ࡱ>  JLABCDEFGHI  bjbj u{k{kV V OSWWWDNpK!K!K!K!"v\#$#mNoNoNoNoNoNoN:RTtoNW#"""##oNSWK!K!yN(((#jWK!WK!mN(#mN((e:I<K!F߻4#D;YNN0N5;dUB&NdU0I<dUWI<##(#####oNoN'N###N####dU#########V :  Applied Social Psychology Graduate Program Handbook Fall 2026  SHAPE \* MERGEFORMAT   Applied Social Psychology Graduate Program Handbook Program Conceptualization and Goals The goal of our Applied Social Psychology graduate training program is to train students to be strong teachers, mentors and scholars. To accomplish these important goals, we engage in scaffolded training opportunities to build independent teachers, mentors and researchers. Our training program offers a meaningful scaffolded developmental model that culminates in students gaining skillsscholarly and teachingthat will allow them to apply their teaching, mentoring and research skills at an institution of higher education or in an applied setting. We aim to prepare students for careers in research in both academic and applied settings. We seek to train professionals who can identify significant social problems, design and implement changes intended to alleviate those problems, and empirically evaluate these changes. We provide students with strong methodological, statistical, theoretical knowledge, and teaching/mentoring skills that they can take with them into applied and academic settings to address important research questions. The first three years in the program, students will focus on their training through coursework, research and teaching assistantships, and working on their masters thesis and candidacy exam. During this time, students are exposed to social psychology theory, acquire familiarity with a wide range of research designs, evaluation skills, methodological techniques, and statistical analyses. These types of technical skills are not only essential for research practice, but they also represent training outcomes that are the best recognized and highly valued by non-academic employers. The 4th and final years in the program, students will receive hands on experience teaching their own course, conducting applied research through an internship (for students interested in working in an applied setting), learning to publish in social psychology and related interdisciplinary journals and work on their dissertation. Part of the program's foundation includes our commitment to education that values diversity, equity, and belonging with respect to racial identity, ethnicity, gender identity, sexual identity, age and religion, and other important identities people possess. This commitment is reflected in the diversity of our faculty and students, and the types of teaching and research topics undertaken by faculty and students in the program. These features are supported by university-wide initiatives to foster inclusive excellence, and by the diversity of people who live in the Chicagoland area. History of the Applied Social Psychology Program The Social Psychology Program at Loyola University has been in existence since 1965. For the first nine years, the program was a traditional social psychology program with an emphasis on theory testing in laboratory settings. Starting in 1974, the faculty decided to expand the program, emphasizing an additional aspect - applied social psychology. This aspect was developed in response to student and faculty interests, shrinking job opportunities in academic settings for traditionally trained social psychologists, and the apparent societal need and demand for applied researchers. Typically, half of our students are interested in pursuing academic jobs and half are interested in pursuing applied research careers in primarily non-academic settings. Therefore, our program still offers rigorous training in basic social psychology for students wishing to pursue more traditional academic careers. The substantive content of many of our courses and the nature of much of a student's research experience are not unlike more traditional, non-applied programs. Most of our graduates who have desired to do so have obtained faculty positions in academic institutions. In essence, the applied aspect of our Program constitutes a strong emphasis within the broader training available in social psychology, which affords our graduates an unusually wide range of employment options. Current Training Program The challenge offered to applied social science graduate programs is to develop systematic ways of bringing the very best of scientific and professional knowledge to bear on the problems of individuals, groups, organizations and society as a whole. One way to meet this challenge is to train applied researchers in the theories, principles and methods of social psychology and related disciplines. The role of the researcher proposed here is that of knowledge builder and knowledge user in the service of rational changes directed toward promoting human welfare. We envision the professional role of the applied social psychologist as one that entails not only research, but also problem identification, and translation of theory and basic research into ideas for the planning and implementation of social programs and policies. Therefore, applied social psychologists must often function as liaisons among the research community, funding sources, program administrators and practitioners and society at large. They must be able to communicate effectively in speaking and writing to people filling a variety of roles other than psychologists. For this reason, our Program offers training and experience designed to develop a student's oral and written communication skills. Through coursework, colloquia, and internships, students will have ample opportunities to hone their writing and presentation skills. We also offer students opportunities to teach (once they receive their MA degree), through their graduate assistantships, the Graduate School's Teaching Fellows program and part-time instructorships. Thus, students not only learn to develop and discover knowledge, but also learn to disseminate it effectively to non-expert audiences (a skill needed in both academic and applied jobs). We prepare our students to teach classes both in-person and online. We also train our students how to teach (mentor) undergraduate students in our research labs. Mentoring students and trainees is a very large part of most jobs our students will obtain after they graduate. Training our graduate students how to mentor undergraduate students in a research setting is a continuous process throughout their entire graduate education. Our graduate students conduct their own empirical research studies for their MA thesis and their dissertation. Given how long the research process takes, students are scaffolded in their development as researchers starting in Year 1. We do this by first providing students with the experience of working on ongoing research projects in faculty labs, so that they begin to gain the tools necessary for proposing and implementing their own research projects. This involves immersion in scientific literature, familiarization with different research methodologies and analytical approaches (to supplement their coursework), and