The University's general requirements, applicable to all graduate degrees at Stanford, are described below. University requirements pertaining to only a subset of advanced degrees are described in the . Additional information on professional school programs is available in the bulletins of the Graduate School of Business, the School of Law, and the School of Medicine. Enrollment Requirements. Graduate education at Stanford is a full- time commitment requiring full- time enrollment, typically at least 8 units. For a complete definition of full- time enrollment, see the . Unless permission is granted by the department (for example for field work) enrolled graduate students must maintain a significant physical presence on campus throughout each quarter a student is enrolled.
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Requests to enroll for fewer than 8 units during the academic year are approved only in specific circumstances. Students enrolled in the Honors Cooperative or the Master of Liberal Arts programs are permitted part- time enrollment on a regular basis. Graduate students who need only a few remaining units to complete degree requirements or to qualify for TGR status, may register for one quarter on a unit basis (3 to 7 units) to cover the deficiency (see the . Students with disabilities covered under the Americans with Disabilities Act may enroll in a reduced course load (RCL) as recommended by the Office of Accessible Education (OAE). Women students may request up to two quarters of part- time enrollment for an approved Childbirth Academic Accommodation; see the . The only exception to this requirement occurs when the student is granted an official leave of absence.
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This page contains links to 32 social psychology Ph.D. This redesigned site makes it easy to discover and connect with Stanford Graduate School of Business programs. One student's experiences when applying to graduate programs in psychology. Includes helpful explanations and tips for all stages of the application process. Interested in a graduate degree in psychology? See the top ranked psychology programs at US News. Use the best psychology school rankings to find the right graduate.
The doctoral programs at the Stanford Graduate School of Education produce educational research that is both rigorous and relevant. Graduate Programs; Research Groups. This page contains links to 185 psychology Ph.D. Clinical Psychology Postdoctoral Fellowship Program. Stanford University is a rich learning. APA- or CPA-accredited graduate programs in clinical or counseling.
Failure to enroll in courses for a term during the academic year without taking a leave of absence results in denial of further enrollment privileges unless and until reinstatement to the degree program is granted and the reinstatement fee paid. As a general proposition, registration in Summer Quarter is not required and does not substitute for registration during the academic year. Students possessing an F- 1 or J- 1 student visa may be subject to additional course enrollment requirements in order to retain their student visas. In addition to the above requirement for continuous registration during the academic year, graduate students are required by the University to be registered: In each term during which any official department or University requirement is fulfilled, including qualifying exams or the University oral exam. The period between the last day of final exams of one term and the day prior to the first day of the following term is considered an extension of the earlier term, with the option of considering the two weeks preceding the start of Autumn Quarter as part of Autumn Quarter (rather than as part of Summer Quarter).
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Course work and research are expected to be done on campus unless the department gives prior approval. Degree programs have the option to include the two weeks before the start of Autumn Quarter as part of Autumn Quarter for the purposes of completing milestones and departmental requirements. The following considerations apply to this exception: The student must enroll in the subsequent Autumn Quarter in the applicable standard enrollment category prior to the completion of the milestone; a leave of absence is not permitted for that Autumn Quarter. A student exercising this option will not be eligible for Graduation Quarter status until the following Winter Quarter at the earliest.
This exception is permitted only for milestones administered by the department, such as qualifying examinations or University oral examinations. This exception does not apply to deadlines administered through Stanford University, such as filing the Application to Graduate, or Dissertation/Thesis submission. Degree programs are not obligated to exercise this option solely because a student requests it. Degree- Specific Requirements (Master's Degrees)Master of Arts and Master of Science. In addition to completing the general requirements for advanced degrees and the specified program requirements, candidates for the degree of Master of Arts (M. A.) or Master of Science (M.
S.) must outline an acceptable program of study on the Master's Degree Program Proposal and complete their degrees within the time limit for completion of the master's degree. Master's Program Proposal.
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Students pursuing an M. A., M. F. A., M. S., or M. P. P. Coterminal students must submit the proposal during the first quarter after admission to the coterminal program. The program proposal establishes a student's individual program of study to meet University and department degree requirements. Students must amend the proposal formally if their plans for meeting degree requirements change. In reviewing the program proposal or any subsequent amendment to it, the department confirms that the course of study proposed by the student fulfills all department course requirements (for example, requirements specifying total number of units, course levels, particular courses, sequences, or substitutes). The department confirms that all other department requirements (for example, required projects, foreign language proficiency, or qualifying exams) are listed on the form and that all general University requirements (minimum units, residency, and so on) for the master's degree will be met through the proposed program of study.
Students who fail to submit an acceptable proposal may be dismissed. Time Limit for Completion of the Master's Degree.
All requirements for a master's degree must be completed within three years after the student's first term of enrollment in the master's program (five years for Honors Cooperative students). Students pursuing a coterminal master's degree must complete their requirements within three years of the first graduate quarter. The time limit is not automatically extended by a student's leave of absence.
