Iowa State University
Psychology
Ames, Iowa

Overview
Iowa State University is a major research institution with all of the associated benefits, including being rated as one of the twenty best-wired campuses. In addition, the ISU campus is ranked as one of the twenty-five most beautiful campuses in the country. Total enrollment at the University is about 28,000, and graduate enrollment is a little more than 4,000. Faculty members in the Department of Psychology are very research active, and many direct externally funded research projects of national scope. Graduate classes are very small, and students receive an uncommonly high level of individual attention.

Fifty-five students from seventeen states and three countries are enrolled in the department. Approximately 60 percent of students were women and 10 percent were members of ethnic minority groups or international students.

Virtually all recent graduates of all of the department's doctoral programs are fully employed as psychologists in a variety of settings. The vast majority of the cognitive and social graduates are employed as faculty members in colleges and universities around the country. Approximately 25 percent of the counseling psychology graduates take academic positions and the other 75 percent are employed in a variety of applied settings, including university counseling centers, major medical centers, VA hospitals, mental health centers, employee assistance programs, and correctional facilities. Approximately half of the students in the master's degree program in general psychology subsequently enter graduate programs.

The Location and Community
Ames, a community of about 50,000 people, offers an environment that combines the advantages of a small city and Midwestern hospitality with the exciting activities of a major university. In fact, Ames was recently rated as one of the top two small cities in the nation. Each year, there is an outstanding program of events at the Iowa State Center, a cultural activity complex that includes a 50,000-seat stadium, a 15,000-seat arena, a 2,700-seat concert hall, a 400-seat experimental theater, and a registered art museum. Events include appearances by major European and American orchestras and individual artists, rock and popular singers, dance companies, and Broadway shows. The resources of a larger metropolitan area are easily accessible in Des Moines, which is only 30 minutes away. Minneapolis and Kansas City are also within easy driving distance (3 to 4 hours).

Programs of Study and Degree Requirements
The Department of Psychology at Iowa State University (ISU) offers doctoral programs in cognitive psychology, counseling psychology (APA accredited), and social psychology and a nonthesis master's degree program in general psychology. The doctoral program in cognitive psychology includes emphases in basic and applied cognitive psychology for students pursuing careers in academic or applied settings. Students in this program investigate fundamental questions about the nature of cognitive activity and apply principles of cognitive psychology to practical concerns, such as designing better ways to present information so that it is quickly and accurately perceived. The counseling psychology doctoral program has been fully accredited by the American Psychological Association since 1973. The program is designed for students who intend to pursue careers in academic or applied settings, and it is committed to a scientist-practitioner training model that emphasizes the acquisition of scientific knowledge and research skills along with the development of professional competencies in counseling, assessment, teaching, and consultation. This commitment is reflected in an integrated curriculum that involves students in course work, research, and professional practice activities during their first semester and continuously thereafter. The doctoral program in social psychology offers training in the application of social psychological theory and research methods and provides students with the skills necessary to pursue careers in both academic and applied settings. Faculty members in the program offer opportunities to work on basic research and applied research that address a number of contemporary social problems. The program prides itself on being able to provide the environment and resources necessary for graduate students to immerse themselves in research. The nonthesis master's degree program in general psychology is a 30-credit program designed for applicants who seek a master's degree to meet personal and/or career goals or to become more competitive for admission to a doctoral program. Although the nonthesis master's degree program is in general psychology and is not structured to meet certification requirements for master's-level mental health professions, there is considerable opportunity to tailor programs of study through electives and by taking additional courses.

Facilities & Resources
Graduate students are provided with ample office and research space in two adjacent, recently renovated buildings. Department research facilities include more than twenty-five specialized rooms for human experimental research and a well-equipped computer lab. Individual observation rooms with direct and electronic observation facilities are also available for counseling, consultation, and testing practicums. All office and lab computers are connected to the University's network, the library, and the Internet, providing for easy document processing, data analysis, and literature retrieval. Outstanding general facilities include a 2-million-volume library and a world-renowned statistics department. All University and departmental resources are readily available to graduate students.

Expenses and Aid
Nearly all graduate students pay greatly reduced or no tuition, as noted in the financial aid section above.

Financial Aid:
In most years, 100 percent of the doctoral students receive graduate assistantships; most frequently, they are funded by departmental teaching or research assistantships. The department also supports up to 5 Gaskill Fellowships per year, and a number of additional research assistantships are available through grants administered by the individual faculty members or through the Institute for Social and Behavioral Research. A number of assistantships are also available through the Office of Student Affairs and other administrative departments at the University. The basic stipend for nine-month, half-time (20 hours per week) assistantships is $14,500. Graduate assistants also receive free health insurance and pay greatly reduced tuition and fees. Graduate assistants pay no tuition for up to six years of their Ph.D. studies.

Housing/Living Expenses:
University-owned apartments range from $650 to $850 per month. Most graduate students live off campus in apartments or duplexes, which run from $550 to $800 per month for one bedroom, $500 to $700 per month for two bedrooms, and $600 to $900 per month for three or four bedrooms.

