phd programs university of saskatchewan

SPH Ph.D Programs

Information about all the Ph.D Programs offered in the School of Public Health

PhD Program in Collaborative Biostatistics

• Student Handbook: Biostatistics

Before You Apply

Program information.

In addition to the information on this page, please review the College of Graduate and Postdoctoral Studies Biostatistics Program  page before you apply to the program.  

The program prepares PhD graduates to assume faculty or other research-oriented positions in academic institutions or to take leadership positions in organizations that conduct health-related research.  

After completing the program, graduates will be able to:  

• Develop new statistical methods using existing theory or apply existing statistical methods to address problems in the medical, biological and agricultural sciences.  
• Collaborate on research teams.  
• Take a leadership role in study design, data management, statistical analysis, and interpretation of study results.  
• Be proficient in both the oral and written presentation of research results.  

Program Requirements

PhD students enrolled in the collaborative Biostatistics Program must complete a minimum of 15 credit units of coursework (12 required credit units and 3 elective credit units); participate in a non-credit research ethics course and a non-credit seminar course; and complete a thesis.  

Required Courses  

(Choose 4 from the following list)

• CHEP 806.3  Applied Statistical Methods for Follow Up Data
• CHEP 810.3  Advanced Topics in Clinical Trials or  STAT 834.3  Advanced Experimental Design
• PUBH 811.3  Biostatistics for Public Health II
• PUBH 843.3  Advanced Topics in Analytical Epidemiology Level III
• PUBH 846.3  Analytic Methods in Epidemiological Research Level II
• STAT 812. 3  Computational Statistics
• STAT 841.3  Probability Theory
• STAT 848.3  Multivariate Data Analysis
• STAT 850.3  Mathematical Statistics and Inference
• STAT 851.3  Linear Models

Elective Courses   

PhD students are required to complete a minimum of three credit units of elective courses. These courses will be determined in discussion with your supervisor and/or advisory committee.  

Admission requirements  

• A thesis-based M.Sc. in a relevant program – mathematics, statistics, applied statistics, biostatistics, quantitative psychology, or another discipline with a strong background in mathematics or statistics.  
• A cumulative weighted average of at least 75% (U of S grade system equivalent) in the last two years of study (e.g. 60 credit units)  
• Proof of English language proficiency ( link here ) may be required for international applicants and for applicants whose first language is not English.  
• Applicants must have taken the following courses (or equivalent) during the Master’s program.  
• CHEP 800 – Epidemiology I  
• STAT 850 – Mathematical Statistics and Inference  
• PUBH 842 – Topics in Biostatistics and Statistical Applications  

(Applicants without these courses may be admitted as probationary students and will be required to complete these courses with a minimum 80% grade point average before being considered fully qualified for the program)  

Tuition & Funding

Graduate students in a thesis program pay tuition three times a year for as long as they are enrolled in their program. 

• Biostatistics Tuition & Funding Information

Contact us  

For further information on the Biostatistics program, please contact:  

  [email protected]   

Doctor of Philosophy in Epidemiology Program

Epidemiology is the quantitative study of the distribution and determinants of disease and injuries in human and animal populations.

• Student Handbook: Epidemiology

In addition to the information on this page, please review the College of Graduate and Postdoctoral Studies Epidemiology Program  page before you apply to the program.  

The PhD program in Epidemiology is designed to produce highly qualified epidemiologists capable of investigating complex population and public health issues, and independently designing and conducting quantitative research to address the biological and environmental determinants of health. Through classroom instruction, hands-on experience in the research programs of faculty of the School of Public Health, and their own dissertation research, students will develop expertise in one or more of the following areas of specialization:  

• Chronic disease epidemiology  
• Clinical epidemiology  
• Environmental epidemiology  
• Epidemiology of zoonotic diseases  
• Infectious disease epidemiology
• Nutritional epidemiology
• Occupational epidemiology  

PhD students enrolled in the Epidemiology Program must complete a minimum of 15 credit units of coursework (six required credit units and nine elective credit units); participate in a non-credit research ethics course and a non-credit seminar course; and complete a thesis.  

• PUBH 842 – Current Biostatistical Methods and Computer Applications  
• PUBH 846 – Analytic Methods in Epidemiological Research Level II   
• GSR 961 – Ethics and Integrity in Human Research  
• GSR 960 – Introduction to Ethics and Integrity  
• PUBH 990 – Public Health Seminar  
• PUBH 996 – PhD Research  
• Two year residency in which the qualifying and comprehensive exams are completed.  

PhD students are required to complete a minimum of nine credit units of elective courses. Six credit units of electives must be from the list below. The other three credit units of electives can be decided in consultation with your supervisor/advisory committee.  

Restricted Elective Options 

• AGMD 801 – Introduction to Occupational and Environmental Health  
• CHEP 802 – Community and Population Health Research Methods  
• CHEP 806 – Applied Statistical Methods for Follow-up Data  
• CHEP 810 – Advanced Topics in Clinical Trials   
• CMPT 838 – Simulation for Health Policy Modeling   
• NURS 892 – Research Methods  
• NURS 894 – Systematic Reviews of Healthcare Interventions  
• NURS 897 – Nursing Research: Advanced Research Methods in Quantitative Design  
• PUBH 809 – Field Epidemiology  
• PUBH 832 – Infectious Disease Epidemiology  
• PUBH 843 – Advanced Topics in Analytical Epidemiology Level III  
• PUBH 844 – Chronic Disease Epidemiology  
• PUBH 845 – Clinical Epidemiology  
• VLAC 840 – Zoonoses and Food Safety  
• VLAC 881 – Clinical Trial Design and Analysis  

Admission Requirements

• Evidence of previous research experience. (Those who have not completed a thesis-based program may be admitted on a probationary basis until they have completed a research work experience under the direction of their supervisor. Research experience must be completed during the first two years of study and would include a minimum of 120 hours applied to a research project not directly related to the dissertation. Applicants undertaking this option will be expected to present their findings at the completion of their project.  
• Language Proficiency Requirements:  (link to language requirements)  Proof of English proficiency may be required for international applicants and for applicants whose first language is not English.  
• Undergraduate degree in a life, behavioral or social sciences   
• MSc in the life, behavioral or social sciences, MN, MVetSc, MBA, or MPH, with a 75% average or greater in their last two years of study (Usask grade system equivalent).   
• Applicants are also expected to have completed PUBH 800 (Epidemiology for Public Health) and PUBH 805 (Biostatistics for Public Health) or their equivalents with a minimum average of 75% in each course prior to application to this program. Candidates must also demonstrate previous research experience.   
• Epidemiology Tuition and Funding

For further information on the Epidemiology program, please contact:  

 [email protected]   

Doctor of Philosophy Program in Vaccinology and Immunotherapeutics

The vaccinology and   immunotherapeutics   program   provides   students with opportunities to study cutting-edge advances in the field vaccinology and infectious diseases.  

• Student Handbook: Vaccinology & Immunology

In addition to the information on this page, please review the College of Graduate and Postdoctoral Studies Vaccinology and Immunotherapeutics Program  page before you apply to the program.  

This multidisciplinary program offers students the following three streams:

• Vaccinology & Immunotherapeutics: Societal Issues. The research in this area will involve the complex social, health care, legal and ethical issues associated with vaccination and other immunotherapeutics. Students in this program will receive a Ph.D.
• Vaccinology & Immunotherapeutics: Design & Production. The research in this area will focus on the design and production of vaccines and other immunotherapeutics. Students in the program will receive an M.Sc. or Ph.D.
• Vaccinology & Immunotherapeutics: Scientific Bases. The major focus of research in this area would be the science that underlies vaccines and other immunotherapeutics. Students in the program will receive an M.Sc. or Ph.D.

Students have access to a diverse group of faculty and world-class research centres. These facilities include the Western College of Veterinary Medicine (WCVM), the Canadian Light Source (CLS), the Vaccine and Infectious Disease Organization (VIDO) and the International Vaccine Centre (InterVac). In addition, students can learn from the wealth of industry knowledge available at Innovation Place – one of the most successful university-related research parks in North America.  

Program Requirements (non-direct entry)

PhD students enrolled in the Vaccinology and Immunotherapeutics program must complete a minimum of 3 credit units of coursework; participate in a non-credit research ethics course and a non-credit seminar course; and complete a thesis.  

• GPS 960 - Introduction to Ethics and Integrity  
• GPS 961 - Ethics and Integrity in Human Research, if research involves human subjects  
• GPS 962 - Ethics and Integrity in Animal Research, if research involves animal subjects  
• VACC 801 – A Multidisciplinary Approach to Vaccinology and Immunotherapeutics  
• VACC 990.0 Seminars in Vaccinology and Immunotherapeutics  
• VACC 994.0 Research  
• comprehensive exam  
• thesis defence  

Program Requirements (direct entry)

Phd students entering directly from a Bachelor’s degree and enrolled in the Vaccinology and Immunotherapeutics program must complete a minimum of 12 credit units of coursework; participate in a non-credit research ethics course and a non-credit seminar course; and complete a thesis.  

• Ph.D. Qualifying Examination that is at least as rigorous as the defence for a Master’s thesis in the program area.  

PhD students are required to complete a minimum of nine credit units of elective courses. These courses will be determined in discussion with your supervisor and/or advisory committee.  

