ucla phd programs psychology

Developmental Psychology

Information about the Developmental Psychology Graduate Major

Developmental Psychology at UCLA

The Developmental Psychology Graduate Program at UCLA is research intensive. Our research examines human development from infancy to young adulthood using a variety of laboratory and naturalistic techniques. The goal of the program is to produce independent scholars, and incoming students are expected to become research-active quickly upon beginning the program.

Support for student research is excellent. Students have access to the most advanced methods (including MRI, EEG/ERP, genetic, physiological, microbiome, eye-tracking, school-based research, and cross-cultural field work in multiple countries) and resources for research in affective and cognitive neuroscience, neuroscience of emotional and physical health, perceptual and cognitive development, language acquisition, family processes, peer influence and relationships, the study of culture and development, and developmental disorders.

Developmental Faculty

Bridget Callaghan Adriana Galván Scott Johnson Jaana Juvonen Catherine Sandhofer Jennifer Silvers James Stigler

Faculty with Developmental Appointments Andrew Fuligni Psychiatry

Lucina Uddin Psychiatry

Our research, training, and coursework are united by core themes:

Cognition, Perception, and Language

• Scott Johnson
• Catherine Sandhofer
• James Stigler

Faculty in this area research the development of perception, language, and cognition, as well as how cognitive development is constructed through attention, perception, and language.

Culture, Education, Learning, and Social Development

• Jaana Juvonen

Research in this area aims to understand learning and social development in their cultural contexts, whether in formal or informal settings, including the impact of technology media, cultural values, and social change on learning and development.

Emotion, Stress, and Risk Taking

• Bridget Callaghan
• Andrew Fuligni
• Adriana Galván
• Jennifer Silvers

Faculty in this area study motivation, reward processes, emotional learning, emotion regulation and risk taking behavior across development. Faculty also examine the phenomenology of chronic and acute stress exposure during key periods of developmental change.

Identity, Family, and Peers

Neurodevelopment and neurobiological bases of development.

The faculty in this area study the neural building blocks of development using a variety of methods aimed at characterizing brain structure and function.

The PhD Program

The PhD program is heavily focused on research. Students begin working with a faculty advisor during their first quarter at UCLA. Coursework is comprised of two courses in statistics, one additional methodology course, three developmental courses, and three additional courses. Students also participate in developmental forums and seminars on teaching.  Most students graduate in year 5 or 6. For a list of Required Courses please see the  Psychology Handbook .

Human Development & Psychology Division

In the Human Development & Psychology (HDP) graduate division, students explore the situations and processes that promote learning and development in a variety of social contexts for individuals and groups from diverse backgrounds. The program is designed for students interested in human learning and development to improve educational practices. The HDP Division offers two Ph.D. programs — the Ph.D. in Education and the Ph.D. in Special Education — and one M.A. in Education program. The Joint Doctoral Program in Special Education is offered with the California State University, Los Angeles.

Academic Information

Overview of the program.

The Division of HDP is committed to understanding individual differences and bettering the lives of children, adolescents, and their families from under-served and under-resourced communities, and those who are under-represented in the scientific literature.

HDP faculty and students employ a variety of research designs and methodological approaches. Faculty expertise includes qualitative (e.g., clinical structured interviews), quantitative (e.g., survey research methods), and mixed methods approaches, as well as randomized experimental designs, and longitudinal and intervention studies. The program has served as a model for training in applied research and the application of research to real-life settings.

Division Values

The goal of the HDP program is to study the nature and course of human development, in context, to inform practices and policies that affect the welfare of children. Topical Areas of Study Include:

• Interactions between risk and resilience across development
• Concerns with life circumstances (e.g., experiencing poverty or immigration) and personal characteristics (e.g., ability to learn a language or disability) that make individuals or groups vulnerable to variations in achievement, social, and emotional outcomes
• Relationships between single and multiple risk factors
• Processes that mediate the presence of a risk factor and later outcomes
• Developmental trajectories of children and adolescents
• Identifying protective factors that may alter or alleviate the impact of high risk
• Specific disabilities, such as autism, mental health disorders, intellectual disabilities, and language disabilities
• School-based research relevant to children’s and adolescent’s academic, social, and motivational development
• Developing more effective learning strategies for diverse learners
• Examining structural features (e.g., racial and ethnic diversity, socioeconomic composition of the school, dual language immersion programs) that affect educational progress and attainment
• Studying process features (e.g., peer relations, instructional approaches, parental involvement in schools) that affect educational progress and attainment

What Our Graduates Do

The training that HDP students receive prepares them for work in a variety of fields. Recent HDP graduates have assumed positions either as faculty, consultants, or researchers in a number of institutions across the country.

• Assistant Professor, Teacher Education Program, University of California, San Diego
• Assistant Professor, Elementary Education, University of Georgia
• Assistant Professor, Curriculum and Instruction, College of Education, University of Washington (Seattle)
• Associate Professor, Department of Teaching and Learning, Peabody College, Vanderbilt University
• Associate Professor, Special Education, Charter School of Education, California State University, Los Angeles
• Postdoctoral Scholar in Child Abuse and Neglect, University of Nebraska, Lincoln
• Postdoctoral Scholar in Special Education, Neuropsychiatric Institute, University of California, Los Angeles
• Research Associate, LessonLab, Santa Monica, California
• Program Specialist, Pomona Unified School District, California
• Consultant, Milken Foundation
• Research Associate, Los Angeles Unified School District, Los Angeles
• Research Associate, American Institute of Research, Washington, D.C.

M.A. Program in HDP

The M.A. Program in HDP is typically a full-time, one-year program. You should plan to be enrolled in the equivalent of at least three 4-unit classes for all quarters. Most courses are offered during the day. University regulations are that the M.A. must be completed within 7 quarters (two and one-third years), but students in our division rarely take that long. As a student in the M.A. Program, you must take at least nine 4-unit courses. About half are required courses and half are courses selected to fulfill various required types. Consult with your advisor in order to choose courses that best support your academic plan and goals.

Ph.D. Program in HDP

The Ph.D. program is a full-time program. You should plan to be enrolled in the equivalent of at least three 4-unit classes every quarter and to be on campus almost every day. Many of the formal courses you will take are during the day, as are most colloquia, research group (RAC) meetings, and research work. You will gain valuable experience and learn much from the time you spend outside of courses with faculty and students conducting research, writing papers, and working in formal and informal educational settings. Typically, you should expect to finish your degree in four to six years. University regulations require that the Ph.D. be completed within 21 quarters (seven years), but students in our division normally do not take that long. As faculty, we are committed to helping you finish in a reasonable time-to-degree of four to six years.

Joint Doctoral Ph.D. Program in Special Education

If you are in the Joint Doctoral Ph.D. Program in Special Education, your general experiences and timetable will be similar to those of students in the HDP Ph.D. program. Like the HDP doctoral program, the Joint Doctoral Ph.D. program is full-time. The time periods within which you can and must complete the Joint Doctoral Ph.D. degree are also about the same as those for the HDP Ph.D. program with the main difference that you take your initial year of courses at California State University, Los Angeles and then complete course requirements at UCLA. Having the first year of courses at California State University, Los Angeles will not extend the length of your Ph.D. program.

The Joint Doctoral Program is DISTINCT from the HDP Ph.D. in the following ways: You will have a slightly different timeline as you will take your first year of courses at California State University, Los Angeles. You must complete a minimum of six courses at California State University, Los Angeles. You will be required to take three fewer quarters of colloquium. You will have NO publication requirement. You are required to have five rather than four dissertation committee members.

Our Current Students

Visit the student directory and see what they are working on.

Graduate students at UCLA Department of Education benefit from — and contribute to — the resources of the country’s number one public graduate school of education.

A distinguished faculty committed to research, teaching, and excellent research centers and institutes offer extraordinary opportunities for graduate endeavors. We are preparing the next generation of researchers and professionals to address some of the most pressing challenges in the field.

Learn how HDP could be the right fit for you.

The UCLA Ed & IS Office of Student Services looks forward to assisting you through the application process. If we can be of service to you in any step of this process, please feel free to contact any one of our advisors.