actual implementation of a research design (e.g., data collection). All of this allows students to collaboratively develop their MA thesis, contribute to additional research projects in the lab and ultimately propose and defend their dissertation. Service in the role of RA over the five years is organically integrated with the research-based milestones of the doctoral degree to foster the students professional development as a researcher and scholar and the students timely achievement of those milestones. DIRECTORY Graduate School Fr. Michael Rozier, SJ, PhD, Interim Dean of the Graduate School Dr. Kate Phillippo, Associate Dean of the Graduate School Ms. Heather Sevener, Associate Dean for Student Services Ms. Tamika Toler, Awards Coordinator Ms. Emily Forestieri, Operations and Records Coordinator The Lake Shore Campus Graduate School Office is located in room 440 of the Granada Center on Sheridan Road. The telephone number is: 773-508-3396 (or, from a campus phone: 8-3396). Department of Psychology Department Chair: Dr. Jeff Huntsinger, HYPERLINK "mailto:jhuntsinger@luc.edu"jhuntsinger@luc.edu Department Assistant Chair: Dr. Elizabeth Wakefield, HYPERLINK "mailto:ewakefield1@luc.edu"ewakefield1@luc.edu Applied Social Psychology Program Faculty Dr. William Beischel, HYPERLINK "mailto:wbeischel@luc.edu"wbeischel@luc.edu Dr. Jordan Daley, jdaley3@luc.edu Dr. Tracy DeHart, HYPERLINK "mailto:tdehart@luc.edu"tdehart@luc.edu Dr. Lidia Monjaras Gaytan, HYPERLINK "mailto:lmonjarasgaytan@luc.edu"lmonjarasgaytan@luc.edu Dr. Jeffrey Huntsinger, HYPERLINK "mailto:jhuntsinger@luc.edu"jhuntsinger@luc.edu Dr. Robyn Mallett, HYPERLINK "mailto:rmallett@luc.edu"rmallett@luc.edu Dr. Victor Ottati, HYPERLINK "mailto:vottati@luc.edu"vottati@luc.edu Applied Social Psychology Graduate Program Director: Dr. Tracy DeHart, HYPERLINK "mailto:tdehart@luc.edu"tdehart@luc.edu Wellness Center The Wellness Center is located at 6439 N Sheridan, Suite 310 of the Granada Center. To schedule an appointment for medical call (773) 508-8883 or mental health call (773) 508-2530. The wellness center website is HYPERLINK "/wellness/"Student Healthcare | ݮ. The Ph.D. Program To obtain a PhD in Applied Social Psychology you must: complete 20 graduate courses (60 credits; 36 required and 24 electives) complete a Masters thesis, Candidacy Exam, Internship, and Dissertation take the Responsible Conduct of Research and Scholarship (RCRS) 2-day zero credit training offered by the Office of Research Services (UNIV 370) Courses Full-time funded students must complete their 60 credits by the end of their 3rd year in the program. Students take 9 credits (3 courses) in both the fall and spring semesters and take 3 credits (1 course) during their first 2 summers in the program to reach 60 credits by the end of their year 3. Below is a table detailing the number of credits that should be taken each semester and summer: Year in Program Fall SemesterSpring SemesterSummer1st9 credits9 credits3 credits (599)2nd9 credits9 credits3 credits (598)3rd9 credits9 credits- PSYC 555 (Social Psychology Research and Professional Development) Students should register for PSYC 555 (for 0 credits) each semester of their graduate career. This course typically meets on Wednesdays from 1:40 2:30 and is affectionately referred to as SARS (Social Area Research Series). Students will present their research ideas and findings and about their applied research and/or teaching internships. Faculty and external presenters will also present their research and talk about topics and issues relevant to professional development. Coursework (years 1-3) 5 Required Courses - Research Methods in Psychology (PSYC 420)* - Advanced Statistics (PSYC 482)* - Multivariate Statistics (PSYC 491)* - Methods of Program Evaluation (PSYC 486)* - Social Psychology Theory (PSYC 460) *These courses fulfill the department Masters Comprehensive Requirement. Students must obtain a grade of B or better in these classes. A failure to pass one of these courses a second time will lead to a recommendation that the graduate school dismiss the student from the graduate program. 1 Cognitive/Neuroscience Course - Neuropsych (PSYC 552) - Cognitive Neuroscience (PSYC 435) - Others approved by the Program Director 1 Developmental/Individual Differences Course - Psychopathology (PSYC 446) - Social Development (PSYC 473) - Cognitive Development (PSYC 475) - Others approved by the Program Director 1 Advanced Methods/Statistics course - Structural Equation Modeling (PSYC 493) - Hierarchical Linear Modelling (RMTD 484) - Meta-Analysis (RMTD 488) - Factor Analysis (RMTD 487) - Qualitative Methods (SOCL 412) - Others approved by the Program Director 4 Social Psychology Seminar Courses - The Self (PSYC 477) - Emotion and Cognition (PSYC 479) - Psychology of Gender (PSYC 525a) - Community Psychology (PSYC 525b) - Prejudice and Intergroup Relations (PSYC 484) Courses previously offered but will not be offered after spring 2026: - Attitudes (PSYC 461) - Cognitive Social (PSYC 462) - Political Cognition (PSYC 489) 8 Electives Electives may be selected from the above courses, other graduate Psychology courses, as well as graduate courses offered in other departments or programs in the University. In addition, electives may also include Independent Readings (PSYC 599) or Research (PSYC 598) which are typically taken during the summer to work on students MA thesis and may also be taken during the academic year to work on theses and candidacy exams. Students may take up to 6 credits (2 classes) of PSYC 599 and 6 credits (2 classes) of PSYC 598. There is to be a written product for all Readings or Research courses. Post Coursework Classes (4th year and beyond) PSYC 610 (Doctoral Study) After completing their 60 hours of coursework, students should register for PSYC 610 while working on their candidacy exam, internship, and dissertation proposal. PSYC 600 (Dissertation Supervision) Once students have successfully defended their dissertation proposal, they should register for PSYC 600 while conducting and writing up their dissertation. Transfer Credit Transfer credit (advanced standing) for graduate courses taken at other universities may be earned with the approval of the Graduate Program Director and the Graduate School. Any of the courses above may be waived for transfer students who have completed comparable graduate courses at other institutions. Transfer credits cannot exceed half of the degree credit requirements (30 credits). The graduate school will only approve transferring in credit for classes that received a letter grade (e.g., A, B etc). Classes taken as pass/fail may not be transferred in towards degree requirements. Approval of transfer credit must be obtained during the student's first semester at Loyola. Master's Thesis Requirements The masters thesis is an original research project, supervised by a social area faculty member. Students should collaboratively develop their MA thesis idea with their mentor(s). The master's thesis should reflect an applied problem or theoretical issue relevant to social psychology. In addition, the thesis should be empirical, involving the collection