Non-direct Entry PhD  

• Language Proficiency Requirements:  (link to language requirements)  Proof of English proficiency may be required for international applicants and for applicants whose first language is not English.  
• Master’s degree, or equivalent, from a recognized university in a relevant academic discipline  
• a cumulative weighted average of at least a 80% (U of S grade system equivalent) in the last two years of study (i.e. coursework required in Master’s program)  

Direct Entry PhD  

• A four-year honours degree, or equivalent, from a recognized college or university in an academic discipline relevant to the proposed field of study  
• A cumulative weighted average of at least 70% (U of S grade system equivalent) in the last two years of study (e.g. 60 credit units)  
• Proof of English language proficiency  (link to language requirements) may be required for international applicants and for applicants whose first language is not English  
• V&I Tuition & Funding information

For further information on the Vaccinology and Immunotherapeutics program, please contact:  

PhD in Applied Economics

A collaborative program offered by the Departments of Economics, Agricultural and Resource Economics, Finance and Management Science, and the Johnson Shoyama Graduate School of Public Policy at the University of Saskatchewan

Program overview

How to apply, research areas, course listing, tuition and funding.

A PhD in Applied Economics will give you the skills to conduct research for businesses, governments, think tanks, and other research organizations, as well as to train the next generation of applied economics professionals as an academic.

The PhD program combines advanced courses in applied economics with a major research dissertation. The core of the program focuses on microeconomic theory and quantitative methods with one advanced course in macroeconomics. The student and their advisory committee determine the remainder of the student’s field courses.

Main Program Components:

• core focus on microeconomic theory and quantitative methods
• advanced courses in applied economics / one advanced course in macroeconomics
• six field courses
• two comprehensive exams / major research dissertation
• 36 credit units (two years of classes)
• Years Three to Five
• two courses in microeconomics
• two courses in econometrics
• one course in macroeconomics
• one elective course (must be approved by the committee)
• first comprehensive exam
• guidelines for the first research paper
• choose an applied field and develop a program of study
• six field courses based on area of specialization
• second comprehensive exam
• complete dissertation proposal
• dissertation research and writing
• dissertation defence
• Program in Detail

Admission requirements

Doctor of philosophy.

• A master’s degree, or equivalent, in a related field of study from a recognized college or university.
• A cumulative weighted average of at least 70% (U of S grade system equivalent) in the last two years of study (e.g. 60 credit units) 
• Proof of English language proficiency may be required for international applicants and for applicants whose first language is not English
• Graduate Record Examination (GRE) or Graduate Management Admission Test (GMAT): Submission of a GRE or GMAT score is recommended for all applicants. Applicants who have not earned a degree from a Canadian or US institution are required to submit a GRE or GMAT score.

Students are not required to identify a faculty supervisor.

Please visit the  College of Graduate and Postdoctoral Studies  to learn more and submit your application. We start accepting application on September 15 th  for the following September term.  Applications must be completed by January 15 th .

Students in the Applied Economics PhD program have a wide variety of focus research areas to choose from, each with a multidisciplinary component that spans across academic units.

Applied econometrics

Application of novel empirical methods to applied economics questions. Applications include, for example, labour markets, education, health care, international economics, efficiency and productivity measurement in agriculture, financial markets.

Behavioural and experimental economics

Understanding decision-making at the level of individual consumers, firms, and organizations. Applications include, for example, risk tolerance and responses to risk; health behaviours; food consumption behaviours; technology and innovation adoption decisions by firms; computational economics, behavioural responses to policy nudges. Researchers have access to state-of-the-art research facilities at the Experimental Decision Laboratory ( Social Sciences Research Laboratories ).

Environmental and resource economics

The application of economic theory and empirical methods to environmental and resource management and policy issues. Applications include, for example, ecological economics, forestry economics, water resources, adaptation to climate change, biofuels policy, pollution, indigenous land/resource use issues, and environmental valuation.

Ken Belcher , Joel Bruneau , Richard Gray , Hayley Hesseln , Suren Kulshreshtha , Patrick Lloyd-Smith , Saeed Moshiri ,  Tristan Skolrud

Finance and financial economics

Applications include the empirical research in the areas of corporate finance (including capital structure, dividend policy, financing costs, corporate governance, corporate ownership and control, corporate social responsibility, mergers & acquisitions, international corporate finance, and firm valuation), asset pricing, banking, financial derivatives and risk management, financial institutions, venture capital, agricultural finance and public finance.

James Cao , Abdullah Mamun , Min Maung , Eric Micheels , Dev Mishra , Marie Racine , Enchuan Shao , Lee Swanson , George Tannous , Craig Wilson , Fan Yang

Health and labour economics

Applications to the analysis of labour markets, health care provision and costs, income inequality, and economics of nutrition.

Kelly Foley , Murray Fulton , Jill Hobbs , Mobinul Huq ,  Sabine Liebenehm ,  Haizhen Mou , Nazmi Sari , Enchuan Shao , Keith Willoughby

Industrial organization, strategy and firm behaviour

Analysis of firm behaviour and decision-making and industry structure. Applications include, for example, game theory, agricultural co-operatives, agri-food supply chains, firm strategy; managerial economics; competitiveness.

James Cao , Murray Fulton , Mehran Hojati , Eric Micheels , James Nolan , Hamed Samarghandi , Tristan Skolrud , Peter Slade , Shan Wang ,  Keith Willoughby , Jingang Zhao

International economics

International trade, including trade theory and policy, international finance, and international macroeconomics. Applications include, for example, exchange rates, trade agreements, agricultural trade policy.

Joel Bruneau , Maxym Chaban ,  Richard Gray , William Kerr

Policy and governance

Analysis of the economic welfare outcomes of policy decisions, and public policy formation. Applications include, for example, innovation and science policy; trade policy; agricultural policy; food policy; environmental policy; resource management policy; health policy; transportation policy, wetland and wildlife conservation policy.

Regional and development economics

Understanding how economies operate at the national, sub-national and local level and understanding how decision-making at the household, firm and community-level influences development outcomes. Applications to regional economic development, rural development, international development, indigenous communities.

James Cao , Don Gilchrist , Eric Howe ,  Mobinal Huq ,  Anna Klimina ,  Sabine Liebenehm ,  David Natcher , James Nolan

Not all of the below courses are required. Please refer to the Program in Detail for more information.

• Core courses
• Field courses

Micro Economic Theory -  2 courses from:

• ECON 800 Micro Economic Theory: Studies theories of exchange, consumer demand, production and cost, and pricing.
• ECON 873 Advanced Microeconomic Theory: A survey of advanced topics in modern macroeconomic theory. Topics include theories of growth, real business cycles, search in labour markets, nominal business cycles and macro policy.
• AREC 842 Agricultural Market Organizations: Develops a conceptual framework in which organizations, their behaviour, their interactions with other firms and their impact on an industry can be studied, compared and analyzed. The relevant literature in organizational theory, industrial organization and contract theory is reviewed, especially as it focuses on theoretical and empirical work in the areas of co-operatives, agri-business firms and other forms of organizations.
• ECON 850 Game Theory Strategic and Cooperative Choices: A systematic introduction to game theory and its application in economics. Provides concepts and tools for understanding current research and performing your own research in the field. Covers both non-cooperative and cooperative game theories.

Macro Economic Theory   - 1 course from:

• ECON 801 Macro Economic Theory: A survey of macro-economic theory, and includes theories of the consumption function, theories of investment, money and interest rates, monetary and fiscal policy, and general equilibrium theory.
• ECON 874 Advanced Macroeconomic Theory: A survey of advanced topics in modern macroeconomic theory. Topics include theories of growth, real business cycles, search in labour markets, nominal business cycles and macro policy.

Econometrics -  2 courses from:

• ECON 808 Econometrics I: The fundamentals of estimation and inference in the classical regression model, with applied laboratory sessions using actual economic data. Topics covered typically include: multiple linear and non-linear regression models; least squares; maximum likelihood; instrumental variables; statistical properties of estimators; asymptotic theory; restrictions; measurement error; serial correlation; heteroskedasticity; systems of equations.
• ECON 809 Econometrics II: Considers estimation and inference in different econometrics models. The first part deals with time-series econometrics and nonstationary data: unit root; cointegration; single-equation and system methods. The second part covers panel data and discrete choice. Additional topic is added based on instructor’s current interests. Application of these techniques in applied projects.

Please note the grouping of field courses by area is illustrative, and some courses are applicable to more than one area. The availability of field courses will change from year to year, and additional field courses may also become available.

• FIN 801 Advanced Corporate Finance : Provides students with a fundamental understanding of the current issues of interest in research in the modern theory of corporate finance. It provides students with a theoretical background in areas such as firm theory, security issuance, capital raising, capital structure, and corporate governance. Presentation and discussion of articles from academic journals are used as tools to enhance student learning.
• FIN 802 Advanced Investment Theory : Develops investment theory through the financial economics framework of Von-Neumann Morgenstern utility. This allows exploration of risk aversion, stochastic dominance, and portfolio optimization. MPT and CAPM are derived. Arrow-Debreu contingent claims and option pricing theory are addressed. Additional topics include risk-neutral valuation, stochastic discount factors, and the consumption CAPM.
• FIN 803 Empirical Methods in Finance : Presents a critical look at current financial models and gives the student experience in the systematic analysis of financial data. Students are exposed to a suite of analytical tools that allow rigorous assessment of the characteristics of financial data and models.
• FIN 805 Fixed Income Securities : This course considers the financial concepts required to invest in fixed income securities. Topics include the mathematics required to evaluate fixed income cash flows, measuring and hedging fixed income portfolio risk, the yield curve in theory and practice, repurchase agreements, interest rate forward agreements, futures contracts, swaps, and mortgage-backed securities.

