Qualifications for admission
Formal prerequisites are the equivalent of four quarter or
three semester courses in psychology and an introductory course
in statistics. Also, most students admitted have a substantial
background in psychology, courses in mathematics and the natural
sciences, and undergraduate research experience.
Admission to the Institute programs is competitive. In
recent years, the Institute has admitted from 7 to 14 students.
The median grade point averages and GRE scores for students
offered admission for Fall Semester 2006, were as follows:
| Undergraduate
GPA |
3.79 |
| GRE
Verbal |
630 |
| GRE Verbal Percentile |
89% |
| GRE
Quantitative |
720 |
| GRE Quantitative Percentile |
73% |
| GRE
Analytical |
5.0 |
| GRE Analytical Percentile |
80% |
| GRE
V & Q |
1350 |
These ranges are intended only as guidelines but we
anticipate that most students admitted to the Institute will
have
GPAs and test
scores comparable to these. We do not use
GRE scores as
cutoffs, nor do high grades and scores guarantee admission.
Admission to the child psychology graduate program is based
on the applicant's academic record, letters of recommendation,
Graduate Record Exams scores
(verbal, quantitative, and analytical) or
TOEFL where
applicable, a statement of goals and interests, and perceived
program “fit.”
We embrace the University of Minnesota’s position that
promoting and supporting diversity among the student body is
central to the academic mission of the University. We define
diversity to encompass many characteristics including economic
disadvantage, special talents, evidence of leadership qualities,
race or ethnicity, a strong work record, and disability. A
diverse student body enriches graduate education by providing a
multiplicity of views and perspectives that enhance research,
teaching, and the development of new knowledge. A diverse mix of
students promotes respect for, and opportunities to learn from,
others with the broad range of backgrounds and experiences that
constitute modern society. Higher education trains the next
generation of leaders of academia and society in general, and
such opportunities for leadership should be accessible to all
members of society. The Graduate School and its constituent
graduate programs are therefore committed to providing equal
access to educational opportunities through recruitment,
admission, and support programs that promote diversity, foster
successful academic experiences, and cultivate the leaders of
the next generation
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