other labs of the Institute of Neuroscience. The building also houses the Lewis Center for Neuroimaging, a research-dedicated facility with a 3T MRI scanner that supports ongoing research and training with functional and structural magnetic resonance imaging.
One of the most important aspects of the cognitive neuroscience graduate program is its informal, collaborative atmosphere. At the same time, there is an emphasis on the development of imagination and intellectual independence. Students are encouraged to explore their research ideas from many different perspectives, with the assistance of the expertise from researchers in several labs within the Department of Psychology and the Institute of Neuroscience.
The Department of Psychology has recently expanded the scope of its developmental psychology program with the addition of new faculty members and new emphases in the graduate curriculum. The department as a whole offers extensive coverage of development during infancy, childhood, and adolescence, with some additional interest in aging. Several areas of research are strongly represented, including cognitive development, socio-emotional development, developmental psychopathology, and developmental social and affective neuroscience.
Several exciting clusters of expertise exist within these broad areas.Research on theory of mind and perspective-taking, as well as learning and knowledge acquisitions, links to research on the development of executive functioning and self-regulation. This cluster also connects with research on self-evaluation, affective and appetitive motivations, and decision-making. Another vibrant area of work looks at infant processing of action, language, and the statistical properties of everyday visual, linguistic, and musical environments. In addition, many researchers share a strong interest in social contextual effects on infant, child, and adolescent well-being, ranging from the small-scale (familial and peer influences, early adversity) to the large-scale (cultural and global contexts of development).
Members of the developmental psychology faculty also have strong collaborative links with the Center for Translational Neuroscience, Oregon Social Learning Center, Prevention Science Institute, and Oregon Research Institute. Current and previous funding sources for the faculty and students in developmental psychology include the Bill and Melinda Gates Foundation, National Science Foundation, National Institute on Drug Abuse, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institute of Mental Health, John Merck Scholars Program, James S. McDonnell Foundation, John Templeton Foundation, and the Oregon Medical Research Foundation. Graduates from the program have risen to faculty and postdoctoral positions at the University of Minnesota, Swarthmore College, Queen's University, Vanderbilt University, University of California at Davis, University of Michigan, Harvard University, Hamilton College, University of Utah, Oregon Health and Science University, Oregon Social Learning Center, University of Oregon, Villanova University, Brown University, University of Regina, Otterbein University, Wabash College, College of Idaho, and others.
Social and Personality Psychology
Research in social and personality psychology at the University of Oregon reflects an intellectually diverse approach to understanding intrapersonal and interpersonal processes and individual differences. The primary goal of the program is to train outstanding researchers, concentrating on high-quality research and training combined with substantive and methodological breadth. Faculty members conduct research spanning a broad spectrum of human behavior using innovative approaches. Areas of particular focus include the following:
- Emotion and motivation—nature of emotions, emotion regulation, social functions of emotions, self-regulation, goal pursuit, self-control
- Self, identity, and social cognition—self-perception and interpersonal perception, perspective-taking and empathy, self-other comparisons
- Groups, networks, and organizations—status hierarchies, social power, psychology of war and sociopolitical violence, group dynamics, online social networks
- Culture, values, and worldviews—moral psychology, culture and belief systems, psychology of religion
- Personality structure and development—structure of personality attributes, culture and personality description, lifespan development
- Decision-making and risk perception—human judgment, individual and group decision-making, decision-making in applied contexts (e.g., legal, aviation), risk perception, communication, and assessment
Research in these areas draws upon a wide range of methods, including individual, dyadic and group methods, psychophysiology, neuroimaging, neuroendocrinology, experience sampling, longitudinal studies, surveys, computational methods, and field studies. Students have the opportunity to develop their skills through course work and through collaboration with faculty mentors.
The program encourages interdisciplinary approaches, and training exposes students to a wide range of topics through small seminars, informal brown-bag series, lab meetings, and a variety of other opportunities. Students often work with multiple instructors and researchers, including faculty members from other areas of psychology, from other departments and units on campus, and from other institutions. Students may flexibly tailor their own graduate program under the guidance of faculty advisors, making the social and personality psychology program a distinctive training experience for each graduate student.
Systems neuroscience at the University of Oregon bridges the psychology and biology departments, and is strongly affiliated with the Institute of Neuroscience. Research areas span levels from genes to circuits to behavior, with a focus on understanding how neuronal computations underlie behavior. Researchers study the sensory systems, such as the olfactory, visual, and auditory systems, as well as how they interact with neural systems for memory, attention, and decision-making. Graduate students studying systems neuroscience join the neurons, circuits, and cognition graduate program, which provides an interdisciplinary training program that includes cross-rotations in different laboratories, multilab group meetings, research seminars, journal clubs, and retreats. Students combine a core neuroscience curriculum with a customized course of study designed to fit their interests.
Systems neuroscience labs at Oregon are highly collaborative within the systems area as well as with biology labs studying synaptic, cellular, and molecular neuroscience and with cognitive neuroscience labs using fMRI and EEG to study working memory and attention in humans. Research uses a range of innovative approaches, including optogenetics, electrophysiology, imaging, and theory, placing systems neuroscience at the heart of a highly collaborative intellectual community.