and analysis of quantitative and/or qualitative data. All students admitted into the PhD program are required to write a thesis, unless they enter the program with a MA degree and the graduate program director and graduate school have approved transferring their thesis into the program to fulfill the requirement. This approval should happen before the end of the students first semester in the program. The first step is to have your thesis committee approved (student initiates this in the Graduate Student Progress System (GSPS)). The committee must contain at least two members - one director and one reader. Scholars nominated as committee members who are not members of the Loyola faculty must be qualified professionals, and their vitae or resumes must be submitted along with the committee recommendation form. Once the committee is approved by the graduate program director and graduate school, the student should prepare a Master's proposal outlining the research and background literature. This proposal must be approved by the committee and signed off in GSPS (initiated by the student). The approved proposal is the contract between the student and their committee of what the student needs to do for their thesis project. After the proposal is approved by both members of the committee, students should obtain approval (or waiver of approval) from the Institutional Review Board (IRB). Students cannot start any data collection until their MA committee, the graduate school and the IRB approve the study. Once the proposal has been approved by the committee (initiated by student in GSPS), the Graduate School, and the Institutional Review Board, the student carries out the research and writes up A Readers Copy of the thesis. The student must gain approval from the thesis committee of the Reader's Copy (a close to final draft of the thesis - usually complete except for final format) and then receive final approval from the Graduate School and the Thesis Director of the Final Copy. Finally, the student must present the results of the study to the faculty and students of the Social Program as part of the Social Area Research Series. Please see the link below for the approval ballot that the student must have both members of their committee sign and send to the GPD to be uploaded into GSPS, thesis formatting, information about the format check and final copy submission. HYPERLINK "/gradschool/academics/dissertationandthesis/"/gradschool/academics/dissertationandthesis/ In following these steps, the student should be aware of the various deadlines involved which are published each semester by the Graduate School. Please note that you also must apply to have your degree conferred and sign up for graduation if you plan to take part in the ceremony. Check out the graduate school monthly newsletters which provide all these important dates and deadlines. Conferral TermFall (December)Spring (May)Summer (August)Format Check DeadlineOctober 1March 1June 1Final Copy DeadlineNovember 1April 1July 1 Applied Social Psychology Candidacy Exam The goal of the candidacy exam is to provide students with experience communicating basic and applied social psychological theory, methods and statistics through writing up their research findings in the form of a manuscript. Writing a manuscript for publication is very different than writing a thesis or dissertation. Theses and dissertations are typically much longer in length than journals have the space to publish. Therefore, writing papers up for publication requires learning to write succinctly. There are two different ways to fulfill the candidacy exam requirement. Option 1: Students will write a manuscript for an empirical paper with quantitative and/or qualitative data or a systematic theoretical review paper to submit for publication. Empirical papers: An empirical research paper that includes all parts of an APA research paper. This manuscript may be data that is reanalyzed from the students MA thesis (different analyses or theoretical goal), other data the student has collected, or data that is publicly available or made available to the student. It is not necessary that the student be involved in the collection of the data. Systematic Theoretical Review papers: A theoretical review paper that uses a predefined and explicitly stated methodology to identify, select, appraise and synthesize all the relevant empirical evidence for a research question. These papers include a clearly defined research question, thorough and unbiased search of the literature, critical review of the quality of studies that are included, and a synthesis of the research findings. Statistical methods such as meta-analysis are often used in a systematic review. For both empirical and systematic theoretical review papers, the student must play the primary role in the write-up of the manuscript, with a lot of guidance and input from the two faculty collaborators/readers (who will be co-authors on the manuscript). One of the faculty collaborators will be designated the first reader and will provide more feedback and input compared to the second reader (which will be reflected in the order of authorship on the manuscript). Once the paper has been submitted for publication, the student has successfully completed the candidacy exam. The paper being accepted for publication is not a requirement for the candidacy exam. The editorial, review, and revision process is very time consuming, and may take some time. Option 2: Students will write a manuscript for an empirical paper with quantitative and/or qualitative data or a systemic theoretical review paper without the intention of submitting it for publication (not as polished as for Option 1). Students may not have access to data that is ready to be submitted for publication, or their work may go into a multi-study paper where they may not be the first author. The student must play the primary role in the write-up of the manuscript, with a lot of guidance and input from the faculty mentor. There are two parts to this option. The first part is writing a manuscript that includes all parts of an APA paper. However, this manuscript will not be as polished as a manuscript being submitted for publication. The second part includes 2 appendices that elaborate upon the data collection method (5 pages) and data analysis (5 pages) employed in the manuscript. The appendices should be no more than 10 pages double spaced total. The appendix for the data collection method may focus on justifying all the decisions for choosing the data collection method used in the study. For example, a discussion of why the data collection method was chosen over other methods. In addition, an expanded discussion of the strengths and limitations of the method chosen would be useful. Finally, an expanded discussion of how the study may be done differently in the future. The appendix for the data analytic technique may focus on justifying all the decisions for choosing the data analysis used in the study. In addition, an expanded discussion of the underlying assumptions of the data analysis chosen would be useful. The faculty advisors review the write-up to determine