Upload new images. The image library for this site will open in a new window.
Upload new documents. The document library for this site will open in a new window.
Show web part zones on the page. Web parts can be added to display dynamic content such as calendars or photo galleries.
Choose between different arrangements of page sections. Page layouts can be changed even after content has been added.
Open the Navigation Management window, which can be used to view the full current branch of the menu tree, and edit it.
Move this whole section down, swapping places with the section below it.
Check for and fix problems in the body text. Text pasted in from other sources may contain malformed HTML which the code cleaner will remove.
Accordion feature turned off, click to turn on.
Accordion featurd turned on, click to turn off.
Change the way the image is cropped for this page layout.
Cycle through size options for this image or video.
Align the media panel to the right/left in this section.
Open the image pane in this body section. Click in the image pane to select an image from the image library.
Open the video pane in this body section. Click in the video pane to embed a video. Click ? for step-by-step instructions.
Remove the image from the media panel. This does not delete the image from the library.
Remove the video from the media panel.
General Requirements- Students must complete required coursework, a first- and second-year research project, pass the qualifying exam, and complete a dissertation. The Social Psychology program of study requires a minimum of 80 credits from coursework, attendance of colloquia, and research hours.
Choose 5 core courses taught by social faculty from examples below-
PLUS all Social students take-
*One needs to be outside the Social Psychology Curriculum and can be from another department
#minimum 9 of PSYC 969: Dissertation Research
Move this whole section up, swapping places with the section above it.
Students in their 4th year (or
beyond) in the program may elect to register for Social program courses as an
Auditor (i.e., as a Listener) by gaining the approval (in writing) of the
student’s primary advisor and then petitioning the Director of the Social
Program explaining in writing why auditing the course would be beneficial to
the student’s professional development. The Director of the program and the
social faculty will decide whether to grant the student’s request. Also,
students may elect to audit social program courses after passing the Qualifying
Exam. In the latter case, students should simply inform the Director of the
Social program and the course’s instructor in writing of their intention to
audit the course.
Each semester, full-time graduate students
are required to present during Seminar Series at least once per year. Seminar series bag
presentations are meant to serve a variety of potential purposes. We want to
give students practice presenting in front of an audience, the opportunity to
refine their study ideas and hypotheses, and practice presenting data and
making accurate conclusions based on their results. To this end, we want
students to focus on having high quality presentations that encourage
discussion about theoretical developments, study design issues, or interpretation
of data. Students should avoid presenting the same ideas or data in more than
one seminar series unless there is a specific purpose for revisiting the same topic.
We strongly encourage that students use their seminar series presentation to help develop new study ideas whenever it would be
helpful. Students can either have a seminar series that is solely dedicated to study
development, or they can devote time during their presentation (e.g., 40
minutes) to discussing their plans for future data collection so that they can
receive feedback from faculty and fellow students at a time that it will be
From year one through graduation we expect
progression in seminar series content that follows this generic form: year 1 -first
year project, year 2 - second year project plans or results, year 3 and 4 -
content of manuscripts almost ready for publication, dissertation ideas, grant
submissions, conference presentations, or publication plans, year 5 –
dissertation data and job talks. Make sure to plan your seminar series talks in
coordination with your primary advisor, in order to make sure they are going to
help you reach the goals we have in mind for these presentations.
Seminar series sessions are also used to acquaint
program members with the work of guest speakers within and outside of social
psychology, professional development regarding such topics as goal setting,
daily writing habits, grant writing, work/life balance, the job or
post-doctoral fellowship search, or discussing an interesting current article.
Students meet the research requirement, in part, by completing a grant application (to a reputable funding sources, e.g. NSF, NIH, Ford Foundation or UD based awards) or a pre-registered project proposal in year one of the program. This constitutes the first year project. Students must also complete a second-year project; both the first and second year projects should be summarized with final written reports distributed to the student's Advisory Committee. If the Advisory Committee believes that the write-up of either the first or second year projects need revision before they can approve the research, they will provide specific feedback to the student who will have at least one opportunity to revise the final document. In the event of an unsatisfactory performance on the first or second year project paper, the social area faculty will convene to critically evaluate the student's record to date.
First-year research- Students submit to their advisor a written proposal in memorandum form (e.g., the grant submission or preregistered project proposal) that summarizes the student's idea and research plan; the student also presents these ideas at a social psychology brown-bag meeting during the first or second semester of graduate study. Toward the end of the second semester or possibly early in the fall (not later than Sept. 15th) of the third semester, the student gives an oral presentation of the project at a social psychology Brown Bag meeting. The goal of this requirement is to give students immediate experience conducting research during their first year.
Second-year research- The second-year project requires the participation and approval of the student's Advisory Committee. To begin, the student prepares a written abstract of the proposed research that must be signed by the student's Advisory Committee and presented at a Social Psychology Brown Bag session by the end of the fall semester in the second year, not later than December 1st. This brown bag presentation should be used to help develop and refine the student's ideas. The results of the second year project must be presented at a social brown bag meeting by the end of the second year. In addition, the student must submit a written paper describing the research to their Advisory Committee not later than September 1st of the third year. This paper must be approved by the student's second year project Advisory Committee. The members of the student's Advisory Committee have two weeks to provide feedback in writing to the student and other committee members. If this paper is submitted during the summer or winter-session periods, members of the student's Advisory Committee may provide this feedback two weeks into the next fall or spring semester. Feedback will be similar to that obtained by authors who submit papers to journals and if a revision is required, committee members will detail any changes that need to be made. If necessary, the student will have one month following this feedback to revise and resubmit the second year project paper. Grading is pass/fail.