Find Your Place

UCLA Ed&IS provides pathways for all.

Student Resources

HDP M.A. Plan of Study

HDP Ph.D. Plan of Study

HDP Course Schedule

HDP Student Handbook

Admissions Resources

HDP Application Step-By-Step Guide

Information Sessions for this Program

Jennie Grammer

Associate professor of education; faculty director, uc|csu collaborative for neuroscience, diversity and learning.

Sandra Graham

Distinguished professor.

Jeffrey Wood

Rashmita Mistry

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Kim Mattheussens [email protected] (310) 825-0830

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Brain and Body Lab

Prospective Graduate Students

Dr. bridget callaghan plans to review graduate student applications this cycle (for fall 2024)., click on a question to view:, info on ucla.

Disclaimer: this information is subject to change. The most accurate information on specific UCLA policies that are referenced here can always be found on the UCLA Psychology prospective students page . 

1. How much does graduate school cost? 2. How does housing work for UCLA graduate students?  3. Is there support for international students at UCLA? 4. How much does it cost to apply to the Developmental PhD program at UCLA?

PhD Program Applications

5. Do I need to email Dr. Callaghan prior to applying? 6. How much prior research experience do I need? How closely does this experience need to match the focus of labs that I’m applying to?  7. Should I apply for grant funding before graduate school? 8. Do I need to decide on a specific research topic before applying to graduate school? 9. What skills are useful for graduate students who want to do research in the BABLab? 10. What is the BABLab looking for from applicants/which aspects of the application does the lab prioritize most? 11. Is there a specific GRE cutoff score for applying to the BABLab? 12. How do I choose a lab to join? What other questions should I ask?

1. How much does graduate school cost?

Students in UCLA’s psychology PhD programs are not expected to pay for their education*. These programs are “fully funded”, meaning that students don’t pay any tuition, and they are paid a stipend for the duration of their PhD. Unless they receive outside fellowships, part of this funding is expected to come from student teaching and/or research assistantships, in which PhD students assist professors in teaching courses or work in professors’ labs; the other part of the funding is a department fellowship. Within maximum and minimum TA requirements, students can choose the amount of TA and/or RA work they do. Students are not expected to take out loans to fund their PhD program, unlike other graduate programs such as JD, MD, and master’s. Exact funding levels are set on a yearly basis. Students can (and are encouraged to) apply for external funding, which may replace or supplement their UCLA award. 

*Applies to US-citizens and permanent residents. International applicants can also be supported, but this requires your lab to provide additional funding. Scholarships, fellowships, and assistantships are available to undocumented students with AB 540 status, though the details for this funding vary by department. DACA recipients are eligible for work opportunities. If you would like more information, please contact the psychology department. 

2. How does housing work for UCLA graduate students? 

UCLA has a limited supply of housing for single graduate students as well students with families (information can be found here ). Students apply for these spots through a lottery system; level of competition varies year to year. Many students also opt to look outside of the UCLA subsidized offerings in a variety of neighborhoods around campus; commonly used resources are craigslist , Zillow , and Trulia . Housing in the immediate area around UCLA is expensive, but prices are lower in some areas a bit farther away and if students choose to live with roommates. For those who live outside walking distance and choose not to drive, there are several different bus infrastructures with lines that go through UCLA campus, including Metro buses (Los Angeles), BruinBus (UCLA-sponsored), Big Blue Bus (Santa Monica), and CCB (Culver CityBus). Graduate students have access to the Bruin Grad Pass , which provides unlimited free rides on these bus lines. 

3. Is there support for international students at UCLA?

UCLA and the BABLab appreciate diversity and welcome international students. The PI of the BABLab, Bridget, is herself an immigrant to the US from Australia. For more information on the BABLab’s commitment to diversity, see our diversity statement . However, funding is a bit tricky for international applicants to the Developmental PhD program. Because international students are not eligible for in-state tuition, funding is more expensive for them, and individual labs are expected to pay the difference. Unfortunately, at this time the BABLab does not have grant funding to support an international graduate student. In general, international students will need to obtain a visa in order to study at UCLA. Graduate applicants typically apply for either an F1 or a J1 visa, and both visa categories have their advantages (see comparisons  here  and  here ). Additional information for graduate applicants to UCLA, including how to obtain a visa, can be found here . Newly admitted and current international students are supported by the Dashew Center . 

4. How much does it cost to apply to the Developmental PhD program at UCLA?

The fee to apply to the developmental psychology PhD program at UCLA for the 2021-2022 academic year was set at $120 for US citizens and permanent residents, and $140 for other applicants. Check the application fees page for updated information and more details. There are fee waivers available for applicants who qualify. Taking the GRE and submitting scores can cost more than $230 as of 2020, not including costs associated with getting to a test center. Please note that the GRE is not required for applicants for the 2021-2022 academic year. If you need to take the TOEFL, costs are similar to the GRE (about $200 as of 2020) but vary depending on location. If you are invited for an on-campus interview with the psychology department, all expenses (e.g., airfare, lodging, meals, transportation to/from the airport) are typically paid for. If there are any caps on airfare cost, they will be stated explicitly in the interview weekend email. Note that most PhD programs in psychology cover these expenses in the US, but there may be exceptions, and some programs do have reimbursement caps. 

5. Do I need to email Dr. Callaghan prior to applying?

If you are interested in applying to the BABLab as a PhD student, you are welcome to get in touch with us. If you would like, you may send a copy of your CV and a brief description of your research interests to Dr. Callaghan at [email protected] .  However, emailing is not necessary; Dr. Callaghan will not conduct phone interviews until after the application deadline to be fair to all applicants. If you have specific questions, you may email Dr. Callaghan or other members of the lab and we will do our best to answer. 

6. How much prior research experience do I need? How closely does this experience need to match the focus of labs that I’m applying to? 

There is no one set amount of research experience that an applicant needs to have before applying. It’s possible to join the BABLab as a PhD student directly out of undergrad, after several years of post-college research experience, after a master’s program, or from another field. Having prior research experience is helpful because it allows you to: 1) build relevant skills and an understanding of how research works, 2) refine your research interests, and 3) evaluate whether research is something you want to do for the (fairly long) duration of a PhD (~5 years). For information on how to get research experience, see the research assistant and research coordinator/lab manager sections of this guide (coming soon). 

7. Should I apply for grant funding before graduate school?

As the UCLA Psychology department provides funding for the duration of graduate studies, obtaining outside grant funding is not necessary. However, it is common for students to apply for outside funding as it conveys some benefits, including establishing a record of securing funding for your research (which will be important if you want to continue in academia beyond grad school), potentially providing a higher stipend than what UCLA gives, and potentially allowing students to do less teaching assistant work than they otherwise might have to. 

The most common grant funding for students to apply for before entering graduate school is the NSF GRFP , which provides 3 years of funding (tuition and stipend). At present, only US citizens and permanent residents are eligible for this award. Students are eligible to apply for the NSF before enrolling in a graduate degree program and once in graduate school (during either first or second year). See detailed eligibility criteria here . For those applying before graduate school, award decisions are not made until the admissions process is complete but applying can be a helpful way to think through some project ideas, show that you are a serious applicant, and get experience applying for grants. However, applying is absolutely not necessary, and many people get admitted to multiple graduate programs without applying for the NSF GRFP. If you are interested in applying, lab members recommend Alex Lang’s website and Mallory Ladd’s blog for tips. 

8. Do I need to decide on a specific research topic before applying to graduate school?

You do not need to have a specific project or topic in mind that you are set on studying as a PhD applicant – we don’t expect you to have figured out everything at that point, and your interests will evolve as you learn and progress in graduate school. However, at graduate program interviews you may be asked questions such as “If you could perform any research project you wanted (and resources weren’t an issue), what would you do?” In the BABLab, we are interested in which approaches and questions are most interesting to you and why, as well as the ideas you may have for research projects. We won’t hold you to carrying out a project you may discuss during the interview; rather, the purpose of questions such as these is to learn about your interests and see how you “think like a scientist”. 

