Admission to the Ph.D. program is competitive. In recent years, the Institute has admitted from six to 10 students each admissions cycle.
- A bachelor’s degree or equivalent, earned prior to the fall start of the Ph.D. program.
- At least four quarter or three semester courses in psychology.
- At least an introductory course in statistics.
- Most students admitted have a substantial background in psychology, courses in mathematics and the natural sciences, and undergraduate research experience.
Median grade point averages and GRE percentiles for students offered admission for fall semester 2017:
|GRE Verbal Percentile||89%|
|GRE Quantitative Percentile||77%|
|GRE Analytical Writing Percentile||83%|
These ranges are intended only as guidelines, but we anticipate that competitive applicants will have comparable GPAs and test scores. We don't use GRE scores as cutoffs, nor do high grades and scores guarantee admission.
Admission to the child psychology graduate program is based on the applicant's:
- academic record;
- letters of recommendation;
- Graduate Record Exams scores (verbal, quantitative, and analytical);
- TOEFL scores, where applicable for non-native English speakers;
- a statement of goals and interests; and
- perceived program "fit."
We embrace the University of Minnesota's position that promoting and supporting diversity among the student body is central to the academic mission of the University. We define diversity to encompass many characteristics including economic disadvantage, special talents, evidence of leadership qualities, race or ethnicity, a strong work record, and disability.
A diverse student body enriches graduate education by providing a multiplicity of views and perspectives that enhance research, teaching, and the development of new knowledge. A diverse mix of students promotes respect for, and opportunities to learn from, others with the broad range of backgrounds and experiences that constitute modern society.
Higher education trains the next generation of leaders of academia and society in general, and such opportunities for leadership should be accessible to all members of society. The Graduate School and its constituent graduate programs are therefore committed to providing equal access to educational opportunities through recruitment, admission, and support programs that promote diversity, foster successful academic experiences, and cultivate the leaders of the next generation.