whether it demonstrates expertise in the method and analyses chosen. If performance is below expectations, the faculty advisors will allow the student to revise and resubmit the paper and appendices. The faculty advisors will provide the student with written guidelines that clarify expectations for the revision. Note: Once both faculty advisors have approved the candidacy exam paper, the graduate student should email the title of the candidacy exam along with the names of the 2 faculty advisors to the Graduate Program Director. The Graduate Program Director must enter the information into GSPS to then be signed off on by the 2 faculty advisors. Applied Social Psychology Internships All students are required to complete an internship either as a researcher in an applied setting (for students interested in working in an applied setting) or teaching undergraduate courses (for students interested in working in an academic setting). Alternatively, students may try to get experience as both an applied researcher and as a course instructor. Internships should be completed during the summer or after coursework is completed (4th year and beyond). Below are 3 different options students may pursue to complete their internship: Option 1: Applied Research Internship (approximately 500 hours applied research): The goal of the applied research internship is to prepare students to work in a variety of applied settings requiring field research skills (e.g., research organizations, evaluation divisions of hospitals, municipal planning departments and community mental health centers among others). Hands on experience is essential for an appreciation of the complex and sensitive issues associated with non-academic research settings and the information needs of decision-makers. Students are expected to obtain their own internships. However, it should be emphasized that students are encouraged to consult the social faculty, current and former students about potential internship possibilities. The internship settings ideally will permit the interns to become part of a team (viz. evaluation, research or planning groups), will give the interns direction and feedback concerning their performance and will encourage and permit some independence and initiative in project selection, planning, execution and presentation. The single most important aspect of the internship is supervised experience. Individuals working on their own are not obtaining more than a fraction of what they could gain with good supervision. A student wanting to know whether a specific setting is relevant should prepare a description of the duties of the position and of the nature of the supervision. A note from the field supervisor may also be included indicating the nature of the work and their willingness to provide written evaluations of the student each semester. Most supervisors would be doctoral-level, experienced individuals. Although doctoral training is not a necessary requirement of supervisors, relevant research, planning, or leadership experience is required of all supervisors. Although approval can be expected for a broad variety of types of positions, the faculty mentor reserves the right to deny approval if the position is not in a social science context or does not entail significant responsibility. The applied experiences most likely to be approved are evaluation, applied research, and planning. Sufficient time should be given for faculty approval. Option 1: Applied Research Internship summary - Approval of proposed internship by graduate advisor - Regular meetings with graduate advisor about activities, problems, advice, etc. - Completion of approximately 500 hours of applied research experience - Oral presentation to students and faculty at SARS Option 2: Teaching Internship (2 university/college classes). The goal of the teaching internship is to prepare students to work in an academic setting. Students still need to gain approval for the teaching site and courses taught with the internship supervisor, they must have an immediate supervisor (teaching mentor), and they must document their activities as a teacher to the graduate program director. Hands on experience is essential for an appreciation of the complex and sensitive issues that may arise when teaching undergraduate students in a university setting. Students have complete responsibility for obtaining and teaching 2 college/university-level courses (instead of the 500 clock hours for the research internship). In addition, the two sections of the same course will fulfill the internship requirement. Students must choose a teaching mentor who will help them prepare course materials and be available for consultation as the need arises. The teaching mentor must provide an evaluation of the teaching intern at the end of each semester, based at least in part on direct observation of the intern's classroom performance. The teaching internship can be fulfilled at Loyola or at another appropriate college or university. The classes taught must be related to psychology and the student must have primary responsibility for the courses (i.e., being a teaching assistant does not fulfill the requirement). Option 2: Teaching Internship summary - Approval of courses by graduate advisor - Regular meetings with teaching mentor about activities, problems, advice, etc. - Completion of teaching 2 university/college classes - Oral presentation to students and faculty at SARS Option 3: Applied Research/Teaching Internship (250 research hours and 1 class) Students may want to acquire both experience in applied research settings and teaching a university course. Students can also fulfill the internship requirement by obtaining approximately 250 hours of applied research experience and teaching 1 university/college class. See options 1 and 2 for information about appropriate experiences to meet this requirement. Option 3: Applied Research/Teaching Internship summary - Approval of proposed internship and course by graduate advisor - Regular meetings with graduate advisor/teaching mentor about activities, problems, advice, etc. - Completion of approximately 250 hours of applied research experience - Completion of teaching 1 university/college class - Oral presentation to students and faculty at SARS NOTE All students should try to obtain some teaching experience during their graduate training, regardless of their career interests. However, students who plan to pursue an academic career are strongly encouraged to gain as much teaching experience as possible during their graduate training. Doctoral Dissertation and Oral Defense of the Dissertation The dissertation represents the culmination of one's graduate study. The Doctoral Dissertation should have significant theoretical and/or applied value for the field, represent an original contribution to knowledge, utilize both theoretical and empirical competencies of the student, and demonstrate the application of a social psychological perspective to the student's topic. The judgment that these criteria regarding the content of the dissertation have been fulfilled ultimately resides with the committee. In general, the procedures