9. What skills are useful for graduate students who want to do research in the BABLab?

Because the BABLab conducts research with developing populations, experience with children, adolescents, and/or families in research settings is helpful. Since graduate students publish in scientific journals, a certain level of written communication is expected. The research that we do is pretty computationally intensive, so experience with coding/data analysis (e.g., with R, Python) is useful. The BABLab values contributions that students can make to the lab’s mission. This could involve ideas that are generated from personal and other experiences as well as “thinking like a (developmental, equity-oriented) scientist” – i.e., insights that move the lab’s projects forward or stimulate new lines of inquiry. In order to make these contributions, it is helpful to possess a working knowledge of scientific methods, the history of related research, common theories in the field, and frameworks for ethical science. This knowledge can be acquired through critical reading of relevant papers – e.g., thinking about design choices the researchers made, the theory/rationale they provide for their work, their assumptions, and future directions they (and you!) identify based on the research. 

10. What is the BABLab looking for from applicants/which aspects of the application does the lab prioritize most? 

In the BABLab, we are looking for students with genuine interest and passion for the topics we study (see our lab manual to get a sense of these topics), and a drive to persist through the (inevitable) times when research gets challenging or frustrating. We are also looking for students who will contribute perspectives, ideas, and/or experiences that will enrich the lab culture and research. We value the diversity of our lab members, and strive to be a welcoming and inclusive space that respects and appreciates all regardless of race, ethnicity, immigration status, sexual orientation, socio-economic status, etc (see our diversity statement for more on our commitment to this). Finally, because we work to foster a sense of community in the BABLab, we are looking for someone who shares the values and ethos of the lab (see our lab manual for more details). 

11. Is there a specific GRE cutoff score for applying to the BABLab?

In the BABLab, we believe that intelligence and aptitude are complex and multifaceted, and that the GRE is a biased and inaccurate measure of both (see this article for an explanation of the flaws of the GRE and how scores are correlated with applicant privilege). We also acknowledge that for some who have had less research experience, strong GRE scores can be one way of demonstrating research promise. For this reason, there is no specific cutoff score on the GRE that is necessary for potential graduate student applicants, and GRE scores are optional for admission. If you do choose to submit GRE scores they will constitute one part of a wholistic review. Across the entire UCLA psychology department, students applying for the 2022-2023 academic year are not required to submit GRE scores as part of their application. 

12. How do I choose a lab to join? What other questions should I ask?

Choosing a lab to join for graduate school is often a complicated task! Since you are applying to an academic program, of course research fit – Do you find the lab’s research exciting and meaningful? Could you see yourself thinking about it deeply and frequently for 4-6 years? – is very important. Mentor-mentee fit with the principal investigator (PI, or head of the lab, typically a professor) is also very important, as you will probably be working closely with the PI for the duration of your program. Your potential fit with a mentor can be assessed through the interactions that you have with them if you are offered an interview, and by asking questions of their other mentees. When talking with the PI, can you generate a stimulating discussion together? Do you get along? PIs also vary in terms of their mentorship style and how much independence they give trainees. You can determine this by asking questions of their trainees such as: How would you describe [PI] as a mentor? What are [PI]’s expectations? Consider what is important to you in a mentor and ask specific questions about that too. In addition, the PI’s values are an important influence on the culture of the lab. To get a sense of this, ask the PI how their lab functions and how lab meetings work, and ask mentees what the PI’s values are and what sort of culture they promote. 

Beyond fit with the lab’s research and the PI, you also want to consider aspects of the program (e.g., What are its strengths and weaknesses? What is its structure and requirements? What is the funding situation like?) as well as practical considerations outside of your school: Would you be happy living in the university’s location? Will you have access to resources you may need (e.g., training opportunities, healthcare facilities, transportation options)?

Note: Credit for the idea for this guide and some of the content goes to the Stanford VPNL (see their grad school info page ).

General Catalog

UCLA College has nation’s top graduate program in clinical psychology, according to U.S. News and World Report

This story was adapted from its original version.

In its annual ranking of the top graduate schools, U.S News and World Report has listed 12 UCLA College and graduate programs among the top 20 in the country. Among them is the College’s clinical psychology program, which was named No. 1. Another 11 College graduate schools and programs are listed among the top 20, demonstrating the quality, reputation and breadth of graduate-level education at the UCLA College.

The U.S. News graduate program rankings are based on experts’ opinions about program excellence and on statistical indicators that measure the quality of a school’s faculty, research and students. The data for the rankings come from statistical surveys of more than 2,000 programs and from reputation surveys sent to more than 20,500 academics and professionals, conducted in fall 2017 and early 2018.

The full list of programs include:

Clinical psychology  (No. 1) Psychology  (No. 3, tied) English  (No. 6, tied) Math  (No. 7, tied) Sociology  (No. 8, tied) History  (No. 9, tied) Economics  (No. 12, tied) Political science  (No. 12, tied) Earth sciences  (No. 13, tied) Chemistry  (No. 15, tied) Physics  (No. 17, tied) ​ Biological sciences  (No. 18, tied)

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Doctoral Internship

APA Accreditation

The UCLA-CAPS doctoral internship in health service psychology is accredited by the American Psychological Association. Inquiries regarding the accreditation of our internship training program may be directed to:

APA Office of Program Consultation and Accreditation 750 First Street, NE • Washington, DC • 20002-4242 Phone: 202-336-5979

The Office of Accreditation’s web address may be accessed here: www.apa.org/ed/accreditation. You may also email the Accreditation Office at [email protected] .

The APA-accredited doctoral internship program in psychology at UCLA's Counseling and Psychological Services invites applications for the 2024-2025 training year.

The deadline for applications is: November 3, 2023

Interviewees will be notified on: December 15, 2023

Interviews will be conducted by video on: January 10 - 12, 2024

The training year duration is: August 1, 2024 – July 31, 2025

We welcome and encourage applications from diverse individuals. Our program is fully accredited by the American Psychological Association. For further information regarding APA accreditation, you may contact the APA Office of Program Consultation and Accreditation by phone at (202) 336-5979 or (202) 336-6123 TDD or at the following website: www.apa.org/ed/accreditation . You may also email the Accreditation Office at [email protected] . We are a member of APPIC, participate in the APPIC Match (Program Code 113511) and adhere to all APPIC Match policies regarding selection and notification.

Application Qualifications & Procedures

Qualifications.

By the start of internship, applicants must be advanced doctoral students who meet all of the following requirements:

Current enrollment in an American Psychological Association-or Canadian Psychological Association-accredited doctoral program in clinical or counseling psychology

• Successful completion of all required coursework and practica prior to start of internship
• Successful completion of doctoral comprehensive exams
• Completion of a minimum of 1000 supervised hours of practicum experience, of which 500 hours are face-to-face intervention hours, by application deadline.
• Verification by the director of training of readiness for internship
• Clearly identified experience conducting intakes, providing crisis assessment and intervention, and providing empirically supported brief therapy
• Three letters of recommendation, at least two from supervisors familiar with recent clinical work. one letter must be authored by a current supervisor.

The deadline for applications is November 3, 2023 at 11:59 pm.

To apply for our Doctoral Internship, applicants should apply via the AAPI Online site . From the APPIC homepage, click on "AAPI Online." Your online application must include the following:

• A completed APPIC Application for Psychology Internship (AAPI) form. The AAPI may be downloaded from http://www.appic.org .
• Submission of cover letter describing qualifications and professional experience compatible with training at UCLA CAPS. Applicants are asked to clearly identify experience conducting intakes, providing crisis assessment and intervention, conducting brief empirically-supported therapy, and to elaborate on training goals specific to CAPS.
• Current curriculum vita
• Official transcripts of all graduate work
• Three letters of recommendation, at least two from supervisors familiar with recent clinical work. One letter must be authored by a current supervisor.

Final acceptance to the UCLA-CAPS doctoral internship training program is contingent upon satisfactory completion of a background investigation (i.e. Federal Bureau of Investigation and Department of Justice fingerprint scans) and credentialing process prior to the commencement of the internship.

UCLA-CAPS adheres to all APPIC internship selection policies. In keeping with these policies, CAPS does not solicit, accept or use ranking-related information from any intern applicant.

