Research training begins with the admission selection process. Selected students are matched with research mentors and students are expected to be actively involved in research activities beginning in Year 1. Students obtain supervised experience in aspects of the scientific process such as study design, survey construction, data collection, analysis, and interpretation. They are encouraged to present at local and national conferences and work on publications with their research mentors whenever possible.

Coursework in Research Methods

Students apply the fundamentals of research learned in a required sequence of courses:

  • Analysis of Variance - (1st year, Fall)
  • Regression/Correlational Design - (1st year, Spring)
  • Research Fundamentals - (1st year, Spring)
  • Empirically-Supported Therapies - (2nd year, Fall)

How long does it take to complete the program?

Students work with their research mentor(s) to develop a research plan for their first two years. This may include involvement in ongoing projects with the mentor and/or beginning to design original studies. During Year 1 planning also begins for students’ second year project or master’s thesis. To assist with this project, students are enrolled in Research Fundamentals in the spring of their first year to work on developing the proposal.
Students are required to complete a second year research project or a master's thesis under the supervision of their research mentor. The second year project or thesis must be submitted, defended, and approved by October 1 of Year 3. Exceptions to the second year project/thesis are made for students who are admitted into the program with a thesis that has been vetted by the Consortium faculty. However, research involvement with the research mentor is still expected of these students.
Students develop an area of focus for an empirical dissertation, a degree requirement, and are required to have an approved dissertation proposal by October 1 of Year 4. Students are also encouraged to continue their involvement in ongoing research projects with their research mentor and/or other Consortium faculty.
Although it is not required, students are urged to complete and defend their dissertations before leaving for internship at the end of academic Year 4.

Recent Dissertations

August 2015 - Brokenbourgh, Hackett, Minifie, and Seagly
Megan A. Brokenbourgh

“Examining the Measurement Invariance of the Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF) Internalizing Specific Problem Scales in African-American and Caucasian Outpatient Samples”

Lewis P. Hackett

“Donepezil’s Effect on Cardiac Function in Patients with Alzheimer’s Disease Through an In-Vivo, Non-Invasive Measure of Cardiac Autonomic Function”

Joseph Brooks Minifie

“Effects of Varying Degrees of Fixed and Random Responding on the Validity of Score Interpretation for SP and PSY-5 Scales of the MMPI-2-RF”

Katharine S. Seagly

“PTSD Symptom Severity and Neurocognitive Performance as a Function of Combined TMS and Imaginal Exposure in OIF/OEF Combat Veterans with Treatment Resistant PTSD”

May 2015 - Bonner
Carol Frances Bonner

“Moderating Effects of Coping Self-Efficacy and Coping Diversity in the Stress-Health Relationship in African-American College Students”

August 2014 - Iwai
Casey S. Iwai

“Interrelationships Between Psychopathy, Sensation Seeking, and Family Environment”

May 2014 - Bayan and Cray
Stacey M. Bayan

“Neurocognitive Changes Associated with 6 to 9 Weeks of Transcranial Magnetic Stimulation in the Treatment of Major Depressive Disorder”

Shannon Cray

“Sleep Disturbance, Neurodevelopmental Diagnoses, and Cognitive Inefficiency: An Explorative Study of Children Referred for Psychological/Neuropsychological Evaluations Compared to the PIC-2 Normative Sample”