for carrying out the dissertation are very similar to the Master's thesis (see above). However, the dissertation proposal must be orally defended in a meeting of the entire committee (usually 1.5-2 hours for a Proposal Defense). In addition, the final dissertation is also presented to the committee in an oral Final Defense (usually 1.5-2 hours). As with the thesis, the initial step is having the dissertation committee approved by the GPD and Graduate School (initiated by the student in GSPS). A dissertation committee must consist of at least four faculty members, one of whom is named as Director. Of the four members, at least two must be members of the Social Program (3 is typical), and one must be a member of the department faculty outside the Social Program. Next, the dissertation proposal must be approved by the full committee during the oral defense (the Proposal Defense; initiated by the student in GSPS). The approved proposal is the contract between the student and their committee. If the student does everything that was approved of in the proposal, the student should pass their final dissertation defense. Then the student must obtain approval from the Institutional Review Board for their dissertation project before data collection can begin. After the dissertation research project is conducted and the final dissertation writing is complete, the student must gain approval from their committee during the Final Defense of their dissertation which is approval of the Reader's Copy, and approval from your Director and the Graduate School of your Final Copy. Please see the link below for the approval ballot that the student must have all four members of their committee sign and send to the GPD (after their Final Defense) to be uploaded into GSPS, dissertation formatting, information about the format check and final copy submission. HYPERLINK "/gradschool/academics/dissertationandthesis/"/gradschool/academics/dissertationandthesis/ In following these steps, the student should be aware of the various deadlines involved which are published each semester by the Graduate School. Please note that you also must apply to have your degree conferred and sign up for graduation if you plan to take part in the ceremony. Check out the graduate school monthly newsletters which provides all of this information. Conferral TermFall (December)Spring (May)Summer (August)Format Check DeadlineOctober 1March 1June 1Final Copy DeadlineNovember 1April 1July 1 DISSERTATION PROPOSAL The typical dissertation proposal includes (a) a theoretical introduction and literature review that logically supports the predictions (25-30 pages), (b) a section describing the hypotheses (2-4 pages), (c) a method section that describes the method to be employed (5-10 pages), accompanied by appendices that provide the verbatim materials (10-25 pages), and (d) a proposed statistical analyses section (3-5 pages). Sometimes, the student runs a pilot study prior to defending the dissertation proposal to demonstrate that the proposed method is effective. When this is the case, the proposal will include a brief introduction, method section, and results section for the pilot study. The proposed dissertation often includes more than one study, unless the single study is exceptionally detailed in scope. When there is more than one study, the dissertation proposal includes a separate methods and proposed statistical analyses section for each study. The dissertation proposal also includes a reference list, tables, and figures. DISSERTATION Option 1: Multi-study or Single Study Dissertation The typical dissertation in Psychology includes multi-study dissertations and, in some cases, a single study. Completed dissertations typically include (a) a theoretical introduction and literature review, (b) a section describing the hypotheses, (c) a method section that describes the method employed (including appendices that provide the verbatim materials), (d) a results section (with tables and figures to illustrate key effects), (e) a discussion section (study specific discussion sections accompany the general discussion if there is more than one study), and (f) a reference section). When the dissertation includes a pilot study or multiple studies, the proposal typically includes a brief introduction, method section, and results section for each study. Upon completion, the typical dissertation includes about 100-125 pages of text (this typical page amount includes appendices, tables, etc.). The final event of one's graduate education is the Dissertation Defense. This Defense cannot be scheduled until after the committees approval of the Reader's Copy. A public announcement of the date, time, place, and topic, along with the dissertation abstract, should be posted ten days before the defense. The Dissertation Defense is to be attended by the full dissertation committee and may be attended by anyone else (e.g. students, faculty, friends and relatives of the candidate). The Dissertation Defense lasts between one and two hours and usually begins with the candidate taking 20-30 minutes to present a brief overview of the dissertation, followed by a question/answer period during which, first the committee members, and later others, may ask questions and comment on the dissertation and related matters. The candidate and guests are then excused while the committee deliberates and fills out the Oral Defense voting sheets. Option 2: Criteria and Format for a Bundled Dissertation (Draft: 2/19/19) The bundled dissertation provides a unique option that will be added to the existing set of dissertation options. The bundled dissertation option encourages and supports the development of an integrated program of research that may be particularly important for students seeking an academic career path. A key advantage of the three-paper bundled dissertation is that it requires writing concise publication-length and publication-quality papers, as opposed to a single lengthy discourse. The bundled dissertation format consists of submitting three related publications/manuscripts, as well as integrative Introduction and Discussion sections, to meet the dissertation requirement. As is the case for any dissertation, the student who completes a bundled dissertation must have a dissertation committee (same rules apply) with successful proposal and defense meetings. Students must receive pre-approval from their dissertation committee before proceeding with a bundled dissertation. A three-paper bundled dissertation consists of three related publication-quality manuscripts based on empirical studies (although see second-to-last criterion below). The MA thesis can be considered for inclusion as one of the three studies, if approved by students dissertation committee (either before the proposal meeting or during the proposal meeting). All three papers must be conceptually related to each other (as determined by the students dissertation committee). Ideally, the three papers will show evidence of a programmatic line of research. No more than one of the three papers may be accepted for publication or published prior to the dissertation proposal meeting. Papers (excluding the one paper that can be accepted for publication/published prior to the proposal meeting) can be submitted for journal review before the final dissertation defense but only with the prior review and approval of all dissertation committee members. For the dissertation proposal meeting, there must be a General Introduction section that ties all three papers together in a meaningful way. The General Introduction (which includes an integrative review of the literature as well as a brief overview of each of the three papers that will be included in the dissertation) must be included as part of the proposal document. In addition, each of the three papers must have (at a minimum) paper-specific Introduction, Method, and Plan of Analyses sections. Also, at least one of the papers should not have progressed past the Introduction/Method/Plan of Analysis stage. For the dissertation defense, in addition to the information above, there must be a General Discussion section that summarizes and integrates the findings of the three studies and discusses implications of the work for further research. In addition, each of the three papers must have paper-specific Results and Discussion sections. At the time of the dissertation defense, all three papers must be published, in press, submitted, or ready to be submitted for publication. The research presented in each of the three papers must be based on work begun, performed, and completed while a student is in a graduate program. The work may be based on student-initiated data collections and/or archival data sets. The student should be the first author (i.e., the major contributor) on all publications. One of the papers may be a meta-analysis or a systematic review. Book chapters, conference presentations, encyclopedia entries, and book reviews cannot be included as one of the three papers in the dissertation. All research must be IRB-approved (as is the case with any research study). Although such IRB approval is typically sought immediately after the dissertation proposal meeting, such approval may need to be sought for some components of the research prior to the proposal meeting (e.g., when one of the papers is the MA thesis Ph.D. Program Timetable and Time Limits The doctoral program is designed to be a five-year course of full-time study. The Graduate School has established an eight-year time limit for students entering with a bachelors degree, and a six-year time limit for students entering with a Master's degree. Although the timeline for meeting various requirements will vary somewhat for each student, it is important for students to complete requirements within a reasonable time frame. This ensures that when students receive their degrees, their knowledge base in social psychology is current. Thus, the following requirement deadlines were established. For students entering the program with a BA or BS degree: Completion of the Master's thesis: 5 years from entry point Completion of the Candidacy Exams: 6 years from entry point Completion of the Dissertation: 8 years from entry point For students entering the program with an MA degree: Completion of the Candidacy Exams: 4 years from entry point Completion of the Dissertation: 6 years from entry point Satisfactory degree progress post coursework: After completing their coursework, students must continue to make good progress on their degree milestones. According to the graduate schools academic policies, a student is deemed to be not making good academic progress and will be put on probation if they: Fail to meet one of the milestones timelines or make satisfactory academic progress set by the students program Masters and Doctoral Study and Supervision courses are graded on a P/NP (Pass/No Pass) basis. Students who are not making satisfactory progress should receive a NP, which will put the student on academic probation. The graduate programs annual review process may also note issues with the students progress and place the student on academic probation Leave of Absence: If a student will be unable to continue working toward these requirements for some reason (medical, financial, etc.), the student must officially request a leave of absence from the Graduate School for the period during which the student will not be making progress toward the requirement. The leave period will not be counted toward the above deadlines. The Leave of Absence request form is available through the Graduate Student Program System (GSPS) at HYPERLINK "https://gsps.luc.edu/"https://gsps.luc.edu/. Please log in to create this form or approval. For any questions about the Graduate Schools Academic Policies, please see the policies detailed in the Academic Catalog: HYPERLINK "https://catalog.luc.edu/academic-standards-regulations/graduate-professional/graduate-school/"https://catalog.luc.edu/academic-standards-regulations/graduate-professional/graduate-school/ Keeping in mind the above, the following is a suggested time-line. Year 1: Concentrate on coursework, assistantship duties and becoming involved in research. MA thesis development (multiyear-long process, beginning in Year 1). Students need to collaboratively develop their MA thesis idea, conduct background literature searches, and write and revise thesis proposal. Year 2: Continue concentration on coursework and research. MA thesis development/implementation (multiyear-long process, continuing in Year 2). Students need to collaboratively develop their MA thesis idea, conduct background literature search, and write final MA thesis). Data collection for your MA thesis should be underway with the goal of finishing the thesis during this year. Finishing your MA thesis by the end of your second year will allow you to serve as a graduate teacher during the summer. *MA proposal should be approved by the end of the summer (August 1) after the second year to avoid being put on probation and losing their assistantship. Year 3: Finish up coursework, begin work on candidacy exam and apply for internships (teaching and/or research). Emphasis is placed on submitting research to peer-reviewed journals and conferences. *MA thesis should be approved by the end of the summer after the third year to avoid being put on probation and losing their assistantship. Year 4: Complete internship and Candidacy Exam. Students are developing and implementing ideas for their dissertation with an overarching goal of developing there are of research expertise and establishing the foundation for an independent research program. Emphasis is placed on submitting research to peer-reviewed journals and conferences. Year 5+: Set up dissertation committee, gain proposal approval, and complete dissertation research. Complete oral defense of dissertation. Graduate Assistantship Funding Years 1-5 Our PhD students are typically funded on department assistantships and are assigned to a faculty member to assist that faculty member with their research and/or teaching responsibilities no more than 19.5 hours per week. Students are typically provided assistantship funding for the first five years of their graduate studies. Assistantships provide a stipend plus full-tuition remission