Please refer to the APPIC website for the most recent copy of Internship Offers and Acceptances.

For correspondence and inquiries, please email [email protected]

Philosophy of Training

The CAPS training program adheres to a Scholar-Practitioner model. Focusing on the clinical application of scientific findings, a broad array of supervised clinical, outreach and prevention experiences and formal and informal didactic settings promote the acquisition of practice skills and the development of critical thinking.

We regard our doctoral interns as professionals in training, and accordingly the training program is developmental in its focus. We believe that professional development and competency as a newly-practicing psychologist results from cumulative and developmental immersion in broad clinical experience rooted in empirical evidence and supported by skilled professionals serving as supervisors, teachers, and role models. Recognizing that interns begin their internship year at varying developmental levels, an assessment is made of their training needs at the start of the year and expectations are individually tailored. After a year of close supervision, we expect each intern to have developed an increased level of clinical competence and autonomy, heightened professional identity and ethical awareness, and an enhanced understanding of self in preparation for independent functioning as a clinical psychologist.

We train our interns to be generalists, with particular expertise in working with a college population. Over the course of the year, interns provide individual, couple and group psychotherapy, emergency assessment and response, crisis intervention, psychological assessment, and outreach/prevention and consultation to the university community. Interns are encouraged to develop specific expertise with special populations and these interests are taken into account when making assignments; however, such interests are considered as secondary to generalist training.

An appreciation of human diversity is a cornerstone of our training program. Honoring these values, the training program seeks to recruit a range of candidates, including those from diverse backgrounds and with diverse interests. Our highly diverse clinical staff trains interns in the competent provision of services to UCLA's pluralistic student body. The diversity of our staff and our clientele provides interns with an unusual opportunity to gain specific clinical experience and expertise with a broad spectrum of individually and culturally diverse clients across a full range of health and psychopathology. A variety of training experiences complement these clinical experiences, and lead to the acquisition and development of knowledge, awareness and skills related to multiculturally-competent case conceptualization and care.

Over the course of the year, interns are expected to refine their sensitivity and competence in service delivery to students of varied racial, cultural, religious, gender, sexual orientation, physical and age groups. Professional diversity is also valued, as our staff consists of psychologists, clinical social workers and psychiatrists, and trainees from psychology, social work, and psychiatry residency programs.

Intensive supervision is a distinguishing feature of CAPS internship training and encompasses a variety of theoretical frameworks. Interns are frequently asked to reflect on personal issues potentially affecting their professional functioning as therapists, trainers, consultants and colleagues. While we strive to respect interns' privacy rights, the disclosure of personal information pertinent to interns' professional roles in the context of their supervision is routine and expected.

Finally, our training program operates in a context of ongoing reciprocal evaluation and feedback. Such periodic evaluation ensures that interns, as well as supervisory staff, are progressing in their individual and professional development goals.

Goals of the Training Program

The CAPS training program prepares psychology doctoral interns to function as multiculturally-competent and ethical professionals with specific expertise in addressing diverse college or university populations and a clear sense of their early professional identities.

Consistent with this aim, the internship has the following three objectives:

• Facilitation of interns' clinical competence across the full range of professional services for a diverse undergraduate and graduate student clientele
• Promoting interns' ethical behavior and sensitivity to ethical and legal issues
• Fostering interns' professional identity development as psychologists

These objectives are articulated in the program’s focus on the following competencies: research; ethical and legal standards; individual and cultural diversity; professional values, attitudes and behaviors; communication and interpersonal skills; assessment; intervention; supervision; consultation; and interprofessional/interdisciplinary skills.

The full-time, twelve-month Doctoral Internship in Psychology provides trainees with the opportunity to receive an intensively supervised experience in delivering a range of multiculturally-aware and competent mental health services to a large public university student body and in providing prevention, outreach and consultation to the campus community. Interns receive training in brief and intermittent individual therapy, group and couple therapy, emergency response, crisis intervention, psychological assessment and diagnosis, consultation, prevention and outreach, and ethical and legal regulations and practices. Training occurs experientially via clinical work, case consultation, and outreach to the campus community, and in a variety of formal and informal didactic settings.

CAPS provides interns with the opportunity to interact with colleagues in other disciplines without the artificial hierarchical constraints present in many other clinical settings. Observing and functioning within the CAPS community of psychologists, clinical social workers and psychiatrists is an invaluable experience in the development of interns' professional identity, integrity and independence. Routine interdisciplinary interaction is present throughout the department via clinical collaboration, case conferences, committees, staff development activities and training activities.

Description of Training Activities

Individual therapy.

Interns provide up to 16-19 service hours per week. CAPS provides empirically supported treatments within a brief treatment setting.

Group Therapy

UCLA-CAPS features one of the largest and most highly-utilized counseling center group programs in the nation. Opportunities include general psychotherapy groups, interpersonal process groups, empirically supported group treatments for a variety of mood and anxiety difficulties, groups for building and enhancing skills in emotional regulation (based on DBT), and several theme-oriented groups targeted to specific populations including eating disorders, bereavement, women, gay, lesbian, bi-sexual and trans-students, and writers of theses and dissertations. Our three- to five-session Wellness Skills Groups are structured interventions focusing on various stress management techniques and topics, including cognitive-behavioral approaches, biofeedback, procrastination and test-anxiety.

Interns co-lead therapy groups with licensed staff members, and may have the opportunity to create a group.

Triage Assessment, Emergency and Crisis Evaluation and Intervention

All interns participate in a rotation on the triage assessment team, in which they conduct triage assessments for incoming CAPS clients. As they gain familiarity with CAPS and University and community resources, interns join the staff Urgent Coverage rotation, responding to students presenting with urgent or emergency concerns.

Campus Prevention and Outreach

Serving as consultants, trainers and educators, the CAPS staff participates in many efforts to enhance the quality of student life, and offers services not only in our offices but throughout the campus. Members of the staff lead discussions and make presentations to such groups as residence hall advisors, peer counselors, faculty and academic support service staff. Interns are expected to participate in the department's ongoing projects and encouraged to initiate, design and implement others in which they have particular interest.

Supervision

Interns receive two hours weekly of one-to-one supervision and participate in a weekly two-hour supervision group. All supervision is provided by licensed staff members. Additional supervision is provided weekly for prevention/outreach activities, group psychotherapy and psychological assessment.

Supervision of Graduate Students in Clinical Psychology

All doctoral interns participate in a rotation in which they provide weekly supervision to UCLA Ph.D. students in Clinical Psychology, and are supervised on their supervision within a group format. Supervision sessions are videotaped and reviewed to enhance foundational learning of supervision practices.

Training Seminars

Interns attend a full time, 3 week Summer Orientation Seminar , led by various staff members and local mental health professionals. These seminars orient new interns to services at UCLA-CAPS, clinical procedures, and the campus community and focus on training Interns in the variety of activities they will engage in during the year. These include specialized treatment topics, risk assessment, legal and ethical requirements, emergency management and consultation, CAPS policies and procedures, and designing workshops.

The weekly Training Seminar addresses an array of clinical and professional issues, such as clinical proficiency in the treatment of ethnic minorities, specialized interventions and treatment topics, sport psychology, eating disorders, and mental health law and ethics.

The CBT and Psychodynamic Psychotherapy Models seminars are conducted in the summer. Each of these two seminars provides roughly 12 hours of in-depth instruction in CBT and Dynamic theories and interventions including traditional CBT and third wave interventions such as mindfulness, ACT, and DBT, and psychodynamic and contemporary analytic psychotherapy. Additional brief seminars provide instruction in empirically-supported group treatments for anxiety and depression.

Multicultural Seminar. The seminar meetings are held weekly for 4-6 sessions during the summer, with a focus on setting the context, bolstering awareness of group members' identities and opportunities for participation, and collaborating on the syllabus schedule for the year. The seminar meets biweekly through the training year. It uses both a didactic and case consultation format, where topics/themes will be selected via consensus and cases will be presented based on the topics/themes, with a focus on understanding the ways in which culture, power, privilege, oppression, and intersectionality impact our clinical work.

