How to Apply
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 Masters program.
The Department of Psychology requires all application materials to be submitted by May 15 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).
Because our MA students work directly with a faculty mentor in a lab to complete their thesis, it is particularly important for you to identify one or more faculty members who are a good fit for your research interests: List these faculty members in your application form, and explain why you are interested in working with them in your statement.
Please note: For best consideration, submit your application by February 1st. Applications may be submitted through May 15, with rolling review, but otherwise competitive applicants may not be considered later in the cycle if their faculty of interest have already accepted a student. If you plan to apply later in the cycle, we strongly encourage you to contact your faculty of interest to see if they are still considering applications.
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 and other ways of gaining relevant knowledge: Statement, letters
High
- Substantial relevant coursework (usually a major)
- OR if changing fields, evidence other ways of gaining relevant knowledge (e.g., post-bac courses, online certificates, independent reading, etc.
- Mostly As
- B+ or better in all psych and other relevant coursework
- Took challenging courses
Medium
- Substantial relevant coursework (usually a major) OR if changing fields, evidence other ways of gaining relevant knowledge(e.g., post-bac courses, online certificates, independent reading, etc.)
- B or better in all psych and other relevant coursework
- OR As but took 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 without evidence of other ways of gaining relevant knowledge
Research Experience/Potential
Sources: CV, Statement, Letters
High
- Clear commitment and enthusiasm for research
- Research experience in psychology or a related field
- Ideally, at least some experience with relevant methods for lab(s) applied for
Medium
- Clear commitment and enthusiasm for research
- At least some experience with research in any field
- BUT lacks experience in psychology or a related field
Low
- Limited evidence for commitment and enthusiasm for research
- AND/OR little to no research experience in any field
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)
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 < 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 has developed research interests, even if still exploring different topics
- AND stated career goals align with program training
Medium
- Only partial fit with research of faculty members considering applicants this cycle
- OR research interests are very vague and general
- AND stated career goals align with program training
Low
- No fit with research of faculty members considering applicants this cycle
- OR does not state research interests or has not identified potential mentors
- OR career goals not aligned with program training (e.g., seeking applied/clinical masters)