Health and labour

• ECON 823 Labour Economics : The functioning of labour markets including labour supply, labour demand, accumulation of skills, contracts, and unemployment.
• ECON 833 Economic Evaluation Methods in Health Services Research : This course provides an array of economic evaluation methods used to assess health and healthcare programs, policies, technologies and interventions. Topics include methods of measuring health and health outcomes, as well as various economic evaluation methods (cost effectiveness, cost utility and cost benefit analyses), and their applications in health and healthcare policies.
• ECON 834 Health Economics : Examines health economic issues and the functioning of health care markets using microeconomic theory. Topics include health insurance and demand for health, production of health, economic evaluation methods, economic explanations for the behavior of health care providers, functioning of insurance markets, cost efficiency and regulation in health care markets.
• ECON 850 Game Theory, Strategic and Cooperative Choices : A systematic introduction to game theory and its application in economics. Provides concepts and tools for understanding current research and performing your own research in the field. Covers both non-cooperative and cooperative game theories.
• ECON 870 Behavioural Economics : Details the economics of behaviour and the importance of behavioural assumptions for the analytical predictions of economic theory, with special emphasis of the theory of the firm, household economics, experimental economics, rational choice analyses and public policy.
• AREC 825 Research Issues in Agribusiness Management : Lectures/discussions will emphasize the development and illustration of concepts, issues, and research questions in agribusiness, both past and present. The course readings will provide a general framework for class lecture/discussions. Through assignments and in-class discussions, students will broaden their understanding of practical and research issues within the context of agribusiness management.
• AREC 840 Economics of Agri-Food Marketing : Economic analysis of agriculture and food marketing systems. Topics include transactions costs and the role of institutions, spot markets, contracts and vertical integration, market power, price discovery, quality signalling and information asymmetry in agri-food markets. The relevant theoretical literature and empirical applications in these areas are reviewed.
• AREC 842 Agricultural Market Organizations : Develops a conceptual framework in which organizations, their behaviour, their interactions with other firms and their impact on an industry can be studied, compared and analyzed. The relevant literature in organizational theory, industrial organization and contract theory is reviewed, especially as it focuses on theoretical and empirical work in the areas of co-operatives, agri-business firms and other forms of organizations. Examination of these types of firms is undertaken to better understand their behaviour and to develop concepts that can be put to use in analyzing other types of organizations.
• JSGS 865 Decision Making in Organizations : Examines the manner in which decisions are made in organizations, with a particular focus on policy decisions. The course uses a wide variety of behavioral theories to look at phenomena such as policy traps, framing, unwarranted optimism, and group think.

International

• AREC 855 International Agricultural Trade Policy : The economic analysis of agricultural trade policy. Topics include introduction to international trade theory, an introduction to trade policy, methods of protection by importers and methods of protection by exporters.
• ECON 811 International Trade Theory : Studies recent developments in the pure theory of trade. Topics include current explanations of patterns of trade and factor movements, the formation of regional free trade areas, commercial policies and international cartels.
• ECON 812 International Monetary Economics : The nature of adjustment in open economics, under various international monetary systems, to real and monetary disturbances. The systems investigated will include fixed exchange rates, both with and without sterilization, flexible exchange rates and managed floating.
• ECON 830 Public Finance : A study of modern theoretical constructs and some of their applications. Topics include cost-benefit analysis, fiscal policy, the public debt, analysis of taxes and intergovernmental fiscal relations.
• AREC 832 Rural Development : The study of theories of rural development in advanced-market economies, a review of empirical studies of selected North American rural economies and a survey of national and subnational North American development policies. A particular emphasis will be placed on empirical analysis of economic development issues.
• AREC 845 Transportation Economics and Regulatory Policy : Economic analysis of the Canadian transportation sector, with particular emphasis on the movement of agricultural commodities. Specific topics include an overview of basic operations research methods including linear programming and efficiency measurement, analysis of industrial organization and regulation in the transportation sector using contestability theory and the new empirical industrial organization (NEIO), an introduction to the economics of networks, and an examination of the link between transportation and economic development.
• AREC 851 Agricultural Policy : Focuses on an economic analysis of agricultural policies in Canada. In addition, general economic policy will be discussed in terms of how it impacts on trade, investments, economic growth and efficiency.
• JSGS 862 Political Economy : Focuses on the politics of aggregating individual decisions into collective action, revealing the difficulty of formulating and implementing public policy broadly construed. The course readings emphasize formal approaches to this subject, while the assignments and discussion emphasize their application to real problems.
• AREC 820 Applied Microeconomic Theory : A study of the application of economic theory to production economics and consumer demand systems. The course links static micro economic theory to the behavior of economic systems. This course includes a survey on the choice of functional form, the application of duality in demand theory and the use of Bayesian econometrics to impose inequality restrictions in system estimation. The course also examines several aspects of technological change and dynamic problems involving risk and uncertainty.
• ECON 804 Research in Econometrics : A research project serves as the primary tool to learn econometric techniques, but is augmented by a consideration of the theoretical aspects of econometrics.
• ECON 805 Mathematical Analysis in Economics : A study of the mathematical formulation and investigation of economic relationships. Topics include the theory of consumer demand, theory of the individual firm, input-output analysis, models of aggregate economic activity and economic growth.

Funding is available and all students that are admitted to the program are automatically considered for funding.

Please visit the  College of Graduate and Postdoctoral Studies  for information on tuition rates.

Applied Economics Ph.D. Program Rm 2D14 - 51 Campus Drive University of Saskatchewan Saskatoon, SK S7N 5A8

Please direct all program inquiries to: Melissa Zink, Graduate Administrator [email protected]

Graduate Committee: Dr. Andreas Pollak (Chair) – Department of Economics Dr. Peter Slade,  Department of Agricultural and Resource Economics   Dr. Fan Yang, Department of Finance and Management Dr. Alaz Munzur,  Johnson Shoyama Graduate School of Public Policy

Doctor of Philosophy in Nursing

• Program Requirements

The College of Nursing Doctor of Philosophy in Nursing (PhD) program prepares nurse scholars to become leaders that advance nursing as an academic, research and practice discipline. During this program, doctoral students will participate in critical appraisal, knowledge generation, research synthesis and knowledge transfer. As graduates, these nurse scientists will contribute to the health and well-being of individuals, families and communities with recognition of their diversities, vulnerabilities and their environments for health and care.

The PhD program prepares nurse scientists who will:

• develop in-depth knowledge of a substantive area of nursing science
• develop conceptual and analytical skills in nursing knowledge, theory development and theory testing
• integrate knowledge from nursing and related disciplines that supports health for individuals, families and communities at the local, national and international levels
• actively participate in the development of nursing knowledge, adding to the evidentiary base for nursing practice
• demonstrate excellence in nursing scholarship
• model values consistent with integrity in science and professional nursing
• provide leadership in the nursing profession
• advance nursing as an academic and practice discipline
• demonstrate skills in scholarly writing, grant application and knowledge transfer
• work collaboratively with professionals, scientists in other disciplines and other stakeholders to solve problems and challenges to effect improvements in health for populations within the context of diversity and vulnerability
• conduct original doctoral research that will lead to a future program of research

Students will participate in a program with courses designed to meet student needs for specialization. The learning environment supports inquiry and is intellectually rigorous, stimulating and challenging. Mentorship opportunities are available in research, teaching and leadership in the College of Nursing. Further opportunities for interdisciplinary research and practice are available through the College's association with the other University of Saskatchewan health sciences disciplines. Course subjects include nursing science and philosophy, nursing research methodology and a cognate area relevant to nursing.

Courses are offered using a blended learning model with both live web-conferenced seminars (synchronous) and online delivery (asynchronous). Students must live within North America for the synchronous online web-conference seminar classes. Asynchronous online classes do not have a set class time and work is completed on students own schedule, within the parameters of course timelines.

Degree requirements can be found here .

Graduate Program Information Session - 2023

Quick links.

• USask Graduate Studies Brochure

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Clinical Psychology

Department of psychology & health studies, university of saskatchewan psychology clinic (uspc), what is clinical psychology.

Clinical psychology is a broad field of practice and research within the discipline of psychology, which applies psychological principles to the assessment, prevention, amelioration, and rehabilitation of psychological disorders, disability, dysfunctional behaviour, and health-risk behaviour, and to the enhancement of psychological and physical well-being.  Clinical psychology includes both scientific research, focusing on the search for general principles, and clinical service, focusing on the study and care of patients, and information gathered from each of these activities influences practice and research.  For more information see  Clinical Psychology Training Requirements .

