Potential Doctoral Students

Doctoral Student Opportunities

Deadline for applications is March 1st;

Late-August is the start date

I will be accepting applications for a doctoral student (deadline March 1st, 2020) to start in Fall 2020. The topic of research would be in the realm of false memories, memory distortions on memory of emotion, beliefs about dissociative amnesia/repressed memories, reports of recovered memories, memory and law, memory and practice, memory for close relationships and family, collective memory of family ancestors, or another related topic.

To apply, first read the information below, and then apply by using the link below and following the instructions [chose PhD in Psychology (Brain and Behavior); note that the Brain and Behavior track was previously called "Experimental Psychology"]:

http://apps.usm.edu/graduate-school/grad-school-apps/

and for more information you can read about the graduate school requirements at:

https://www.usm.edu/graduate-school/step-step-guide-applying-graduate-study

Depending on fit and readiness, I may or may not admit one doctoral graduate student (maximum of two or three in the lab at any given time, so this is a limited time offer) into my memory and cognition laboratory at the University of Southern Mississippi in the fall, to research memory and to enroll in the PhD program in experimental psychology (program area is called Brain and Behavior). This position involves being a teaching assistant each semester, and in return USM typically pays for the tuition costs for the PhD coursework, and will pay a small stipend of currently $7200 per year to offset some living costs (plus summer funding when available, though that is not guaranteed and is determined in the spring of each year). This funding is usually available for four years, and four years is the suggested time expected to complete the PhD.

My criteria for admitting students include a primary interest in experimental psychology, applied memory malleability research, writing ability (e.g., good scores on the written GRE), research assistant experience, poster presentation of research, and early signs that the student is starting to master statistics. Statistics is the key skill to build if you wish to pursue a career in psychological science. High college GPA and Graduate Record Exam scores are also important, although I will be flexible enough to consider applicants who have shown a marked increase in GPA in their final 2 years of their bachelor's degree. A degree in psychology, cognitive science, neuroscience or similar is desired, although those with degrees in statistics are encouraged to apply if their main interest is in applied memory research.

The area of research will be on either false memories, memory malleability, memory of parents, memory of love, trauma and memory, repressed memories (or dissociative amnesia, motivated forgetting, or betrayal trauma), and/or beliefs about how memory works (and common memory myths). The expectation is that we design and conduct research that is new and investigates or clarifies what we do not yet know about memory. In general, I conduct my research with behavioral measures without neuroscience equipment, and this allows us to quickly address interesting research questions of interest to all people, sometimes with important implications in everyday life, clinical psychology, and the legal system.

Graduate students in my lab are required to apply to the National Science Foundation Graduate Research Fellowship in year 1 (at least--they are encouraged to apply for more--e.g. the NIH NSRA), and at least one other scholarship in Year 2, and to other equivalent external sources of funding in Year 3. This requirement is primarily for the graduate student's benefit, as fellowships offer the chance of increased funding that goes directly to the student, and a decreased teaching load for the student.

The goals of the four years that the graduate student spends in the lab are:

1. A major goal is help the lab develop its main focus of research by being a team player. If weekly goals are maintained, there is the probability to be an author on articles, if significant contributions are made and academic professionalism is maintained.

2. If the graduate student is able to excel and maintain the required weekly efforts and results dedicated to developing research, the aim is for the graduate student to lead at least one peer-reviewed article, preferably before the end of Year 3. This requires a lot of work collecting data, and requires strong statistical and writing skills on the part of the graduate student. I typically give graduate students at least one opportunity to lead a paper within the first year or two.

3. To use the graduate-level courses offered by USM to master the field of psychology, and to focus expertise on applied memory research and dissemination.

4. To learn how to design and run experiments related to memory and/or beliefs about memory.

5. To learn to teach classes in psychology, as a teaching assistant initially, and later with an option to be a lecturer of record.

6. To master statistics and writing through coursework and practice.

7. To aim to become either:

(a) A tenure-track academic with a primary research focus: in which case the goal of the graduate student might be to excel during graduate school in order to attempt to gain a post-doc at another university after the PhD is completed. In general the combination of a good number of publications in well-ranked journals, and a 1-3 year post-doc, are needed to become an tenure-track assistant professor at a research-focused university.

(b) A tenure-track academic with a primary teaching focus: in which case perfecting the teaching method during the final two years of the PhD may be a primary goal. High student evaluations of the courses taught, and a clear dedication to teaching, are factors that teaching institutions consider. The goal would be to either transition into a teaching post doctoral position (e.g. visiting positions) or to directly land a tenure-track job at a teaching-focused public or private university, or a liberal arts college.

(c) A non-academic job in industry or government. Examples include working with people-related statistics for a government agency, an internet company, or working for companies that value psychological science and who therefore hire psychology PhDs.

8. To engage in a service activity that does not overshadow the time needed for research or teaching, but provides some experience of what will be required later in academia.

My General Approach to Mentoring Students

I have what is called a "growth mindset" when it comes to training graduate students and research assistants (see Dweck, 2006, Mindset). I tend to believe that all students who have done well at the undergraduate level, and gained a place in a PhD program, are able to learn all or most of the skills needed to succeed in academia or industry. That success is all the more possible if the student themselves develops a "growth mindset" and understands that it is best to focus on effort and skill practice to bring about improvements.

In this regard, my strengths of mentorship include the belief in the ability of all students to grow, improve, and master skills regardless of socioeconomic status, ethnicity, gender, or age. In short, my focus is on effort, growth, and merit.

When working with more than one graduate student, my approach is to take steps to reduce potentially harmful competition between graduate students. This is achieved by fostering shared overarching goals, encouraging a team approach, showing that the valuable support and esteem of the professor towards graduate students is not a limited resource that will be given to one but not others, that resource cannot be enhanced by undermining competitors or by socializing more than competitors with the professor, and therefore there is minimum conflict over that resource.

In general my mentoring style is neither permissive nor authoritarian, and is aimed at being authoritative. This means there are firm boundaries (for example relating to the minimum amount of work required each week, whether it be in terms of meeting goals, writing a set number of pages, or completing a statistical analysis). When the student is within these manageable minimum expectations there is a lot of encouragement, respect, and positivism. Those boundaries include expecting teamwork, some humility, noticeable productivity each week on our research program, respect, and professionalism from the graduate student.

For many people, having a doctorate opens up a number of job opportunities that otherwise would be out of reach, are generally higher paid, and are more closely matched to the very natural human tendencies of curiosity and the desire to teach and guide young (and older) people.

The following link gives the differences in lifetime earnings, on average in the United States, between the various levels of degrees: https://www.wes.org/advisor-blog/salary-difference-masters-phd/

These national averages are no guarantee for every individual case.