Assessment Seminar . During the internship year, Interns conduct ADHD assessments. The weekly ADHD Psychological Assessment Seminar provides an overview of testing instruments and methods typically applied in these assessments. Interns receive group supervision of assessment cases throughout the year within this weekly seminar.

Staff Meetings and Staff Development. Interns attend bi-monthly staff meetings. Additional meetings are devoted to in-service training for the entire staff.

The stipend for a full-time twelve month appointment is $40,500. Benefits include generous vacation, sick leave, medical coverage and up to 80 professional development hours.

Licensure Hours

The doctoral internship in health service psychology at UCLA-CAPS is a full time (40 hours per week), 12-month internship, from August 1 to July 31 of a given year. Interns utilizing their full vacation and holiday leave and all sick time will have completed 1,768 hours. Successful completion of the internship requires a minimum of 1,768 hours.

UCLA CAPS Training Program Manual

CAPS Training Program Manual

Trainings and Seminar Schedule

Requirements for Satisfactory Progress and Program Completion

To progress satisfactorily, on the mid-year evaluation interns or fellows must receive 90% of scores at or above the level of "consistently demonstrated competency" (score of "3" or greater). Additional training competencies may be specifically identified by the Training Director and the Training Committee for development. A score of "1" on any competency will be a focus of the mid-year evaluation meeting with each intern or fellow and his/her/their supervisors and Training Director, and result in the implementation of a remediation plan developed collaboratively with the intern or fellow, the primary supervisor, and the Training Director.

Successful completion of the internship or fellowship requires a 100% rating of scores at or above the level of "Meets Competency Expectations" (score of "3" or greater) on the end-of-the-year evaluation. In addition to the above, to successfully complete the doctoral internship, interns must complete their 12 month full-year training totaling at least 1768 hours .

Internship Admissions, Support & Initial Placement Data

Internship program tables.

Date Program Tables are updated: 9/1/2023

Program Disclosures

Does the program or institution require students, trainees, and/or staff (faculty) to comply with specific policies or practices related to the institution's affiliation or purpose? Such policies or practices may include, but are not limited to, admissions, hiring, retention policies, and/or requirements for completion that express mission and values. No

Internship Program Admission

Data Program Tables are updated: Yearly

Briefly describe in narrative form important information to assist potential applicants in assessing their likely fit with your program. This description must be consistent with the program's policies on intern selection and practicum and academic preparation requirements.

A number of sources of information are used to assess candidates for the internship, including the written application, letters of recommendation, and a statement of professional goals. Video and in-person interviews are also a part of the application process, and are scheduled by invitation. Approximately one-quarter of applicants are invited to participate in the interview process. We welcome and encourage applications from diverse individuals. Selections are made without discrimination based on race, ethnicity, national origin, religion, gender, gender identity, age, ability, sexual/affectional orientation, or veteran status. At the beginning employment for the internship year, the interns who match with the UCLA CAPS internship must successfully complete a criminal background check, in accordance with UCLA University policy.

Does the program require that applicants have received a minimum number of hours of the following at time of application? If Yes, indicate how many:

Total Direct Contact Intervention Hours Yes Amount: 500

Total Direct Contact Assessment Hours Yes Amount: 40

Describe any other required minimum criteria used to screen applicants:

Applicants for the internship must be doctoral candidates from American Psychological Association-Accredited or Canadian Psychological Association Accredited Clinical Psychology or Counseling Psychology graduate programs. By the start of internship, applicants must be advanced doctoral students who meet all of the following requirements:

Final acceptance to the UCLA-CAPS doctoral internship training program is contingent upon satisfactory completion of a background investigation (i.e. Federal Bureau of Investigation and Department of Justice fingerprint scans) at the commencement of the internship.

Financial and Other Benefit Support for Upcoming Training Year (2024-2025)

Initial Post-Internship Positions (2019-22) (Provide an Aggregated Tally for the Preceding 3 Cohorts)

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Nav-main-mobile, vanguard university, header-utility-container, drawer trigger, nav-sub-horizontal, nav-breadcrumb, master of science in clinical psychology.

A t Vanguard University, we are known as one of the leading clinical psychology master’s programs in California.

Our Master of Science (MS) in Clinical Psychology program is designed to provide you with a strong foundation in varying theoretical and clinical modalities that will help you choose and develop your clinical and professional identity. Throughout your studies, you’ll gain the tools and techniques to work with those who struggle with behavioral, cognitive and emotional challenges. 

Designed with working professionals in mind, the clinical psychology master’s program is offered on campus or online. In the on-campus program, located at our convenient Santa Ana campus , take coursework in tracks varying from two to four years, with classes available in the late afternoon and evening. In the online program, you’ll learn from the same experts who teach our on-campus courses while having the resources and support to find success. 

This program meets the education requirements for licensure as a Marriage and Family Therapist (MFT) and/or Professional Clinical Counselor (PCC) in the state of California.

• Application Deadline: Fall - July 1st Spring - October 1
• Number of Units:  61-66
• Cost per Unit: $840
• Time to Degree: 2-4 years

Pricing is based on the current academic year and is subject to change. Scholarships or partner discounts may be available. 

Request Information

Why earn your ms in clinical psychology from vanguard university.

The MS in Clinical Psychology program equips its students to serve with excellence as Christian mental health professionals by providing the highest quality of rigorous academic training, guided professional development and integrative faith-based learning in a collaborative and supportive environment.

Practicum & Licensure

A culture of mentorship, program learning outcomes, program formats, christ-centered education, hands-on experience.

During the program, you will complete a practicum placement at sites such as college counseling centers, substance abuse treatment centers, community counseling centers or others such as the  Journeys at Vanguard  counseling center, located on the campus. The program will support and assist you in securing a placement at one of our more than 60 partner sites. If you are interested in becoming a partner site, please see our colleague resources for more information. 

Clinical Skill Development & Practicum

• You will gain practical experience beginning your first semester in our clinical psychology degree as you meet with Vanguard University undergraduate volunteers and practice the clinical skills you’re learning in class. This applied experience will prepare you for your practicum placements and help you grow as a clinician.
• You will complete supervised field experience at your practicum placement and begin earning hours towards licensure.
• Required personal therapy will give you the opportunity to be engaged in the therapeutic process as a client.

Accreditation/Program Approval

Our degree fulfills all academic requirements that are set forth by the California Board of Behavioral Sciences for licensure as a Marriage and Family Therapist (MFT) (Business and Professions Code of California Section 4980.36). The program also offers additional coursework for students interested in dual licensure as both an MFT and a Professional Clinical Counselor (LPCC). With this additional coursework, the degree also fulfills all academic requirements that are set forth by the California Board of Behavioral Sciences for both licenses (Business and Professions Code of California Section 4980.36 and 4999.33). You can see our most recent pass rates for the licensing exams on the  BBS website .

Vanguard University is accredited by the Western Association of Schools and Colleges (WASC).

American Psychological Association (APA) Accreditation – APA only accredits doctoral level programs in psychology. Since our program is a Masters level degree APA does not accredit us.

The program emphasizes mentoring and individual attention from faculty and staff in an environment that facilitates development of a cohesive and supportive community. We continue to support students in their career journey after Vanguard and maintain alumni groups and resources . 

Upon completion of the MS in Clinical Psychology  program, you will be prepared to:

• Core Knowledge of Psychotherapy.  Apply fundamental knowledge within the field of clinical psychology and psychotherapy to the treatment of individuals, families and groups.
• Diversity.  Demonstrate and apply cultural competency and sensitivity in the psychotherapeutic process.
• Integration of Faith.  Demonstrate and apply the integration of faith in the psychotherapeutic process.
• Clinical Skills.  Demonstrate effective clinical techniques within a therapeutic relationship.
• Communication.  Demonstrate effective written and oral communication skills as it specifically pertains to the field of psychotherapy.
• Professional/Personal Qualities.  Develop the professional and personal qualities that are intimately related to effective psychotherapy, including competence, acceptance, curiosity, caring, integrity, sensitivity, flexibility, insight, compassion, and personal presence.