Program Summary

The Graduate Program in Clinical Psychology at the University of Saskatchewan was established in 1971 and has graduated 125 PhD clinical psychologists.  The program follows the scientist-practitioner scientist-practioner model and has strengths in forensic psychology, personality psychology, clinical neuropsychology, health psychology, and interpersonal, psychodynamic, and cognitive-behavioural psychotherapy.  There are currently about 40 students in the program progressing toward their Ph.D. (including those on internship).  The clinical psychology program admits about 5-6 students per year from a pool of about 100 applicants. Students in the clinical psychology program complete four years of coursework.  During their first summer students complete a summer clerkship.  For the remaining three years, students complete six terms of one-day-a-week practicum at various health and mental health settings.  In addition to course work, a clerkship, and practicum students are also engaged in research and complete comprehensive examinations.  Finally, students complete a twelve-month internship at an accredited internship program to complete their training.  There are currently six core clinical faculty in the Department of Psychology and about 30 part-time, adjunct, and professional affiliate faculty. The Department of Psychology also has a very close working relationship with the psychology faculty at St. Thomas More College.  See here for information on the clinical psychology program’s accreditation and related public disclosures .

About Clinical Psychology

Philosophy and model of training, programs of study, admissions and applications.

Our program is committed to equity and diversity and encourages applications from all qualified studies, including women, people of any sexual orientation, gender identity, or gender expression, Indigenous Peoples, racialized people, and people with disabilities.

• B.A.(Hon.) or B.Sc.(Hon.) in Psychology or equivalent combination of courses and experience in research (transcript from University)
• References - 3 references, ideally from someone who can speak about your interpersonal skills and academic/research skills
• Statement of research and clinical interests and plans - this should identify a possible supervisor (1 to 3 pages)
• Up-to-date CV (any format)
• Telephone or in-person interview for shortlisted candidates
• Application fee of $120

The main admission route is for students entering Year 1 following completion of the B.A.(Honours) or equivalent.     

Indigenous applicants identified with the debwewin ι taapwaywin ι tapwewin policy will be granted interviews.

Qualified Canadian applicants are given preference over non-Canadian applicants.

Admitted applicants generally have a mean average mark (over the previous 2 years of study) of 83-88%, have completed an honours degree, and are Canadian citizens. Few students with averages under 82% have been admitted, but there is no specific cutoff.    In the next year or two, provincial legislation may be introduced that will require our program to make admission conditional on passing a police check which would be required for any clinical practicum placement.  This is not yet required.

Additional Information:

• For more information or to apply please see the  College of Graduate and Postdoctoral Studies  and information on  financial support .

Frequently Asked Questions:

Your statement of research and clinical interests and plans should speak to potential supervisors and labs you would like to work with. Ideally, applicants will have checked to ensure potential supervisors are taking students. If they do not have time to meet with you to discuss your interest – this is typical. Many clinical supervisors from programs across the country, ours included, will interview applicants only after they have applied and made the interview shortlist. Any supervisor in psychology or an allied program on campus can be a research supervisor – your supervisor does not have to be in the clinical program. You will need to research areas of interest and make an argument to the potential supervisor that your research interests align.

The statement of research and clinical interest needs to be detailed, well-reasoned, and well-written. Areas of interest listed in the online form are less important but should be consistent with the statement of research and clinical interests (also known as a letter of intent).

We ask for 3 letters, and if you have an honours supervisor we pay a lot of attention to their letter. If you have volunteer experience this would be a good letter to get too – ideally one of your letter writers can speak about your interpersonal skills. The third letter should be someone who can speak to your academic and/or research skills.

Applying for tri-agency funding demonstrates initiative, organization, and forethought and reflects well on a student. However, applying for tri-agency funding is not required. We do ask about it in interviews though!

Unless they already have a master’s degree, students should apply at the MA level. Our program is typically a MA to PhD transfer program, but we do have people who have a MA outside of clinical psychology apply to the PhD program.

Honours degree or equivalent is required, but almost all of the admitted students have an honours degree. If you have an equivalent degree, please detail how you feel what you have is equivalent to an honours degree.

A psychology degree or equivalent in a related discipline is required. More importantly, students must have completed numerous senior psychology courses which are considered Foundational Knowledge to the profession of psychology and are typically met at the undergraduate level. Those with a degree in psychology typically have most of these Foundational Knowledge (using ACPRO language) or General Psychology Core Content Courses (using CPA language) addressed. More information on the foundational knowledge is in the  ACPRO Position Statement  and  CPA accreditation resources .

The basic knowledge for the discipline that is typically met at the undergraduate level includes 1) biological bases of behaviour   & psychopharmacology ; 2) cognitive and affective bases of behaviour; 3) social and cultural bases of behavior; 4) individual differences, diversity, growth, and lifespan development; and 5) the history of psychology.

It is common for clinical psychology students to have to take 1 or 2 of these core content courses after entering the clinical program, but we will not admit students whose undergraduate training does not address most of the core content areas of psychology.

Yes, all students are funded in their pre-residency years through a variety of means; we figure this out after admissions shortlists are complete.

Students should indicate 'yes' - the clinical program funds all accepted students as needed (if they do not have other funding, such as tri-agency grants), so this factor is not used to evaluate applicants for admission.

We follow CPA guidelines and ensure our first-round offers go out by 1 April. We typically provide these before this deadline. All CPA-Accredited clinical programs have an agreement that first-round offer spots are held until mid-April to give students who have multiple offers some method for managing these offers.

Faculty and Research Interests

We have 11 faculty members working in the area of Clinical Psychology (9 affiliated with USask and 2 affiliated with St. Thomas More College) that cover a wide range of topics.  Our faculty actively collaborates with other faculty in the Department and with faculty from St. Thomas Moore College.  In addition, we have several adjunct professors and professional affiliates who provide clinical or research training and supervision to our students.  Any supervisor in psychology or an allied program on campus can be a research supervisor - your supervisor does not have to be in the clinical psychology program. The program offers Ph.D. degrees in clinical psychology and currently has about 40 students completing their coursework or internship.  Unless specified, all faculty will be looking at potential applicants. Thank you for your interest in our programs and welcome to the Clinical Psychology Program.

Clinical Psychology Program

Co-Directors of Clinical Psychology Training

• Megan O'Connell
• Lachlan McWilliams

Clinical Faculty

• Jorden Cummings
• Gerry Farthing
• Michelle Gagnon
• Paulette Hunter
• Megan O’Connell
• Adam Stacey
• Keira Stockdale
• Samantha Wilson

Professor Emeriti

• Linda McMullen
• Brian Chartier
• John Conway
• Margaret Crossley
• Carl von Baeyer

Adjunct Professors

• Dr. Richard Katz, First Nations University of Canada
• Dr. Terry Nicholaichuk, Private Practice
• Dr. Steve Wong, no affiliation
• Dr. Lynn Corbett, Private Practice
• Dr. Trevor Olson, Oracle Mental Health Care

Professional Affiliates

• Dr. Bryan Acton, Clinical Health Psychology, Royal University Hospital, SHA
• Dr. Ruthanne Bell, Child Service Team, SHA
• Dr. Gerald Block,
• Dr. Stryker Calvez, City of Saskatoon
• Dr. Richard Coupland, Homewood Health
• Dr. Sarah Hillis, Dr. Sarah Hillis Psychological Services
• Dr. Neil Hogan, Integrated Risk and Threat Assessment Centre, Alberta Ministry of Justice and Solicitor General
• Mr. Ross Keele, Ministry of Justice, Corrections and Policing
• Dr. Julie Kosteniuk, Canadian Centre for Health and Safety in Agriculture, Department of Medicine, University of Saskatchewan
• Dr. Tyson Kurtenbach, 
• Dr. Marc Sheckter, Kinetik Rehabilitation Services, SHA
• Dr. Lara Spagrud, Alvin Buckwold Child Development Program, SHA
• Dr. Fern Stockdale, Operational Stress Injury Clinic, SHA
• Dr. Myrna Willick, School-Based Pediatric Clinic & Meitheal Interprofessional Team
• Dr. Marilee Zaharia, Rural Consultation Service, SHA

Our Students

Current students (by year of admission).

• Denae Easton
• Courtney Cameron
• Dorothy Chacinski
• Desiree Elchuk
• Arianna Gibson
• Keesha Kavia
• Brittany Marche-Shears
• Madison Fairholm
• Sasheen Horse
• Jyllenna Landry
• Cayley Mackie
• Kelsey Mooney
• Sophia Wang
• Nicole Anderson
• Alisia Palermo
• Jessica Prince
• Emily Riemer
• Denis Vailancourt
• Kendall Deleurme
• Lindsey Trepanier
• Amanda Sinclair
• Meghan Flath
• Jordan Termeer
• Karl Grewal
• Sydney Rine
• Whitney Willcott-Benoit
• Dyana Castillo
• Randa Elgandy
• August Kortzman
• Krystyn Margeotes
• Jacob Ursenbach
• Kelsey Morrison
• Benjamin Gould
• Jessica Zagrodney

For information on internship placements from 1997 to the present for clinical psychology graduate students please see the  Internship web page .

