How to Apply
The application deadline is December 1
Applicants should have a strong science background, typically including experience with hands-on empirical research and statistical analysis. Students are admitted on a competitive basis, which includes evaluation of previous academic records, research experience and match with perspective advisors, and recommendations.
The general requirements for admission to the Graduate School of Arts and Sciences apply to candidates for admission to the Psychology PhD program.The Department of Psychology requires all application materials to be submitted by December 1 including letters of recommendation, test scores, and transcripts in order for your application to be given consideration. Please plan to submit your application far enough in advance to ensure that all your supporting materials will be attached to your application prior to the deadline.
To apply for the program, you need to submit:
- An online application
- An application fee of $75. See link for fee waiver eligibility information.
- Transcripts from all universities and colleges attended must be uploaded to your application; do not mail official transcripts to our office. For more information, visit Frequently Asked Questions
- Three letters of recommendation: The online application form will prompt the candidate to submit the names and contact information for recommenders, who will be sent a link to upload their letters of recommendation
- A curriculum vitae (CV)
- A statement of purpose (~3 pages): Please describe your qualifications for the psychology program and your objectives in undertaking this program. Applicants should outline their research interests and experience, and how they would complement those of the faculty. Statements should identify potential advisors.
- Standardized tests (Optional): Graduate Record Exam (GRE) general test is optional. If you choose to submit GRE scores, our GRE institution code is 3092.
- International applicants: A minimum online TOEFL score of 100 is required. Our TOEFL institution code is 3261. For alternative test version minimum scores see International applicants link above.
Our applicant evaluation rubric (PDF)
In an effort to make our admissions process more transparent and equitable, we are sharing our applicant evaluation rubric with you. Please note that we use the rubric to evaluate candidates holistically, and even competitive candidates may not score “high” in every category.
In writing your statement of purpose, we strongly encourage you to address each criterion where “statement” is listed as source of evidence, as well as providing context for any areas that result in a lower rating (e.g., explanation for lower grades).
Note for international applicants: applicants who do not have an undergraduate degree from an English-speaking country must meet the Brandeis English language proficiency exam score minimums. Applicants not meeting these minimums will NOT be considered for admission to the program.
- Overall Academic Preparation
- Research Experience/Potential
- Quantitative Skills
- Writing/Verbal Skills
- Diversity, Equity, and Inclusion Contributions
- Research Interest and Career Goal Fit
What We Look For
Overall Academic Preparation
Sources: Transcript, For explanations of lower grades: Statement, letters
High
- Substantial relevant coursework (usually a Psychology or closely related major, e.g., Neuroscience)
- Mostly As
- B+ or better in all psych and other relevant coursework
- Took challenging courses
Medium
- Substantial relevant coursework (usually a major)
- B or better in all psych and other relevant coursework
- OR Has only taken less challenging courses
- Concerning grades have reasonable explanation
Low
- Lower than a B in 2 or more psych and other relevant courses
- Grades of C or lower in any course do not have a reasonable explanation
•OR lacks relevant coursework
Research Experience/Potential
Sources: CV, Statement, Letters
High
- Clear commitment and enthusiasm for research
- Experience at least equivalent to a senior thesis, masters thesis, OR 2 years of post-bac research experience.
- Evidence for intellectual involvement (e.g., contributed ideas to studies, developed own hypotheses etc.)
- Experience with relevant methods for lab(s) applied for
- Ideally at least one product (professional conference poster/presentation or article authorship)
Medium
- Clear commitment and enthusiasm for research
- BUT research experience less than a senior thesis or equivalent
- Mostly routine tasks (e.g., running participants)
- AND/OR lacks experience relevant methods for lab(s) applied for.
Low
- Limited evidence for commitment and enthusiasm for research
- Little to no relevant research experience
Quantitative Skills
Sources: Transcript, GRE (if reported), Letters (if address)
High
- Mostly As in quantitative coursework
- AND took challenging quantitative coursework beyond minimum
- High Q GRE score if reported
- Ideally evidence for quantitative research experience/skills (e.g., advanced analyses in senior thesis)
Medium
- Bs or better in quantitative coursework
- OR only took less challenging quantitative courses
- Average Q GRE score if reported.
- Concerning grades in quantitative courses have reasonable explanation
Low
- Lower than a B in stats
- Grades of C or lower in any quantitative course do not have a reasonable explanation
- Low Q GRE score if reported
Writing/Verbal Skills
Sources: Transcript, GRE (if reported), Statement, Letters (if address), First-author publication(s)
High
- Strongly written statement which is clear, well organized, and error free.
- High V and W GRE scores if reported
- For international students, high ESL test cores
Medium
- Statement is error free but is less well written
- Average V and W GRE scores if reported
- For international students, ESL test cores > GSAS cut-offs
Low
- Statement is poorly written
- Low V and W GRE scores if reported
- For international students, ESL test cores just over GSAS cut-offs
Diversity, Equity, and Inclusion Contributions
Sources: Statement, Letters (if addressed), underrepresented identities (demographics form, statement)
High
- Has been an active advocate for diversity, equity and/or inclusion (e.g., has participated in student organizations to support DEI)
- OR contributes to program diversity through lived experience as a member of a group underrepresented in the field (e.g., racial/ethnic group, sexual/gender identity, first generation college student, immigrant, veteran, etc.)
Medium
- Some evidence of engagement with diversity, equity and/or inclusion
Low
- Limited to no evidence of engagement with diversity, equity and/or inclusion
Research Interest and Career Goal Fit
Sources: Statement
High
- Clear fit with research of one or more faculty members considering applicants this cycle
- AND clearly developed and well-articulated research interests.
- AND stated career goals align with program training
Medium
- Partial fit with research of faculty members considering applicants this cycle
- AND/OR research interests less clearly developed
- AND stated career goals align with program training
Low
- No fit with research of faculty members considering applicants this cycle
- AND/OR research interests very vague and general
- OR career goals not aligned with program training (e.g., seeking applied/clinical PhD)