Once the student passes the second year project requirement, the student may elect to obtain a Master's Degree (M.S. in Psychological and Brain Sciences) based on the second year project by reformatting the written document according to Graduate College requirements. If any changes are introduced to the previously approved second year project paper, the student's advisor must approve all changes. If the student wishes to obtain a Master's Degree based on research other than the approved second year project final paper, at least two social faculty members will need to approve the final document prior to the student submitting the document to the Graduate College. The goal of this requirement is to develop a research idea that could result in a publishable empirical paper.
The qualifying exam should be completed by
the end of the fall semester of the 3rd year or at the very latest
by the end of the spring semester of the 3rd year. Before embarking
on the qualifying exam, the student will complete the first and second year
project and clear all previous incomplete grades. In consultation with the
student’s Exam Committee (heretofore defined as 3 social faculty PLUS up
to 2 external members from other programs), a student will choose one of the following
options for the Qualifying Exam- 1) Four question-based essays, covering core
areas within a program of study; or, 2) Review paper suitable for submission to
a peer-reviewed journal.
Four question-based essays- The four question-based essays will be based on 60 readings that cover classic and important readings within social psychology. These readings are selected by the social faculty. 10 additional readings can be lab specific and are chosen by the student's advisor. The exam itself consists of 20 key terms and 6 essay questions. All questions are generated by the social faculty prior to the exam. Students select 4 of the 6 essay questions at the time of the exam. Importantly, the key terms are to be completed within a 2 hour time period on campus (closed notes in front of adviser) while students will have 48 hours to answer essay questions at a place of their choosing (open notes, no advisor present). Questions are typically submitted and returned via email, which provides documentation of start and end times for each question. Failure to submit the exam by the deadline decreases the likelihood of a passing grade. Once completed, the student's Exam Committee will review all answers and determine the appropriate grade. The student is given written feedback on the answers to the questions within two weeks to allow for preparation for the oral exam. If one (or more) of the written answers gets a “fail" grade a student will be given one opportunity to rewrite it. This extends the time of progression to the oral examination.
In the oral exam, the same questions are revisited and the student provides arguments and responses in an interactive setting. During the first part, the student will orally deliver an overview of the answer to each question. In the second part, the student is expected to defend answers and visit questions provided in the written feedback. The Oral Qualifying Exam should be completed by the end of February or July.
The three potential outcomes of the qualifying exam are:
Review Paper- The student will prepare a Psychological
Bulletin (or Psychological Review or Personality and Social
Psychology Review) type review paper summarizing a focal area of the
student’s interest, which may very well lead to the formulation of a
dissertation proposal. This paper should be of suitable quality to be submitted
to a major journal and thus, this paper is expected to offer a valuable, unique
perspective or theoretical analysis of the issues reviewed, rather than just a
summary of research conducted in the field.
In consultation with the student’s Advisory
Committee (with permission of the committee, it is permissible for a student to
include an additional faculty advisor from some other program within or beyond
the University of Delaware) the student and advisor will work together to
generate a reading list of articles and books important to the focal topics and
a general outline of the central questions, goals and value of the proposed
project. The Committee must approve the topic and final paper.
Students should begin discussing their
qualifying paper topic with their advisor by the beginning of the second year
in the program. The student’s topic should be one that will likely lead into
their doctoral dissertation proposal. The student will provide a draft of their
qualifying exam paper to their advisor for feedback before submitting it for
final approval to other members of the Committee. Once approved by the
committee, the student will distribute the qualifying exam to their Exam
Committee (three social faculty PLUS 2 other external members of the
committee-if they so choose) who will have an opportunity to comment and offer
suggestions within two weeks of receiving the document.
February 7th (Third Year): Due date for submitting the
qualifying paper to each member of the Exam Committee (3 social faculty PLUS
up to 2 external members from other programs) and for the student to schedule
an Oral Defense with members of the Exam Committee as close as possible to
March 1st (Third year): Approximate deadline for the
student to have scheduled the oral defense of the qualifying exam paper.
At the conclusion of the defense, the members of the Exam Committee will
determine (pass/not pass) whether the document and oral defense, separately,
warrant a “pass.”
If the majority of the student’s Exam
Committee believes the student’s written qualifying exam is not of sufficient
quality to warrant a “pass,” the committee together with the student will
discuss changes that would be needed to be included in a revision to gain
approval of the majority of the Committee. Within one week, the student will
send a written summary of the issues that he or she will address in the revised
qualifying exam paper to their Exam Committee. At the discretion of a
majority of the student’s Exam Committee, the student also can be asked to
re-schedule an oral defense of the revised document.
April 1st (Third Year): Deadline for student to
resubmit a revised qualifying exam document (using track changes to clearly
distinguish between the revised version and the originally submitted version).
Also, if the student’s Exam Committee asked for the student to orally defend
the revised qualifying exam document, the student will have scheduled this oral
defense for some date as close to April 15 as possible.
April 15th (Third Year): The student’s Exam Committee
members have until April 15th to approve or disapprove (by majority vote) the
revised qualifying exam.
the event of an unsatisfactory revised qualifying exam, the Exam Committee will
convene to critically evaluate the student’s record to date. In most
cases, if all other requirements have been met, the student can opt to prepare
their second year project final paper as a Master’s Thesis, so that when they
leave the program they will do so having earned a Master’s Degree.