Graduated Students with Thesis Topic and Supervisor

• Augustyn, Carissa (CL PhD) An Examination of Psychopathy, Self-Reported Treatment Change, And recidivism in a Sample of Federally Incarcarated Men Who Have Sexually Offended (Supervisor: Dr. Mark Olver) Spring 2022
• Callan, Nicole (CL PhD) Dangerous Offenders:  An Anaylysis of Judical Sentencing Decisions (Supervisor: Dr. Mark Olver; Dr. Steve Wormith) Spring 2022
• Strauss, Cailey (CL PhD) Face to Face: A Reflexive Thematic Analysis of Victim-Offender Mediation (Supervisor: Dr. Jorden Cummings) Fall 2022
• Wielinga, Farron (CL PhD) Use of Dynamic Risk Instruments to Assess Sexual Violence in a Community-Supervised Sample OE Men With Sexual Violence Convictions (Supervisor: Dr. Mark Olver) Fall 2022
• Scerbe, Andrea (CL PhD) Digital Tools For Delivery of Dementia Education: Increasing Rural Accessibility for Dementia Care (Supervisor: Dr. Megan O'Connell) Fall 2022
• Quinlan, Darryl (CL PhD) Is Training In Martial Arts Beneficial To One's Health? The Devil Is In the Detail (Supervisor: Dr. Mark Olver) Fall 2022
• Campoli, Jessica (CL PhD) Becoming a Values-Driven Self-Care User (Supervisor: Dr. Jorden Cummings) Spring 2021
• Cheng, Jeremy (CL PhD) Evaluating Tribunal Decisions to Release or Detain Those Not Criminally Responsible on Account of Mental Disorder (Supervisor: Dr. Mark Olver) Fall 2021
• Coveney, Ashley (CL PhD) Evaluating a New Measure of Adult Attachment:  The Tripartite Attachment Battery (Supervisor:  Dr. Lachlan McWilliams) Fall 2021
• Makela, Kimberley (CL PhD) Exploring Women's Experience of Self and Body in Chronic Weight-Loss Dieting (Supervisor: Dr. Gerry Farthing) Spring 2021
• Toews, Kelsi (CL PhD) The Processes of Help-Seeking and Counsellor Development in the Context of Men Who Experience Initmate Partner Abuse (Supvisor:  Dr. Jorden Cummings) Fall 2021
• Lovatt, Kristine (CL PhD) An Examination of Risk, Need, and Protective Factors Among Saskatchewan Young Offenders:  Implications For Risk Management and Community Reintegration (Supervisors:  Dr. Mark Olver; Dr. Keira Stockdale)  Fall 2020
• McPhail, Ian (CL PhD) Conceptual and Empirical Issues in Pedohebephilic Interest (Supervisor:  Dr. Mark Olver) Fall 2020
• Potter, Gillian (CL PhD) Examining the Influence of Mindfulness in Inflammatory Bowel Disease (Supervisor: Dr. Paulette Hunter) Fall 2020
• Wirove, Robi (CL PhD) Being Found Not Criminally Responsible on Account of Mental Disorer in Alberta:  Population Gender Differences, and Violence Prediction with the VRAG-R (Supervisor: Dr. Mark Olver; Dr. Steve Wormith) Fall 2020
• Pierce, Adam (CL PhD) The Social Sharing of Hallucination (Supervisor: Dr. Linda McMullen) Spring 2020
• Heidt, Constance (CL PhD) Understanding Differences in Pain-Related Support:  Comparing Attachment Theory and the Communal Coping Model of Pain Catastrophizing (Supervisor:  Dr. Lachlan McWilliams) Spring 2019
• Saint, Daniel Sebastian (CL PhD) Examing the Effects of a Daily Writing Intervention Perceived Social Support and Depressive Symptons (Supervisor:  Dr. Jorden Cummings) Spring 2019
• Branger, Camille (CL PhD) Understanding Positive Aspects of the Caregiver Experience in Dementia:  A Meta-Integration and Qualitative Investigation (Supervisor:  Dr. Megan O'Connell)  Fall 2019
• Friedrich, Trista (CL PhD) A Multimethod Examination of Pseudoneglect and Aging (Supervisors:  Dr. Lorin Elias; Dr. Paulette Hunter) Fall 2019
• Schafers, Chantal (CL PhD) Risk, Responsivity, and the Treatment Process in an Intimate Partner Violence Group Program (Supervisor: Dr. Steve Wormith)  Fall 2019
• Sigurdson, Kristjan (CL PhD) Explaining Depression:  A Discourse Analysis of Family Physicians' and Neuroscientists' Accounts of Explanatory Models and the Chemical Imbalance Hypothesis of Depression (Supervisor: Dr. Linda McMullen)  Fall 2019
• Cornelius, Larisa (CL PhD) Influences of Empathy in Choldren:  Contextual Creation of Media and Parental Messages (Supervisor:  Dr. Gerald Farthing)  Spring 2018
• Mossiere, Annik (CL PhD) Offender Memories of Their Crimes:  Exploring the Factors Involved in the Experience of Intrusive Memories (Supervisor: Dr. Tammy Marche) Fall 2018
• Agar, Ava (CL PhD) Mandatory Motherhood and Compulsory Careers:  An Application of Theory of Planned Behaviour to Young Women's Mothering and Career Intentions (Supervisor: Dr. Karen Lawson) Fall 2018
• Carruthers, Chassidy (CL PhD) Capturing Diversity of Experience within Emerging Adulthood:  A Context Comparison of Undergraduate Students, Graduate Students, and Non-University Emerging Adults (Supervisor: Dr. Patricia McDougall) Fall 2018
• Conan, Michelle (CL PhD) Nonverbal Communication in Relation to Women's Experiences of Self and Body:  A Mixed Methods Examination (Supervisor: Dr. Gerald Farthing) Fall 2018
• Dadgostari, Tina (CL PhD) Constructing Meaning Through Photo-Production:  Death and Loss in Post-Secondary Students (Supervisor: Dr. Brian Chartier) Fall 2018
• Andersen, Devon (CL PhD) Thoughts of Fire:  The Use of Metaphors in Epilepsy Narratives (Supervisor:  Dr. Ulrich Teucher) Fall 2017
• Burton, Rachel (CL PhD) Cognitive Rehabilitation and Telehealth Videoconferencing:  Developing an Accessible an Intervention for Subjective Cognitive Impairment, Mild Cognitive Impairment and Dementia (Supervisor: Dr. Megan O'Connell) Fall 2017
• Corabian, Gabriela (CL PhD) Working Towards Desistance:  Canadian Public's Attitudes Towards Sex Offenders, Sex Offender Treatment, and Policy (Supervisor:  Dr. Mark Olver) Fall 2017
• Cordwell, Terri (CL PhD) Biopsychosocial Influences on Children's Event Recall Rerspective for Emotional Events (Supervisor: Dr. Tammy Marche)  Fall 2017
• Scallion, Laura (CL PhD) Examining Relations Between Stress Generation and Infernential Style at Micro and Macro Levels (Supervisor:  Dr. Jorden Cummings)  Fall 2017
• Enright, Joseph (CL PhD)  Identity and Caregiver Burden in Dementia: An Evaluation of Telehealth Reminiscience for Informal Caregivers  (Supervisor: Dr. Megan O'Connell)  Fall 2016
• Hogan, Neil (CL PhD)  Assessing Risk for Inpatient Violence on High-Security Forensic Psychiatric Units  (Supervisor:  Dr. Mark Olver)  Fall 2016
• Jones, Christina (CL PhD)  Examining the Relationships between Forensic Practice Knowledge, Correctional Orientation and Engagement in Core Correctional Practices Among Corrections Officers  (Supervisor:  Dr. Steve Wormith)  Fall 2016
• Kurtenbach, Tyson (CL PhD)  Current Issues Related to the Assessment of Secual Deviance in Special Sec Offender Populations  (Supervisor: Dr. Steve Wormith) Fall 2016
• Roberts, Lesley (CL PhD)  An Investigation into the Role of Emotions, Physiological Sexual Arousal, and Ego-Defensiveness in Men's Homonegativity  (Supervisor: Dr. Melanie Morrison)  Fall 2016
• Truswell, Kayla (CL PhD) An Examination of the Dyadic Relationship of Offender Community Supervisor (Supervisor: Dr. Steve Wormith) Spring 2016
• Valiakalayil, Agitha (CL PhD)  Stress and Depression Discourses on Self-Help Websites: What is Their Relation in the Online Context?  (Supervisors: Dr. Linda McMullen and Dr. Lisa Kalynchuk) Spring 2016
• Quinlan, Darryl (CL MA)  Is Humor Good for your Health? Examining the Associations of Hostility and Humor Styles to Resting Blood Pressure.  (Supervisor: Dr. Mark Olver) Spring 2016
• Coupland, Richard (CL PhD)  An Examination of Dynamic Risk, Protective Factors, and Treatment-Related Change in Violent Offenders.  (Supervisor: Dr. Mark Olver) Spring 2015
• Sewall, Lindsay (CL PhD)   The Treatment of Psychopathic Sexual Offenders:  Exploring the Influence of Risk, Change, Subtype, and adaptation on Recidivism  (Supervisor: Dr. Mark Olver) Fall 2015
• Sommerlund, Merete (CL PhD).  Discourse Analysis of Constructions of Couples Therapy.  (Supervisor: Dr. Linda McMullen) Fall 2015