and require that students work no more than 19.5 hours per week. Assistantships for students in Years 1-3 and Year 5 require that a students work as a research assistant (RA) or a teaching assistant (TA) for a faculty member. Students in Year 4 should expect to teach their own undergraduate class (as the instructor of record) one semester. The other semester they will be on a standard assistantship where they are a RA or TA for a faculty member. Students assistantships are 9-month contracts. They begin on the first day of the fall semester and end on the last day of finals during the spring semester. The Graduate School policy states that in between those dates, graduate assistants work 19.5 hours per week when classes are in session (i.e., weeks of class time plus exams). Therefore, students are not required to be available for assistantship hours during holidays. The graduate school also realizes that there are times when some work may need to be done outside of the semester (e.g., grading a final exam given on the last day of finals). This is allowed if the number of hours needed to work outside of the regular semester are reduced during finals week. For example, if a TA is needed to help grade final exams for 3 hours, those hours should be deducted from the 19.5 hours worked during finals week. Assistantships are awarded on a competitive basis. Factors that go into funding decisions include: Successful completion of all coursework with an average grade of B or better. Students placed on academic probation will have their assistantship reviewed for withdrawal, contingent on the policy of the academic unit. The graduate programs annual review process may note issues with the students progress towards degree milestones and place the student on academic probation and loss of their graduate assistantship Graduate assistants must be registered full-time during the fall (by July 1) and spring (by January 1) semesters. Successful completion of all assistantship work with a faculty member and favorable review from that faculty member about assistantship work. In instances of violations of university policies, academic dishonesty, or violations of ethical or professional code of conduct, the graduate assistant may have their assistantship suspended and a departmental/program recommendation of withdrawal made to the graduate school. If a graduate students performance of their assigned RA or TA duties does not meet the satisfaction of the faculty supervisor they have been assigned to work with, the faculty supervisor should inform the graduate assistant in writing that their assistantship activities are unsatisfactory. This written documentation should be the follow-up to other unsuccessful verbal or written feedback provided soon after the performance (that is documented by the faculty supervisor). The letter should explicitly state the deficiencies and provide a remediation plan for improving their performance. In addition, the letter should specify a date for reassessment of the assistants performance. If the assistant does not improve their performance by the specified date, the assistantship will be withdrawn. Although we try our best to match students with faculty who share similar interests, it is sometimes necessary to assign a students assistantship hours to be with a faculty member other than their Research Mentor and outside of the social area. All faculty have been advised that assistantships should be geared towards students academic development. See the Department of Psychologys Graduate Student Teaching Assistant Policies document: HYPERLINK "https://loyolauniversitychicago-my.sharepoint.com/:w:/g/personal/tdehart_luc_edu/IQCYeEjAy1H-S7MyGGVbEu2tAeRGQCBl8ivWwQNuStjJJgI?e=UJEPt9"Graduate Student Teaching Assistant Policies -Dept Psychology.docx Also see the Graduate School Graduate Assistantship handbook below for more information on the policies and responsibilities of a graduate assistantship: HYPERLINK "/gradschool/studentexperience/graduateassistanthandbook/"/gradschool/studentexperience/graduateassistanthandbook/ Arthur J. Schmitt Leadership Scholars Fellowship Funding Year 6 The Schmitt Leadership Scholars Fellowship provides support to PhD students who have demonstrated excellence in all aspects of graduate study and are completing their dissertation. These fellowships are competitive, and the graduate school awards a limited number each year. The fellowships include a stipend, tuition scholarship, and health insurance. The graduate school typically announces this opportunity in November, and applications are usually due in January. Make sure to keep an eye out for the Graduate School Announcements emails sent by the graduate school. Teaching Scholars Fellowship Funding Year 6 The Teaching Scholars program encourages advanced graduate students in their preparation as scholar-teachers by providing a series of experiences, activities and responsibilities appropriate to the scholar-teacher. These include mentoring new graduate student teachers as a part of the Graduate Schools Teaching Effectiveness Seminar. These fellowships are competitive. The fellowships include a stipend, tuition scholarship, and health insurance. The graduate school typically announces this opportunity in November, and applications are usually due in January. Make sure to keep an eye out for the Graduate School Announcements emails sent by the graduate school. Part-time Teaching: Summer Funding & Year 6+ Students who have completed their M.A. degree may apply to the Assistant Chairperson for part-time teaching in the Psychology Department. Part-time teachers are hired and paid on a course-by-course basis. Typically, no tuition benefits are included. You may not teach a course in the department for pay while you are receiving a graduate assistantship or grant-funded assistantship. Students with their M.A. degree may teach as the instructor of record during the summer and during the academic year if they do not have a graduate assistantship. All courses taught during the summer are online courses (either synchronous or asynchronous) and all courses taught during the academic year are taught in-person. Summer Funding: Heckler Fellowship The psychology department is using the Victor J. Heckler endowment account to provide summer fellowships, each to be named for the donor. The purpose of these fellowships is to support students conducting original research during the summer months. The award is typically give to 3-4 graduate students in the psychology department in the amount of $3,000 per award. The submission deadline is typically sometime during the spring semester, so keep an eye out for the announcement. Submit your application materials to HYPERLINK "mailto:LUC.Heckler.Kobler@gmail.com"LUC.Heckler.Kobler@gmail.com. Student Fees and tuition years 6+ The social psychology program is using money from the Kenneth March endowment account to cover the graduate student mandatory fees (student development, technology fee, and the CTA U-Pass) that students pay in years 1-3 while they are taking classes. In addition, we can cover the one-time graduation/matriculation fee that new