Whether you’re studying on campus or online, our MS in Clinical Psychology is designed with the purpose of providing you with personalized attention. Both track schedules are convenient for working professionals with tracks varying from two to four years, and courses are offered in the late afternoon and evening. You’ll greatly benefit from our small class sizes which average 12 students.

In addition, you will have opportunities to connect and network with classmates, faculty and staff outside of class time. We offer an environment that facilitates the development of an inclusive and supportive community—giving you a strong support system and sense of community throughout your studies.

Online Track

Our online Master’s in Clinical Psychology program is available for residents of the state of California. Most courses are eight weeks long. Learning online will give you the best of both worlds—flexible online coursework and live class time with other students and faculty on a weekly basis.

On Campus Track

Our on-campus program offers 16-week courses on our Santa Ana Campus. Learning in person provides ongoing interaction with your faculty and classmates, and allows for spontaneous discussions, meals together, and making connections in between classes.

What Will My Class Schedule Look Like?

The 3-year track is the most popular with our students and consists of 7.5-10 units per semester, in both the afternoon and evening. For all track options and sample schedules, see our Sample Curriculum Schedules page . 

At Vanguard University, you will experience personalized instruction paired with a strong spiritual foundation that fosters knowledge, cultivates character and deepens faith. Our Christian professor-mentors will prepare you to make meaningful contributions in your profession and community, equipping you to lead a Spirit-empowered life of Christ-centered leadership and service.

Get Started at VU

My favorite part of the clinical psychology degree program was the small class sizes; you get to have a close relationship with your professors and peers. Wherever you see yourself in the mental health field, Vanguard will prepare you for the journey. And if you’re looking for integration of faith in the classroom, this is the program for you. Now in private practice—not too far from campus—I am constantly being reminded of lessons and clinical skills that I learned at Vanguard.

Jacqueline Islas, MS '12 Alumna

Featured Courses in the MS in Clinical Psychology Program

Clinical foundations i.

Clinical and theoretical foundations of the field of clinical psychology are presented with an emphasis on Client-Centered therapy and the development of beginning level skills. Course includes  supervised experience which will be used in assessing eligibility for trainee status.

Psychodynamic Theory and Treatment

A study of the theories and processes of therapy based on the psychodynamic modality. Emphasis is placed on understanding a client's internal dynamics. Application is made in relation to theoretical and DSM diagnoses, assessment and treatment of individuals as well as an understanding how this approach can be utilized in multiple settings and with multiple populations.

Cognitive-Behavioral Theory and Treatment

A study of the theories and processes of therapy based on the cognitive-behavioral modality. Focus is placed on how belief systems interface with behavior and emotion. Application is made in relation to theoretical diagnosis, assessment and treatment of individuals, particularly with anxiety based or related conditions.

Psychology, Theology and Spirituality

Explores the integration of psychology, theology, and spiritual formation and how it affects the mental health of the client. Consideration given to the role of the therapist and the therapeutic relationship with an emphasis on the Christian faith.

Where can I Work with a MS in Clinical Psychology?

Our clinical psychology graduate program will help you pursue a fulfilling career as a Licensed Marriage and Family Therapist and/or Licensed Professional Clinical Counselor. Graduates of our master’s in clinical psychology program work as mental health clinicians, providing assessment, diagnosis, case management and therapy. You may also want to read this helpful article on career outlooks  for clinical psychology. 

Community Counseling Centers

County Mental Health Agencies

Foster Care/Adoption Agencies

Substance Abuse Treatment Centers

Private Practice

Psychiatric Hospitals

Rehabilitation Centers

Group  Homes

We recognize that our clinical education is rigorous, and we ensure that you have faculty who are dedicated to supporting you as soon as you begin your graduate coursework. Our program respects diversity and promotes an inclusive community. We focus on the therapeutic relationship, understanding counter-transferential and transferential data and learning in an experiential manner.

Brenda Gesell, PhD Program Director

Meet more Clinical Psychology Faculty

MS in Clinical Psychology Admissions Requirements

Application & admissions info, what to expect, admissions requirements - domestic applicants.

The university requirements for program admission below must be met before an application is considered complete.  

• Online application for admission
• Non-refundable $45  application fee  
• Request Official Transcripts from  any  colleges or universities attended. Vanguard graduates need only request transcripts from institutions attended after Vanguard.
• Any program-specific supporting materials (see below)

Required Supporting Materials

Applicants for the MS in Clinical Psychology  should also submit the following:

• References: (3) letters of recommendation from people who can speak about various aspects of your suitability, such as academic ability (professor), professional performance (i.e. work performance), clinical/leadership/relationship ability, or other relevant experience. The recommender cannot be a family member or friend.
• Personal Statement (750 words): Provide a detailed statement describing your significant life experiences and how they have lead you to pursue a degree in Clinical Psychology. In addition, discuss your future plans and professional goals as a result of obtaining this degree.
• Resume/Curriculum Vitae: Provide a detailed resume or curriculum vitae listing all employment, experience, education, training, etc.

Prerequisite Courses or Requirements

Applicants should also have completed:

• Introduction to Statistics
• Psychopathology or Abnormal Psychology
• Developmental Psychology or Human Development
• Counseling Theories or Theories of Personality

It is required that all prerequisite courses have been completed with a grade of B- or better. For assistance with questions regarding prerequisite requirements or whether any exceptions would apply, please email [email protected] .

Submission Instructions

All supporting documents should be submitted to the Graduate & Professional Education Office:

If possible, please submit transcripts electronically (e.g. Parchment). Unofficial transcripts and test scores* (with student name, test date and subscores), may be scanned and emailed to  [email protected] . 

• Electronically through Parchment
• Email:  [email protected]
• Mail/Drop-Off: ATTN: Vanguard University Graduate & Professional Education 55 Fair Drive Costa Mesa, CA 92626

*GRE Test scores are not required for admission into programs and are not considered in evaluating applications.

Admissions Requirements - International Applicants

To apply for a degree program at Vanguard, the following requirements must be fulfilled in addition to meeting the domestic applicant and any program-specific admission requirements specified above.

• Evalution of Official Transcript(s):  All transcripts reflecting prior coursework must be submitted. Transcripts must be evaluated, not just translated, by an official agency.
• Official TOEFL ( Test of English as a Foreign Language ) Scores:  The minimum TOEFL score requirement is 80 on the web version. If English is the primary spoken language and medium of instruction at the institution(s) attended and at least two years of full-time study occurred at such institution(s), the TOEFL may be waived.
• Affidavit of Financial Support: If supported by personal and/or family funds, submit this form with an original bank statement in U.S. currency reflecting bank balance availability of the total amount listed below. If sponsored by a government or other official agency, an official letter stating that the funding and/or scholarship is valid for use at Vanguard University must be submitted. Please contact [email protected] to obtain the Affidavit of Financial Support.
• Copy of Valid Passport
• Students applying within the U.S. must submit copies of their visa , I-94 , and if on a student visa, copies of their I-20 A-B Form .

All materials must be received in the Admissions Office by the appropriate deadline:

• Fall semester - June 1  |  Spring semester - October 1

International students must be enrolled full-time within their program. For information on specific unit requirements, please contact the Graduate & Professional Education Office at [email protected] . International students are not eligible for any financial aid with the exception of institutional talent scholarships.

For current tuition rates and fees, please visit Account Services .

Scholarships

Vanguard University offers graduate academic scholarships for the biotechnology, clinical psychology, education, leadership studies, organizational psychology, and theology programs. These 10-15% tuition scholarships are based on cumulative undergraduate GPA calculations.  You will automatically be awarded a scholarship if you qualify. Vanguard University also offers a colleague discount for the MSN and post graduate certificate programs and the Ministry Grant for applicants working full time in ministry as ordained or licensed ministers or missionaries. Please ask your admissions counselor for more information.

Financial Aid

Financial aid is offered through the FAFSA application. Please see the  Financial Aid  page for further information and talk to your admissions counselor. 

Once an applicant’s file is complete, with all required items submitted, the file is forwarded to the department for review and potential admissions interview invitation.