• Burnett, Matthew (CL PhD)   Psychopathy: Exploring Canadian Mass Newspapers Presentations Thereof and Violent Offender Talk Thereon  (Supervisor: Dr. Mark Olver)  Spring 2014
• Letourneau, Jeff (CL PhD)   Patient and Physician Accounts of Antidepressant Requests in Primary Care  (Supervisor: Dr. Linda McMullen) Spring 2014
• Harker, Katelyn (CL PhD)  Understanding Criminal Behaviour in Fetal Alcohol Disorders:  Neurocognitive Deficits and Social Factors  (Supervisor:  Dr. Steve Wormith) Fall 2014
• Sharp, Maegan (CL PhD)   Non-suicidal self-injury: The associations among emotional, parental, and peer influences  (Supervisor: Dr. Lisa Kalynchuk)  Spring 2014
• Sowden, Justina (CL PhD)   Examining the Relationship of Risk, Treatment readiness, and Therapeutic Change to Recidivism in a Sample of Treated Sex Offenders  (Supervisor: Dr. Mark Olver) Spring 2014
• DeSorcy, Danielle (CL PhD)  Working Alliance and its Relationship with Treatment Outcome, Aboriginal Ancestry, and Psychopathy in a Sample of Federal Sex Offenders  (Supervisor: Drs. Mark Olver and Stephen Wormith) Spring 2013
• Haugrud, Nicole (CL PhD)  Describing Cognitive Change in Normal Aging and Early-Stage Dementia Using Measures of Verbal Fluency  (Supervisors: Dr. Margaret Crossley, Dr. Mirna Vrbancic)  Fall 2013
• Rojas, Erika (CL PhD)  Violence Risk Assessment with Youth who have Sexually Offended: A Psychometric Examination of the Violence Risk Scale: Youth Version (VRS: YSO)  (Supervisor: Dr. Mark Olver) Spring 2013
• Robertson, Lindsay (CL PhD)  The Experience of Parental Conflict in Parallel Parenting Custody Assessments.  (Supervisor: Dr. Gerald Farthing) Spring 2013
• Alexander, Elizabeth (CL MA)  Constructions of Motherhood and Fatherhood in Newspaper Articles on Maternal and Paternal Postpartum Depression (Supervisor: Dr. Linda McMullen) Fall 2013
• Calverley, Kristin (CL PhD)  Urban Aboriginal Peoples' Health Beliefs and Adherence to Treatment of Hypertension  (Supervisor:  Dr. Linda McMullen)  Fall 2012
• Poock, Jocelyn (CL PhD)  The Effect of Simple and Complex Dual-Tasks on Ambulation in Individuals with Alzheimer's Disease and Healthy Okder Adults:  The Role of Divided Attention and Other Higher Brain Functions in Gait Dual-Task Performance   (Supervisor:  Dr. Margaret Crossley)  Fall 2012
• Stewart, Catherine (CL PhD)  Risk Assessment of Federal Female Offenders   (Supervisor:  Dr. Steve Wormith)  Spring 2012
• Zaluski, Selina (CL PhD)  Emerging Adulthood:  A Mixed Method Comparative Analysis Across Vocational Settings   (Supervisor:  Dr. Gerald Farthing)  Spring 2012
• Barlow, Ashley (CL PhD)   News Media Construction of Intimate Partner Homicide   (Supervisor:  Dr. Steve Wormith)  Fall 2011
• Boehm, Rebecca (CL PhD)   Attitudes Toward Professional Women with Children:  The Development and Validation of the Career Mothers Inventory (CMI)   (Supervisor:  Dr. Melanie Morrison)  Fall 2011
• Gokavi, Tara (CL PhD)   The Transition to Post-Secondary for Canadian Aboriginal and non-Aboriginal Student:  A Focus on Adjustment, Fit and Anticipated Persistence   (Supervisor:  Dr. Patricia McDougall)  Spring 2011
• Lanting, Shawnda (CL PhD)   Developing an Assessment Protocol to Detect Cognitive Impairment and Dementia in Cree Aboriginal Seniors and to Investigate Cultural Differences in Cognitive Aging   (Supervisor:  Dr. Margaret Crossley)  Spring 2011
• Pan, Kate (CL PhD)   The Lying Game:  How Often and to Whom do Individuals with Psychopathic Tendencies Lie?   (Supervisor:  Dr. Steven Wormith)  Fall 2011
• Trainor, William (Joe) (CL PhD)   Development and Inhibition of Physical Aggression in Early Childhood:  Measurement and Associations   (Supervisor:  Dr. Patricia McDougall)  Fall 2011
• Lejbak, Lisa Kristin (CL PhD)  Sex, estrogen, and working memory:  The effects of sex-related differences and estrogen suppression on neuropsychological test performances  (Supervisor:  Dr. Margaret Crossley)  Spring 2010.
• Sheppard, Michael David  (CL PhD)  On within-defense variability and defenses in male federal offenders  (Supervisor:  Dr. Stephen Wormith)  Spring 2010.
• Tolstikova, Ekaterina Sergeevna (CL PhD)  Emotional functioning and meaning making in grief (Supervisor: Dr. Brian Chartier) Spring 2010.
• Turner, Tara (CL PhD)  The red road meets the information superhighway : using telehealth technology for psychological services in a northern Aboriginal community  Fall 2010
• Waskowic, Tracey (CL PhD)  Attachment and grief : developing the Ongoing Relationship Scale and the Grief Attachment Model  Fall 2010
• Corney, Patrick James (CL PhD)  Attention in normal aging and alzheimer disease: Theoretical and clinical implications  (Supervisor:  Dr. Margaret Crossley) Spring 2009.
• Holmqvist, Maxine Elisabeth (CL PhD)  The influence of state and trait energy on self-regulatory behaviour  (Supervisor:  Dr. Peter Hall) Spring 2009.
• Presniak, Michelle Dawn (CL PhD)  Can defense mechanisms aid in our differentiation of borderline and antisocial personality disorders?  (Supervisor:  Dr. Michael Wm. Macgregor) Fall 2009.
• Visram, Faizah  (CL PhD)   Development of conceptual and process models of growing pains: A mixed-method research design  (Supervisor:  Dr. Carl von Baeyer)  Fall 2009.
• Daniels, Therese Anne (CL PhD)  Boundary Violations in Forensic Inpatient Facilities: Survey Tool Development and Survey Results  (Supervisor:  Dr. Steven Wong) Fall 2008.
• Hatton, Leah Jean (CL PhD)  Posttraumatic Stress Disorder in Infancy and Early Childhood (Supervisors:  Drs. Patricia McDougall and Margaret McKim) Fall 2008.
• Lahti, Dawn Kristen (CL PhD)  The Face in the Croud and Anxiety and Cognition  (Supervisor:  Dr. Deb Saucier) Spring 2008.
• Langford, Melanie Marie (CL PhD)  The Efficacy of a Combined Cognitive-Behavioural and Interpersonal Therapy Approach to the Treatment of Fibromyalgia Syndrome: a Randomized Controlled Trial  (Supervisor:  Dr. Michael MacGregor) Fall 2008.
• Mazur, Jennifer Leah (CL PhD)  Exploring the Mechanisms of Sex and Grad Differences in Relational/Indirect/SocialAggression  (Supervisors:  Drs Patricia McDougall and Gerald Farthing) Fall 2008.
• Nicoll, Mark John (CL PhD)  Structured Leisure and Adolescent Adjustment  (Supervisors: Drs. Patricia McDougall and Gerald Farthing) Spring 2008.
• Olson, Trevor Randell (CL PhD)  Can Defense Mechanisms Aid in the Differentiation of Depression and Anxiety  (Supervisor:  Dr. Michael Wm. MacGregor) Fall 2008.
• Rhyno, Shelley Renee (CL PhD)  In the Mood to Forget:  Paradagmatic and Individual Differences in Remembering and Forgetting Negative Self-Relevant Memories  (Supervisor:  Dr. Tammy Marche) Fall 2008.
• Schactman, Alissa Jennifer (CL PhD)  Emotion Regulation and Behaviour Problems in Young Children Exposed to Domestic Violence  (Supervisor:  Dr. Patricia McDougall) Fall 2008
• Spagrud, Lara Jennifer (CL PhD)  Investigating the relationship between Children's Self-Reported Coping Behaviour and Repeated Immunization Pain  (Supervisor:  Dr. Carl von Baeyer) Fall 2008.
• Stockdale, Keira Corinne (CL PhD)  The Validity and Reliability of the Violence Risk Scale-Youth Version (VRS-YV)  (Supervisor:  Dr. Steve Wong) Fall 2008.
• Veprinska, Marina (CL MA)  Family Structural and Process Variables in Emerging Adults' Romantic Relationship Quality  (Supervisor:  Dr. Gerald Farthing) Fall 2008.
• Gilleta, Karen Susanne (CL PhD)  Sex, Handedness, and Spatial Ability Affect Laterality for Mental Rotation  (Supervisors:P  Drs. Deb Saucier and Lorin Elias) Spring 2007.
• Hook, Tarah Lynn (CL PhD)  The Role of Self-Concept and Narcissism in Aggression  (Supervisor:  Dr. Steve Wormith) Fall 2007.
• Mallillin, Abigail (CL PhD)  The Criminal Career Profile: A Measure of Criminal Careers  (Supervisor: Dr. Steve Wong) Spring 2007. 