All requests for extension, whether prompted by a leave or some other circumstance, must be filed by the student before the conclusion of the program's time limit. Departments are not obliged to grant an extension. The maximum extension is one additional year. Extensions require review of academic progress and any other factors regarded as relevant by the department, and approval by the department; such approval is at the department's discretion.
Master of Public Policy. The degree of Master of Public Policy (M. P. P.) is a two- year program leading to a professional degree. Enrollment in the M. P. P. In addition to completing the general requirements for advanced degrees and the program requirements specified in the . Full particulars concerning the school requirements are found on the M. B. A. In addition to completing the general requirements for advanced degrees, candidates for the degree of Master of Liberal Arts (M.
L. A.) must complete their degrees within five years, an exception to the rule specified above. Engineer. In addition to completing the general requirements for advanced degrees and the requirements specified by their department, candidates for the degree of Engineer must be admitted to candidacy and must complete a thesis per the specifications below. Candidacy. The Application for Candidacy for Degree of Engineer is an agreement between the student and the department on a specific program of study to fulfill degree requirements. Students must apply for candidacy by the end of the second quarter of the program.
Honors Cooperative students must apply by the end of the fourth quarter of the program. Candidacy is valid for five calendar years. Thesis. A University thesis is required for the Engineer degree. Students have the option of submitting the thesis electronically or via the paper process. Standards for professional presentation of the thesis have been established by the Committee on Graduate Studies.
Directions for preparation of the thesis for electronic or paper submission are available at the Office of the University Registrar dissertation/thesis web site. The deadline for submission of theses for degree conferral in each term is specified by the University academic calendar. If submitting via the paper process, three copies of the thesis, bearing the approval of the adviser under whose supervision it was prepared, must be submitted to the Office of the University Registrar before the quarterly deadline listed on the University academic calendar. A fee is charged for binding copies of the paper thesis.
If submitting via the electronic process the signed thesis signature page and title page must be submitted to the Student Services Center and one final copy of the thesis must be uploaded, and approved by the Final Reader, on or before the quarterly deadline indicated in the University's academic calendar. There is no fee charged for the electronic submission process. Students must be registered or on graduation quarter in the term in which they submit the thesis; see .
At the time the thesis is submitted, an Application to Graduate must be on file, all department requirements must be complete, and candidacy must be valid through the term of degree conferral. Master of Legal Studies. The Master of Legal Studies degree (M. L. S.), a nonprofessional degree, is conferred upon candidates who satisfactorily complete courses in law totaling the number of units required under the current Faculty Regulations of the Stanford Law School over not less than one academic year and who otherwise have satisfied the requirements of the University and the Stanford Law School. The Stanford Law School Advanced Degree Programs provides detailed information on degree requirements.
Master of Laws. The degree of Master of Laws (L. L. M.) is conferred upon candidates who satisfactorily complete courses in law totaling the number of units required under the current Faculty Regulations of the Stanford Law School over not less than one academic year and who otherwise have satisfied the requirements of the University and the Stanford Law School.
We will explore such topics as intelligence, perception, memory, happiness, personality, culture, social influence, development, emotion, and mental illness. Students will learn about classic and cutting edge research, a range of methods, and discover how psychology informs our understanding of what it means to be human, addresses other fields, and offers solutions to important social problems. Is prediction of group choice possible and how can it be done? This course is ideal for students that would like to extend predictions about individual choice to group choice, and who plan to apply this knowledge to future research. Do you wonder what prevents better outcomes? Then we will examine interventions that address critical processes to promote human flourishing.
In learning about this research, you will discover more about psychological processes, how basic research helps clarify these processes, how they contribute in complex field settings to social problems, and how they can be altered. As you learn from past research, you. You will identify a social problem on campus of interest to you, say: How can you reduce waste in the cafeteria? How can you get more people to take the stairs?
How can you get people to hold more inclusive attitudes? Then you will identify a psychological process you think contributes to this problem, implement an intervention in the field and track the results. Understanding spoken language requires the rapid integration of acoustic information with linguistic knowledge and with conceptual knowledge based on experience with how things happen in the world.
Topics include research on early development of language understanding and laboratory methods of how young children make sense of speech. Observations of preschool children and visits to Stanford laboratories. Might be repeatable for credit. Students will learn about demographic and medical changes, ways that individuals typically change socially, emotionally and cognitively as they move through adulthood. An understanding of the conceptual foundations of the life- span approach and place aging of young people today in historical context.
The methods are indeed very powerful, but many of the claims seen in the press are results of overly strong interpretations. In this course, you will learn to evaluate claims based on brain imaging research.
We will also explore the deeper ethical and philosophical issues that arise from our ability to peer into our own brains in action. The course will start by discussing how to understand and interpret the findings of brain imaging research. We will discuss how new statistical methods provide the ability to accurately predict thoughts and behaviors from brain images. We will explore how this research has the potential to change our concepts of the self, personal responsibility and free will. We will also discuss the ethics of brain imaging, such as how the ability to detect thoughts relates to personal privacy and mental illness. Finally, we will discuss the legal implications of these techniques, such as their use in lie detection or as evidence against legal culpability. Estimation, confidence intervals, tests of hypotheses, t- tests, correlation, and regression.