graduate students pay their first semester at Loyola. Finally, we have also been able to cover tuition costs that our senior graduate students must pay after their assistantships end. However, students must be in good standing in the program to receive this financial support. Research Funding Students may request to be reimbursed from the graduate up to $500 for expenses related to the research and preparation of a dissertation, thesis, or major research paper. Students must submit a research funding request to the graduate school (and have it approved) before they can submit any expenses. The graduate school will only award one research funding award per student, and the reimbursement must be submitted within the same academic year as the research expenses were incurred. See the graduate school website at the link below for more information: /gradschool/futurestudents/financialassistanceandfunding/ Conference Travel Awards We encourage our students to present their work at conferences. There are currently 3 sources of funding that students may use to fund presenting their research at conferences: Graduate School: Students may apply for up to $750 per fiscal year (July 1 June 30th) from the graduate school to cover the costs associated with presenting at a conference. To be considered for funding, students must apply in GSPS BEFORE the conference takes place. Please see the link below to ensure you meet all the requirements to receive the travel funding: HYPERLINK "/gradschool/futurestudents/financialassistanceandfunding/"/gradschool/futurestudents/financialassistanceandfunding/ Department of Psychology Kobler Travel Award: The psychology department has been able to offer travel awards at $500 per award to students presenting at a conference. To apply, students submit their acceptance email and a copy of their proposal abstract. Also, let the committee know if you have already received funding from the graduate school or a grant. You still may receive an award even if you have already received other funding. The submission deadline is usually sometime during the spring semester, so keep an eye out for the announcement. Submit your application materials to HYPERLINK "mailto:LUC.Heckler.Kobler@gmail.com"LUC.Heckler.Kobler@gmail.com. Student Development Fees: Part of your student development fees go back to the department and are available for conference travel (or any other type of research related cost). This year each student has $100 guaranteed to use for conference travel or research costs. Please contact Amanda Dennis (HYPERLINK "mailto:adennis3@luc.edu"adennis3@luc.edu) to use your student development fees. Teaching Training There are 3 teaching training workshops/courses that students must complete during their graduate education that prepare them to be a successful teaching assistant and instructor of their own course. These trainings occur during different stages of their graduate career. In addition, students are assigned a Teaching mentor to provide mentorship and advice as they begin teaching their own courses. First year Teaching Assistant training. This online training occurs right before students first semester in the program and provides training on being a good teaching assistant to a faculty member. Online teaching training. This online training occurs before students teach their own course during the summer (after receiving their MA degree). All summer courses are taught online, so students take online courses that help prepare them to teach online. Teaching effectiveness seminar. Students take the teaching effectiveness seminar as they start teaching their own in-person class during their 4th year in our program. The seminar is a series of workshops and discussions with a senior Graduate Teaching Scholar and other first time graduate student teachers. Advisement and Monitoring Student Progress Upon being accepted into the program, each student is admitted to work with a specific faculty member and is assigned as their academic advisor. Students should make a practice of consulting with their advisor(s) on a regular basis. Students should see their advisors at least once every semester to obtain advice regarding course selections. In addition, students should meet with their advisors once during the spring semester to complete the student evaluation process described below. If students feel more comfortable with a different academic advisor for whatever reason (e.g., research interests change, assistantship assignment, personal preference, etc.), they should feel free to contact the program director and ask to be reassigned. In addition, students should feel free to consult with any member of the Social Program faculty, particularly the Program Director, as the need arises. In the spring semester, the Social Program faculty meets to evaluate the progress of each student in the program. Before the meeting, students are asked to complete an online evaluation survey providing information about their standing in the program (e.g., what courses they have taken, milestones completed etc). The faculty then meets and discusses the progress of each student. The graduate program director will send written feedback to each student concerning their current progress and faculty expectations for the near future. Grievance Procedures for Graduate Program in the Department of Psychology The faculty make every effort to ensure that each student's progress is carefully reviewed and the resulting feedback is accurate and constructive. However, there may be instances in which a student feels that a review decision is unjust or is based on incomplete or inaccurate information. If this occurs, there are appeal channels available to the student. Issues between two or more graduate students or between students and faculty should, if possible, be worked through by the relevant parties themselves. If a student feels that such attempts have proved fruitless, they should contact the Graduate Program Director to request their assistance in resolving the issue. If the student is not satisfied with the actions of the Graduate Program director (or the issue is with the Graduate Program Director), the student has the right to talk to the Department Chairperson. After consulting with the Department Chairperson, the student has the right to file a formal grievance to be reviewed and acted upon by the Department Grievance Committee. The Department Chairperson would form a committee (of at least 3 members) from the departments Executive Committee of faculty not associated with the Grievance. The Grievance committee will accept documents and information from the student and any other students or faculty members associated with the Grievance and may interview or take statements from such parties in person. Once the committee has all the relevant information, they will meet and make a decision as to the merits of the grievance and make any subsequent recommendations. If the student still is not satisfied with the resolution at this point, they could appeal the Departments decision and recommendations to the Dean of the Graduate School. 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