• Moorthy, Thamarai (CL PhD)  Predicting Alzheimer Disease Using Premorbid Neuropsychological Performance  (Supervisor: Dr. Margaret Crossley) Spring 2007.
• Peterson, Cherie  (CL PhD)   Body image in men:  Drive for muscularity and social influences, body image evaluation and investment, and psychologyical well-being   (Supervisor:  Dr. Michael Wm. MacGregor)  Spring 2007.
• Sherry, Simon (CL PhD)  The Perfectionism Model of Binge Eating: Idiographic and Nomothetic Tests of an Integrative Model  (Supervisor: Dr. Peter Hall) Fall 2007 
• Costigan, Shannon Marie  (Cl PhD)  Post relationship stalking & harassment: the "Reasonable Person" standard of fear   (Supervisor: Dr. Stephen Wormith)  Spring 2006
• Litke, Karen  (CL PhD)   Care Receiving:  The Relationship Between Attachment and Reactions to Being Helped, Relationship Functioning, and Perceived Quality of Life in a Sample of Individuals with Multiple Sclerosis   (Supervisor:  Dr. Margaret Crossley)  Spring 2006 
• Willick, Myrna (Cl PhD)  "The Grief Never Goes Away": A Study of Meaning Reconstruction and Long-Term Grief in Parents' Narratives of Perinatal Loss  (Supervisor: Dr. Linda McMullen) Spring 2006.
• Bonli, Rupal (Cl, PhD)  An Investigation Into the Early Development of Executive Functions and Theory of Mind in Autism and in Typical Development  (Supervisor: Dr. Deb Hay) Spring 2005
• Goodall, Kathleen (Cl, PhD)  Asymmetry in Spatial Judgements: Testing Bin Theory and Spatial Frequency Theory in a Double Double Dissociation Design  (Supervisor: Dr. Lorin Elias)  Fall 2005.
• Patterson, Lorraine (Cl, PhD)  Negotiating Spaces, Re-membering Selves: Black Women Speak About Their Lived Experience of Academia  (Supervisor: John Conway) S0ring 2005.
• Torrens, Donna (Cl, PhD)  Investigating Schema-Related Memory Distortions: Do Dysphoric College Students Display Negatively Biased False Memories ?  (Supervisor: Dr. Tammy Marche and Dr. Valerie Thompson) Fall 2005.
• Young, Liesle (Cl, PhD)  Parental Influences on Individual Differences in Emotional Understanding (Supervisor: Dr. Margaret McKim) Fall 2005. (2 copies in Dept.)
• Andrew, Gail (Cl, PhD.)  A Grounded Theory of Child Abuse  (Supervisor: Dr. Margaret McKim) Fall 2004.
• Lake, Rossana Paola (Cl, PhD.)   Recovery From Childhood Abuse: A Cultural Context  (Supervisor: Dr. Linda McMullen) Spring 2004.
• Lewis, Kathleen(Cl, PhD.)   The Relationship Between the Urica and Correctional Treatment in a Sample of Violent Male Offenders ( Supervisor: Dr. Stephen Wong) Spring 2004.
• Maroes, Marnee (Cl, PhD.)   The Environment of Sleep in Families with Infants and Toddlers (Supervisor: Dr. Margaret McKim) Fall 2004.
• Rocha, Elizabete Margarido (Cl, PhD.)  Children's Memories of Dental Procedures: Effects of Question Type, Individual Differences and Temporal Delay  (Supervisor: Dr. Tammy Marche) Spring 2004.
• Tourigny, Joel Andrew (Cl, PhD.)  High Risk Environments and Infant Health: Predicting Psychological and Physical Health Outcomes With Maternal ,  Child, and Parenting Variables  (Supervisor: Dr. Margaret McKim).  Fall 2004.
• Burt, Grant N. (Cl, Ph.D)  Investigating Characteristics of the Non-Recidivating Psychopathic Offender.   (Supervisor: Dr. Wong) Fall 2003.
• Hicks, Carrie (Cl, Ph.D)  Online Psychological Treatment for Pediatric Recurrent Pain: A Randomized Evaluation  (Supervisor: Dr. Carl von Baeyer) Fall 2003.
• Lizak, V. Maria (Cl, Ph.D.)   Sense of Community Among Ukrainian Catholic Young Adults: A Qualitative View.   (Supervisor: Dr. Gerry Farthing) Fall, 2003
• Mercado, Annalyn ( Cl., Ph.D.)   Coping behaviour & outcome in two pain populations: A general adult population with neck or low back pain & individuals suffering from pain due to motor-vehicle injuries   (Supervisor: Dr. Linda Carroll) Spring 2003.
• Olver, Mark E. (Cl, Ph.D.)   The Development and Validation of the Violence Risk Scale: Sexual Offender Version (VRS:SO) and its Relationship to Psychopathy and Treatment Attrition  (Supervisor: Dr. Steve Wong) Fall, 2003.
• Shaw, Michelle F. (Cl, Ph.D)  Memory Facilitation in Healthy Older Adults and Alzheimer Disease Patients  (Supervisor: Dr. Margaret Crossley) Fall 2003.
• Shaw, Stephen C. (Cl, Ph.D)  The Client's Helical Path: A Grounded Theory of Unsuccessful Therapy Experiences  (Supervisor: Dr. Linda McMullen) Fall 2003.
• Turner, Tara J. (Cl, M.A.)   The Red Road Meets the Information Superhighway: using Telehealth Technology for Psychological Services in a Northern Aboriginal Community  (Supervisor: Dr. John Conway) Fall, 2003.
• Berg-Kolody, Lisa Dawn (Cl., Ph.D.)  Severity of illness-geriatric (SOI.G.): Instrument Development.   (Supervisor: Dr. Dave Scott) Spring 2002.
• Elliott, Jasen (Cl., Ph.D.)  The organization of anger in client-therapist discourse (Supervisor: Dr. Linda McMullen) Spring 2002.
• Hadden, Kellie (Cl, Ph.D.)  Measuring pain in children with cerebral palsy: A multidimensional assessment  (Supervisor: Dr. Carl von Baeyer) Spring 2002.
• McCallum, Michelle (Cl., Ph.D.)  Foster care and identity: A life story approach.  (Supervisor: Dr. John Conway) Spring 2002.
• Alexander, Diana (Cl., Ph.D.)  An investigation of the validity and reliability of the severity of renal disease scale  (SORDA) (Supervisor: Dr. Dave Scott) Spring 2001.
• Daniels, Therese Anne (Cl., M.A.)  Working memory capacity and reasoning performance across tasks  (Supervisor: Dr. Valerie Thompson) Spring 2001.
• Gardner, Sandy D.R. (Cl., Ph.D.)   The power of the DRM false memory paradign: Forwards and backwards  (Supervisor: Dr. Mirna Vrbancic) Fall 2001.
• Jellis, Jerry (Cl., Ph.D.)   Attachment style, working models of sexuality, and their relation to safer sex behaviour in young adults  (Supervisor: Dr. Brian Chartier) Spring 2001
• Loutzenhiser, Lynn (Cl., Ph.D.)   Risk, family functioning and child competence in head start families (Supervisors: Dr. Carl von Baeyer & Dr. Margaret McKim) Fall 2001
• Mason, Randolph (Cl., M.A.)  The healing of aboriginal offenders: A comparison between cognitive-behavioural treatment and the traditional aboriginal sweat lodge ceremony        (Supervisor:  Dr. Stephen Wong) Spring 2001
• Moorthy, Thamarai (Cl., M.A.)   The effects of mental imagery and gender on false recall and false recognition  (Supervisor: Dr. Margaret Crossley), Spring 2001
• Nieuwenhuis, James Alfred (Cl., Ph.D.)    Formations, ruptures, rebounds, and repairs: An intensive investigation of changes in the therapeutic relationship
• (Supervisor: Dr. Sandra Pavio) Spring 2001
• Phillips, Dawn Faye (Cl., Ph.D.)   How humour in television commercials reflects and determines contemporary societal issues  (Supervisor: Dr. Linda McMullen) Fall 2001
• Sheckter, Marc E. (Cl., Ph.D.)   Risk and protective factors for adolescent substance use.  (Supervisor: Dr. Dave Scott), Fall 2001
• Tourigny, Joel A. (Cl., M.A.)  Socialization in infancy: A search for the paths to adaptive functioning (Supervisor: Dr. Margaret McKim), Spring 2001.
• Block, Gerald W. (Cl., Ph.D.)  Diagnostic subgroups and neuropsychological attention deficits in fetal alcohol syndrome  (Supervisor: Dr. Jo Nanson) Fall 2000.
• Burt, Grant (Cl., M.A.)  Predicting violent recidivism of treated violent offenders using the psychopathy checklist-revised and the violence risk . (Supervisor: Dr. Stephen Wong) Spring 2000.
• Carverhill, Phillip (Cl., Ph.D.)  Bereaved parents of adult children: A discursive study of relationships (Supervisor: Dr. Brian Chartier) Fall 2000
• Olver, Mark (Cl., M.A. Project)  Assessing risk for sexual offense recidivism: The development of the violence risk scale: sexual offender version  (VRS:SO)
• Shimp, Lana (Cl., Ph.D.)   A model of sexual assault acknowledgment: Blame, social support, posttraumatic stress, and posttraumatic growth .  (Supervisor: Dr. Brian Chartier) Spring 2000.