Possible topics: analysis of variance and chi- square tests, computer statistical packages. Same as: STATS 6. STATS 1. 60. PSYCH 1. N. These differences have powerful and enduring consequences for the health, well- being, educational success, and longevity of individuals, as well as for the future prosperity of the societies in which children become adults. Early childhood is a time of both enormous promise and considerable risk, and parents in different cultures have widely differing practices and beliefs about their role in enabling children to avoid risk and achieve their potential.
In this seminar we will evaluate evidence from the biological and social sciences showing how positive and negative experiences in infancy have profound and enduring effects on early brain architecture, with cascading consequences for later development in childhood and adulthood. We will also consider the challenges of designing more effective programs and social policies to provide support for families in diverse cultural contexts, with the goal of helping more children to reach their full potential. Mental life in infancy; how thinking originates. How do babies construe the objects, events, people, and language that surround them? Recent advances in psychological theory, hypotheses, and evidence about how the infant human mind develops. The impact of people's belief in a growing versus fixed self on their motivation and performance in school, business, sports, and relationships. How such theories develop and can be changed.
Topics include: theoretical foundations, cognitive consequences, developmental approaches, personality processes and individual differences, and clinical and treatment implications. Our focus is on interesting, experimentally tractable ideas. Meetings will be discussion based. This course is designed to equip the new generation of such scientists with tailored mathematical knowledge to develop models of their own. I will use classical models and my own experience in modeling decision making as examples to demonstrate the process from vague ideas to the development, refinement, analysis and simulation of dynamical models. Along the way, systematic knowledge in differential equations, numerical methods, principle component analysis etc will be provided to facilitate the general ground for future models of students. Open to graduate students and advanced undergraduates.
The focus will be on individuals in dyads rather than in groups. We will examine a) subtle interpersonal influence processes such as nonverbal communication, b) structural sources of interpersonal influence such as gender, race, social class, and culture, and c) interpersonal influence within different relationships such as organizational and romantic relationships. Familiarity with technology and video editing is useful. Students will have the opportunity to make brief podcasts and i. Movie videos, as weekly responses to readings, as well as for the final class project.
How serotonin, dopamine, and norepinephrine influence people's emotional lives. This course is ideal for students that would like to get deeper exposure to cutting edge concepts and methods at the intersection of psychology and biology, and who plan to apply their knowledge to future research. What role does language play in politics, law, and religion?
The role of language in individual cognition and in society. Breaking news about language and society; the scientific basis for thinking about these broad issues.
Over the course of the semester, students will be challenged to think critically about research from psychology, sociology, and medicine, which suggests that what we think, believe and expect plays a significant role in determining our physical health, performance and well- being. Students will explore research on how mindsets about nutrition, exercise, and stress can alter the body. Students will also uncover how social interactions with friends, family, colleagues and the media influence the perceived quality and impact of cultural products such as art, music, and fashion. And students will learn about the neurological and physiological underpinnings of the placebo effect, a powerful demonstration of expectation that produces real, healing changes in the body. Finally, students will have the opportunity to consider real world applications in disciplines including policy, business, medicine, academics, athletics and public health and consider the ethical implications of those applications. Throughout the class active participation and an open mind will be critical to success.
The final weeks of class will be dedicated to student designed studies or interventions aimed to further explore the power of self- fulfilling prophecies, placebo effects, and the social- psychological creation of reality. What role do psychological factors play in perpetuating inequality? How can psychologically ? Topics include prejudice and discrimination, school achievement, social class, and race/ethnicity.
Does language development follow an innate ? Topics include biological and experiential influences on the emergence of linguistic ability as children learn a first language. Discussions of theory and research, visits to Stanford laboratories and observations of very young language learners. Social psychological theories and research on stereotypes, prejudice, discrimination, and racism. Psychological perspectives include those emphasizing personologic, cognitive, motivational, and sociocultural contributions to prejudice. Emphasis is on applying each approach to understanding real- world contexts such as educational and occupational contexts, and to the implications of this research for efforts to reduce prejudice and discrimination.
To what extent is it possible to describe an ? How are different people included in or excluded from the imagined community that is America? How do a person's race, class, gender and sexuality affect his or her experience of belonging to this country? These are just some of the questions we will consider as we familiarize ourselves with the great diversity of childhood and young adult experiences of people who have grown up in America.
We will read and discuss narratives written by men and women, by urban, suburban, and rural Americans, and by Asian Americans, African Americans, Native Americans, Latina/os, and European Americans. Topics include: scientific methods for studying perception, anatomy and physiology of the visual and auditiory systems, color vision, depth perception, motion perception, stereopsis, visual recognition, pitch and loudness perception, speech perception, and reorganization of the visual system in the blind.