From there, the Office of Graduate & Professional Education will inform the applicant of their admissions decision via email with a) a program acceptance to the university, or b) a program denial with recommendations for improving their file for potential resubmission. 

Admissions Deadlines

Applications are accepted year-round. Priority and standard deadlines for specific academic terms can be viewed on the graduate admissions page . 

Have Questions?

Fill out the request information form or reach out directly to one of our team of dedicated admissions counselors. 

Office Hours: Monday-Friday 8am-5pm

Phone: 714.966.5499

Email:   Graduate Admissions Email

Campus Locations

The Office of Graduate and Professional Admissions is located on Vanguard's main campus in Costa Mesa. 

The Clinical Psychology program's administrative and faculty offices and on campus classes are located on Vanguard's Santa Ana campus at  3000 W MacArthur Blvd, Ste 200, Santa Ana, CA 92704 .

You May Also Want to Explore

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Grad Development

Admissions Requirements for the Graduate Major in Psychology

After exploring options and choosing a specific program, follow the steps on our University’s graduate application process:

Lobachevsky State University of Nizhni Novgorod: Statistics

Updated: February 29, 2024

Quick Review

Acceptance rate & admissions.

We've calculated the 65% acceptance rate for Lobachevsky State University of Nizhni Novgorod based on the ratio of admissions to applications and other circumstantial enrollment data. Treat this information as a rough guide and not as a definitive measure of your chances of admission. Different programs may have significantly varying admissions rates.

Research profile

Lobachevsky State University of Nizhni Novgorod has published 10,100 scientific papers with 65,152 citations received. The research profile covers a range of fields, including Physics, Engineering, Chemistry, Quantum and Particle physics, Biology, Materials Science, Organic Chemistry, Environmental Science, Computer Science, and Optical Engineering.

Lobachevsky State University of Nizhni Novgorod majors

by publication & citation count

Annual publication & citation counts

The tuition table for Lobachevsky State University of Nizhni Novgorod gives an overview of costs but prices are approximate and subject to change and don't include accommodation, textbooks, or living expenses. The costs of programs might differ significantly for local and international students. The only source of truth for current numbers is the university's official website.

The currency used is Russian Ruble (RUB).

The Lobachevsky State University of Nizhni Novgorod has financial aid programs and on-campus housing.

Programs and Degrees

The table below displays academic fields with programs and courses that lead to Bachelor's, Master's, and Doctorate degrees offered by Lobachevsky State University of Nizhni Novgorod.

Note that the table provides a general overview and might not cover all the specific majors available at the university. Always visit the university's website for the most up-to-date information on the programs offered.

Lobachevsky State University of Nizhni Novgorod faculties and divisions

Location and contacts

Lobachevsky State University of Nizhni Novgorod in social media

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Lobachevsky State University of Nizhny Novgorod

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Established in 1916, the Lobachevsky State University of Nizhny Novgorod is a non-profit public higher education institution located in the urban setting of the metropolis of Nizhny Novgorod (population range of 1,000,000-5,000,000 inhabitants), Nizhny Novgorod Oblast. This institution also has branch campuses in Arzamas, Balakhna, Dzerzhinsk and Pavlovo. Officially recognized by the Ministry of Science and Higher Education of the Russian Federation, Lobachevsky State University of Nizhny Novgorod (UNN) is a large-sized (uniRank enrollment range: 20,000-24,999 students) coeducational Russian higher education institution. Lobachevsky State University of Nizhny Novgorod (UNN) offers courses and programs leading to officially recognized higher education degrees such as pre-bachelor's degrees (i.e. certificates, diplomas, associate or foundation), bachelor's degrees, master's degrees and doctorate degrees in several areas of study. See the uniRank degree levels and areas of study table below for further details. This 108-year-old Russian higher-education institution has a selective admission policy based on entrance examinations and students' past academic records and grades. The acceptance rate range is 60-69% making this Russian higher education organization a moderately selective institution. International applicants are eligible to apply for enrollment. UNN also provides several academic and non-academic facilities and services to students including a library, housing, sports facilities, financial aids and/or scholarships, study abroad and exchange programs, online courses and distance learning opportunities, as well as administrative services.

University Snapshot

Selectivity

University Identity

University Location

Search Engine

Fields of study / degree levels, introduction.

What is the difference between comprehensive/generalist and specialized universities in terms of the range of fields of study they offer, degree levels available and academic and carreer paths pros and cons? Read our guide article about generalist and specialized universities to learn more.

Fields of Study and Degree Levels Matrix

The following Lobachevsky State University of Nizhny Novgorod's Fields of Study/Degree Levels Matrix is divided into 6 main fields of study and 4 levels of degrees, from the lowest undergraduate degree to the highest postgraduate degree. This matrix aims to help quickly identify Lobachevsky State University of Nizhny Novgorod's academic range and degree level offering.

This University offers courses in at least one of the following subjects:

• Applied Arts
• Museum Studies
• Performing Arts
• Religion and Theology
• Visual Arts
• Other Arts & Humanities Studies
• Accounting / Finance
• Anthropology / Archaeology
• Business / Commerce / Management
• Communication and Media Studies
• Development Studies
• Library and Information Science
• Physical Education / Sport Science
• Political and International Studies
• Social Policy / Public Administration
• Social Work
• Sociology / Psychology
• Tourism / Hospitality
• Other Business & Social Science Studies
• Aboriginal / Indigenous People Studies
• African Studies
• American & Caribbean Studies
• Ancient and Modern Languages
• Asian Studies
• English Studies
• European Studies
• French Studies
• Germanic Studies
• Indian / South Asian Studies
• Italian Studies
• Middle Eastern Studies
• Portuguese Studies
• Russian / Eastern European Studies
• Spanish Studies
• Other Language & Cultural Studies
• Anaesthesia
• Biomedical Science
• Dermatology
• Medicine / Surgery
• Natural / Alternative Medicine
• Obstetrics / Gynaecology
• Optometry / Ophthalmology
• Orthopaedics
• Otorhinolaryngology
• Radiography
• Speech / Rehabilitation / Physiotherapy
• Other Medical & Health Studies
• Aeronautical Engineering
• Agricultural Engineering
• Architectural Engineering
• Biomedical Engineering
• Chemical Engineering
• Civil and Environmental Engineering
• Computer and IT Engineering
• Electronic and Electrical Engineering
• General Engineering
• Geological Engineering
• Industrial Engineering
• Mechanical / Manufacturing Engineering
• Mining and Metallurgical Engineering
• Other Engineering Studies
• Agriculture / Forestry / Botany
• Aquaculture / Marine Science
• Architecture
• Biology / Biochemistry / Microbiology
• Computer / Information Technology
• Energy / Environmental Studies
• Food Science
• Mathematics / Statistics
• Neuroscience
• Pharmacy / Pharmacology
• Textiles and Fibre Science
• Zoology / Veterinary Science
• Other Science & Technology Studies

Notice : please contact or visit the university website for detailed information on Lobachevsky State University of Nizhny Novgorod's areas of study and degree levels currently offered; the above matrix may not be complete or up-to-date.

Programs and Courses

Courses and programs.

Click here to explore a list of Lobachevsky State University of Nizhny Novgorod courses and programs or, if not available yet, search for them with our Search Engine powered by Google. We are constantly adding university courses and programs worldwide with the cooperation of university representatives.

You can also explore our new A-Z Guide to 8,100 University Programs, Courses and Degrees to learn more about study outlines and typical duration, tuition ranges, career prospects, salary expectations of each course/program/degree.

Tuition Fees

Yearly tuition fees refers to the amount of money that a student is charged by a University for one academic year of full-time study. Read our guide article about tuition fees and financial aid options to learn more.

Yearly Tuition Fees Range Matrix

Tip: search for Lobachevsky State University of Nizhny Novgorod's tuition fees with the uniRank Search Engine

Notice : please contact the university's Admission Office for detailed information on Lobachevsky State University of Nizhny Novgorod's yearly tuition fees which apply to your specific situation and study interest; tuition fees may vary by program, citizenship/residency, study mode (i.e. face to face or online, part time or full time), as well as other factors. The above matrix is indicative only and may not be up-to-date.