How to Apply
The department welcomes applications from individuals with diverse educational, academic, cultural, religious, and other backgrounds. Flexible evaluations by the admissions committee are based upon multiple criteria, including undergraduate grades, breadth and rigor of undergraduate courses, GRE scores, research experience, professional or work experiences, and letters of recommendation. January 5 is the application deadline for the doctoral programs, and March 15 is the application deadline for the master's degree program. Candidates are encouraged to apply early.

Who to Contact
Graduate Admissions Committee
Department of Psychology
W112 Lagomarcino Hall
Iowa State University
Ames, Iowa 50011-3180

515-294-1743

E-mail: psychadm@iastate.edu

Web site home page

Faculty
• Craig Anderson, Professor and Chair (Social program); Ph.D., Stanford, 1980. Human aggression, video game violence, media violence, attribution theory, depression, loneliness, shyness, external validity.

• Douglas G. Bonett, Professor; Ph.D., UCLA, 1983. Statistical methods for the analysis of categorical data, sample size determination, interval estimation techniques.

• Anne M. Cleary, Assistant Professor (Cognitive program); Ph.D., Case Western Reserve, 2001. Human memory processes, especially those involved in recognition.

• Eric E. Cooper, Assistant Professor (Cognitive program); Ph.D., Minnesota, 1993. Visual cognition, object and face recognition, implicit memory, memory for visual stimuli, olfaction.

• Susan E. Cross, Associate Professor (Social program); Ph.D., Michigan, 1990. Self-concept and social cognition; the relational self-construal and its role in cognition, motivation, and social behavior; gender and cultural differences in the self.

• Carolyn E. Cutrona, Professor (Social and Counseling programs); Ph.D., UCLA, 1981. Coping with stress, social support, close relationships, marital communication in the context of stress, resilience and vulnerability among African American adults, effects of community characteristics on mental health.

• Veronica J. Dark, Associate Professor (Cognitive program); Ph.D., Washington (Seattle), 1977. Selective attention and human memory from an information processing perspective, the role of awareness in attention and memory, individual differences in information processing.

• Douglas L. Epperson, Professor (Counseling program, Director); Ph.D., Ohio State, 1979. Vocational development of women in science and engineering, risk assessment and the prediction of sex offender recidivism, family violence.

• Doug Gentile, Assistant Professor (Social program); Ph.D., Minnesota, 2001. Media impact on children and adults.

• Meg Gerrard, Professor (Social program); Ph.D., Texas at Austin, 1974. Social psychological processes related to health behavior and risk-taking, risk perceptions and social cognitions associated with the initiation and maintenance of risk behaviors.

• Frederick X. Gibbons, Professor (Social program); Ph.D., Texas, 1976. Applications of social comparison theory to health behavior and health-risk behaviors, including smoking cessation, alcohol consumption, and contraceptive use.

• Kathy A. Hanisch, Associate Professor; Ph.D., Illinois, 1990. Job satisfaction; causes, patterns, and consequences of organizational withdrawal such as turnover, absenteeism, unfavorable job behaviors, retirement, and voluntary leave without pay; work attitudes and behaviors; work values.

• Lisa M. Larson, Professor (Counseling program); Ph.D., Missouri-Columbia, 1986. Contribution of personality, self-efficacy, and outcome expectancies in predicting specific vocational interests and career choice; examining the role of counseling self-efficacy, outcome expectancies, and past counselor performance in predicting future counselor performance; counselor training and supervision; research methods.

• Stephanie Madon, Assistant Professor (Counseling program); Ph.D., Rutgers, 1998. Social influence and self-fulfilling prophecies.

• Kenneth Malmberg, Assistant Professor (Cognitive program); Ph.D., Indiana, 2002. Memory and memory models, use of mathematical models to describe and test and predict memory.

• Alison L. Morris, Assistant Professor (Cognitive program); Ph.D., Boston University, 2000. The role of attention in conscious awareness, mental representation of letters and words, effects of context on visual word recognition.

• Ronald H. Peters, Professor; Ph.D., Iowa, 1963. Physiological psychology, teaching of psychology.

• Norman A. Scott, Associate Professor (Counseling program Co-Director); Ph.D., Maryland, 1971. Ethics and counseling psychology, counselor ethical decision making, informed consent and expectations for counseling psychology, personality assessment with objective inventories, concepts and attributions of dangerousness.

• David Vogel, Assistant Professor (Counseling program); Ph.D., Florida, 2000. Gender stereotypes, issues of gender in counseling and counselor training, communication patterns in intimate relationships.

• Nathaniel Wade, Assistant Professor (Counseling program); Ph.D., Virginia Commonwealth, 2003. Psychology of religion, psychology of forgiveness.

• Meifen Wei, Assistant Professor (Counseling program); Ph.D., Missouri-Columbia, 2000. Attachment theory, mental health issues, relationship issues, and psychotherapy process; acculturation process, racial identity development, and coping with perceived discrimination; general coping process; process and outcome research.

• Gary L. Wells, Professor and Distinguished Professor (Social program); Ph.D., Ohio State, 1977. Reliability of eyewitness testimony, with an emphasis on how to improve the accuracy of eyewitness identifications; judgment and decision-making processes as they relate to perceptions of likelihood and judgments of regret.

Go To Profile Index Page

Go To Top Of Page