Applying for admission is the first step towards achieving students' academic and career goals and accessing the many opportunities and resources that a university has to offer. Read our " Introduction to University Admissions " article to learn more.

Admission Information

uniRank publishes below some basic Lobachevsky State University of Nizhny Novgorod's admission information.

Gender Admission

This institution admits Men and Women (coed).

Admission Selection

Has Lobachevsky State University of Nizhny Novgorod a selective admission policy? Yes, based on entrance examinations and students' past academic records and grades.

Admission Rate

Lobachevsky State University of Nizhny Novgorod's acceptance rate range is 60-69% making this institution a moderately selective higher education institution.

International Students Admission

International students are welcome to apply for admission at this institution.

Lobachevsky State University of Nizhny Novgorod international students information:

• Total of 2140 international students
• Representing 87 countries
• Website: http://eng.unn.ru/admissions

Admission Office

Tip: search for Lobachevsky State University of Nizhny Novgorod's admission policy with the uniRank Search Engine

Notice : admission policy and acceptance rate may vary by areas of study, degree level, student nationality or residence and other criteria. Please contact Lobachevsky State University of Nizhny Novgorod's Admission Office for detailed information on their admission selection policy and acceptance rate; the above information may not be complete or up-to-date.

Size and Profile

University size and profile can be important factors to consider when choosing a university. Here are some potential reasons why University size and profile can affect students when choosing a university .

uniRank publishes below some major size and profile indicators for Lobachevsky State University of Nizhny Novgorod.

Student Enrollment

Lobachevsky State University of Nizhny Novgorod has an enrollment range of 20,000-24,999 students making it a large-sized institution.

Academic Staff

This institution has a range of 1,500-1,999 academic employees (Faculty).

Control Type

Lobachevsky State University of Nizhny Novgorod is a public higher education institution.

Entity Type

Lobachevsky State University of Nizhny Novgorod is a non-profit higher education institution.

Campus Setting

This institution's main campus is located in a Urban setting.

Academic Calendar

This institution adopts a Semesters type of academic calendar.

Religious Affiliation

Lobachevsky State University of Nizhny Novgorod does not have any religious affiliation.

Facilities and Services

What are the most common University facilities and services? Read our two guide articles about University Facilities and University Services to learn more.

University Facilities

uniRank provides below an overview of Lobachevsky State University of Nizhny Novgorod's main facilities:

University Library

• Lobachevsky State University of Nizhny Novgorod library offers 5 branches of the Library.
• The library holds over a million physical books.
• There are 43 employees working at the library.

University Housing

This institution provides housing services such as on-campus residences or dormitories.

• Lobachevsky State University of Nizhny Novgorod housing offering include Dormitories
• Total of 9 dormitories
• Mixed-gender dormitories
• Total of more than 2000 dormitory beds

For more information, visit http://edu.int.unn.ru/postupayushhim/obshhezhitiya/

Sport Facilities/Activities

This institution features sporting facilities and organizes sports activities for its students.

• Cross-country skiing
• Rhythmic gymnastics
• Table tennis

University Services

uniRank provides below an overview of Lobachevsky State University of Nizhny Novgorod's main services:

Financial Aid

This institution offers one or more of the following financial aid for eligible students: scholarships, grants, loans, tuition waivers, emergency financial aid etc.

• Lobachevsky State University of Nizhny Novgorod offers financial aid in the form of student grants, scholarships, and allowances.
• Students also have the opportunity to work on campus to earn income.
• More information can be found at http://www.unn.ru/sveden/grants.php

Study Abroad

This institution offers study abroad and exchange program opportunities for its students.

Lobachevsky State University of Nizhny Novgorod offers study abroad opportunities including:

• Agreements with 116 universities from 23 countries
• Double degree programs with 9 universities
• South Korea

Distance Learning

This institution provides a distance learning mode for certain programs or courses.

Lobachevsky State University of Nizhny Novgorod provides 615 courses accessible through the distance learning platform Moodle. While students cannot attain a full degree solely through distance learning, the university offers online undergraduate (bachelor's degrees) and postgraduate (master's or doctorate degrees) courses. The distance learning platform can be accessed at https://e-learning.unn.ru/.

Academic Counseling

Not reported

Career Services

This institution offers career counseling, career assessments, job and internship postings, career events, alumni networking or other career-related services to assist students transition successfully from academic life to professional life.

Notice : please contact or visit the university website for detailed information on Lobachevsky State University of Nizhny Novgorod's facilities and services; the information above is indicative only and may not be complete or up-to-date.

Recognition and Accreditation

There are different types of legal recognition and quality assessment of higher education institutions around the world, depending on the country and its legal and higher education system... read our article about university accreditation and recognition to learn more.

Institutional Recognition or Accreditation

Lobachevsky State University of Nizhny Novgorod is legally recognized and/or institutionally accredited by: Ministry of Science and Higher Education of the Russian Federation

Specialized or Programmatic Accreditations

Not available; please use the Feedback/Error report form at the end of this page to submit a list of Lobachevsky State University of Nizhny Novgorod's official programmatic or specialized accreditations. If you are an official representative of this university you can also claim and update this entire university profile free of charge (UPDATE ALL).

Tip: search for Lobachevsky State University of Nizhny Novgorod's accreditations with the uniRank Search Engine

Important : the above section is intended to include only those reputable organizations (e.g. Ministries or Departments of Higher Education) that have the legal authority to officially charter, license, register or, more generally, recognize Lobachevsky State University of Nizhny Novgorod as a whole (institutional legal recognition), accredit the institution as a whole (institutional accreditation) or accredit its specific programs/courses (programmatic accreditation).

Memberships and Affiliations

University memberships and affiliations to external organizations can be important for several reasons... read our article about university affiliations and memberships to learn more.

Affiliations and Memberships

uniRank publishes the following list of the most important Lobachevsky State University of Nizhny Novgorod's affiliations and memberships; feel free to submit any relevant missing higher education-related organizations this university is affiliated with.

• European University Association (EUA)
• Association of Leading Universities (ALU)
• Euroasian Universities Association (EUA)
• Association of Global Universities (AGU)

Academic Structure

Academic divisions can provide valuable insights into the range of fields of study and disciplines a University focuses on and the institution's level of specialization. Comprehensive or Generalist Universities typically offer a wide range of academic programs and have many academic divisions and subdivisions across different disciplines, while Specialized Universities tend to focus on a narrower range of programs within a specific field or industry and have fewer academic divisions and a simplified organizational structure. Read our guide article " Understanding Academic Divisions in Universities - Colleges, Faculties, Schools " to learn more about academic divisions and typical university organizational structures.

uniRank shows a structural diagram of the first-level academic divisions of the Lobachevsky State University of Nizhny Novgorod 's organizational structure; feel free to submit any relevant missing division.

Social Media

Social media can be a powerful tool for Universities to communicate with current students, alumni, faculty, staff and the wider community. But how can social media be important for prospective students? Read our article about the importance of Social Media for universities and prospective students to learn more.

uniRank publishes brief reviews, rankings and metrics of some Lobachevsky State University of Nizhny Novgorod's social media channels as a starting point for comparison and an additional selection tool for potential applicants.

X (Twitter)

Lobachevsky State University of Nizhny Novgorod's main LinkedIn profile

Free Online Courses

Open education global.

This higher education institution is not a member of the Open Education Global (OEGlobal) organization that is developing, implementing and supporting free open education and free online courses. View a list of Open Education Global members by country .

Wikipedia Article

Lobachevsky State University of Nizhny Novgorod's Wikipedia article

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Feedback, Errors and Update

We appreciate your feedback and error reports. Lobachevsky State University of Nizhny Novgorod's official representatives can claim this institution and request to update this entire university profile free of charge by clicking on UPDATE ALL

Site last updated: Wednesday, 28 August 2024

Disclaimer : please visit Lobachevsky State University of Nizhny Novgorod 's official website to review that the information provided above is up-to-date. The uniRank World University Ranking ™ is not an academic ranking and should not be adopted as the main criteria for selecting a higher education organization where to apply for enrollment.

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