• Zolner, Theresa M. (Cl., Ph.D.)   The impact of culture on psychological assessment .  (Supervisor: Dr. Gerry Farthing) Spring 2000.
• Baskerville, Shannon (Cl., Ph.D.)  Self-discrepancies, depression proneness and current mood: A test of Higgins' self-discrepancy theory .  (Supervisor: Dr. Bob Zemore) Spring 1999.
• Brock, Susan (Cl.,  Ph.D.)   An investigation of the long-term neuropsychological outcome of prenatal teratogenic exposure: fetal alcohol syndrome and maternal PKU syndrome .  (Supervisor: Dr. Jo Nanson) Spring, 1999
• Hill, James (Cl, Ph.D.)   Development of a psychopathy self-report measure . (Supervisor: Dr. Steve Wong) Spring, 1999.
• Levitt, Terry J. (Cl, Ph.D.)  The role of processing speed and attentional capacity in age-related episodic and working memory change . (Supervisor: Dr. Margaret Crossley) Fall, 1999).
• Rice, Kevin M. (Cl., M.A.)  Change in perceptions of relationships with abusive and neglectful others following adult therapy for child abuse issues.  ( Supervisor: Dr. Sandra Paivio) Fall 1999
• Robinson, Lara (Cl., Ph.D.)   Attributions and representations of joint pain symptoms in seniors:  implications for self-reported health care behaviours . (Supervisor: Dr. Carl von Baeyer) Spring 1999.
• Torrens, Donna (Cl., M.A.)  Belief bias: memory processes and alternatives.  (Supervisor: Dr. Valerie Thompson) Fall 1999.
• Webb, Louise (Cl., Ph.D.)   Congruence between coaching interventions and children's coping style: Effects on coping .  (Supervisor: Dr. Carl von Baeyer) Spring 1999.
• Elliott, Jasen J.C.  (Cl., M.A.)   Key metaphors as psychological markers of change in psychotherapy.   (Supervisor: Dr. L McMullen) Spring 1998
• Fick, Carol Marie (Cl.,  Ph.D.)  The psychology of religious experience a qualitative approach.  (Supervisor: Dr. Brian Chartier) Spring, 1998.
• Greenspoon, Peter (Cl., Ph.D.)  Toward an integration of subjective well-being and psychopathology.  (Supervisor: Dr. D. Saklofske) Fall, 1998.
• McCallum, Michelle S. (Cl.,  M.A.)   Recurrent otitis media and attachment security: a path model.  (Supervisor: Dr. M. McKim) Spring 1998
• Mercado, Annalyn C.  (Cl., M.A.)   Factors associated with coping with chronic pain in a general pain population.   (Supervisor, Dr. Linda Carroll)   Spring 1998.
• Miller, Colleen M. (Cl., Ph.D.)   Personal constructions of gender and the impact of childhood sexual abuse on adult male survivors .  (Supervisor: Dr. D. Hay) Spring, 1998.
• Nemeth, Rhonda Lynn (Cl.,  Ph.D.)   Developmental analysis of young gymnasts' understanding of sport-related pain.   (Supervisor: Dr. C. von Baeyer) Spring, 1998.
• Patterson, Lorraine A. (Cl.,  M.A.)   The impact of childhood maltreatment on the therapeutic alliance in emotion focused therapy for adult survivors of childhood abuse . (Supervisor: Dr. S. Paivio) Spring 1998
• Safnuk, Tania N. (Cl., M.A.)   Exploring the Cognitive Appraisal Process With Victims of Childhood Sexual Abuse.   (Supervisor: Dr. D. Hay) Spring, 1998.
• Vandergoot, Mary E. (Cl.,  Ph.D.)   Adolescent siblings' evaluations of the self and their relationship.  (Supervisor: Dr. L. McMullen)  Fall, 1998.
• Waddington - see Lamont-Waddington
• Andrew, Gail  (Cl.,. M.A.)   Anger Narratives in Psychotherapy: The Search for Cultural Scripts. (Supervisor: Dr. L. McMullen) Spring 1997
• Carr, Tracey (MA)  Cardiac Surgery Patients' Coping Reactions and Perceived Health Status .  (Supervisor:  Dr. G. Farthing) Fall 1997.
• Cornish, Peter A.  (Cl.,  Ph.D.)   Understanding profeminist male experiences: A model of personal change.   (Supervisor: Dr. J. Conway)  Spring 1997
• Hadden, Kellie L. (Cl., M.A.)    Popularity and intimacy in adolescent friendships: The implications for self-esteem.   (Supervisor: Dr. G. Farthing)  Fall 1997
• Harpur, Lisa L.  (Cl., Ph.D.)   The effects of personal and social resources, and relationship-focused coping on distress among couples confronted with gynecological cancer . (Supervisor:  Dr. L. Shepel) Spring 1997
• Hillis, Sarah K. (Cl.,  Ph.D.)   Neuropsychological Concomitants of Major Depression.   (Supervisor: Dr. M. Crossley)  Spring 1997    
• Kozak, Maria (Cl., M.A.)   Divided attention costs of category and letter fluency in normal aging .  (Supervisor: Dr. M. Crossley)  Fall 1997    
• Lake, Rossana Paola (Cl.,  M.A.)   The process and oucome of experiential therapy using empty-chair dialogue:  A comparison of clients focusing on childhood abuse issues and clients focusing on other issues   (Supervisor: Dr. S. Paivio) Spring 1997
• Shaw, Michelle F. (Cl., M.A.)   Practice effects in divided attention performance of young, middle-aged, and older adults.   (Supervisor: Dr. M. Crossley) Fall 1997
• Sheckter, Marc E. (Cl., M.A.)  Typologies of inpatient alcoholics .  (Supervisor: Dr. D. Scott).  Spring 1997
• Stephenson, Robert (Cl.,  M.A.)   Interpersonal dependency, life stress, social support, self-esteem, and depressive severity: A lisrel analysis .  (Supervisor: Dr. B. Chartier) Fall 1997
• Stockdale-Winder, Fern N. (Cl., Ph.D.)   Meaning in life:  An exploration of the relevance of psychological theories to older women.   (Supervisor: Dr. J. Conway) Spring 1997
• Eisler, Laurie C. (M.A.)   The effect of scoring configuration and team cohesion on the perception of psychological momentum and performance inferences.   (Supervisor: Dr. Kevin Spink)  Fall 1996
• Greenspoon, Peter (Cl., . M.A.)  Validation of the multidimensional students' life satisfaction scale.   (Supervisor:   Dr. D. Saklofske)  Spring 1996
• Jurgens, Douglas W. (Cl.,  Ph.D.)   Nurses' intentions to administer morphine for post-operative pain:  an application of Ajzen's theory of planned behaviour .  (Supervisor: Dr. C. von Baeyer).  Fall 1996
• Levitt, Terry J.  (Cl., M.A.)   No differential divided attention costs of category fluency in normal aging.   (Supervisor: Dr. M. Crossley)  Spring 1996
• Louisy, Helen Jane (Cl., Ph.D.)   Core beliefs assessment procedure:  the development of a cognitive-behavioural case formulation method.   (Supervisor: Dr.  J. Mills)  Spring 1996
• Berg, Lisa D.  (Cl.,  M.A.)   Establishing a Tentative Typology of Families with Sexually Abused and Nonabused Adolescents .  (Supervisor: Dr. D. Hay)  Spring 1995
• Carverhill, Philip  (Cl.,  M.A.)   The Lived Experience of Men Following Death of a Spouse.  (Supervisor: Dr. B. Chartier)  Spring 1995
• Corbett, Lynn  (Cl.,  Ph.D.)   Working representations of Self, Others and Relationships in Women Who Have Been Sexually Abused as Children: a Qualitative Approach . (Supervisor: Dr. D. Hay) Fall 1995
• Gardner, Sandy (Cl., M.A.)  Verbal Learning Patterns After Head Injury . (Supervisor: Dr. M. Vrbancic)  Fall 1995
• Maan, Cathy (Cl., Ph.D.)   Stress, Coping, and adaptation in Families With Young Autistic Children.   (Supervisor: Dr. D. Hay) Spring 1995
• Reid, Dorothy  (Cl.,  M.A.)   Facial Affect Recognition in Offenders and Nonoffenders.   (Supervisor: Dr. S. Wong)  Spring 1995
• Savoie, Dallas  (Cl., Ph.D.)   A Phenomenological Investigation of the Role of Guilt in Obsessive-Compulsive Disorder .  (Supervisor: Dr. J. Conway)  Spring 1995
• Shimp, Lana N.  (Cl.,  M.A.)   University Men and Women's Perceptions of Sexual Coercion .  (Supervisor: Dr. B. Chartier)  Fall 1995
• Skrip, Theresa  (Cl.,  M.A.)   Friendship Relations and Social Competence of Adolescent Sexual Offenders, Nonsexual Offenders, And Nonoffenders .  (Supervisor: Dr. G. Farthing)  Spring 1995
• Block, Gerald W.  (Cl., M.A.)   Attention, Memory and Language After Pediatric Ischemic Stroke.   (Supervisor: Dr. J. Nanson) Spring 1994
• Freeman, Debora (Cl.,. M.A.)   Percepetions of Dominance in Pedophilia . (Supervisor: Dr. A. Gordon) Spring 1994
• Hurst, Susan A.  (Cl., Ph.D.)   Depression and The Demoralization Process:  A Grounded Theory from The Perspective of Women Who Have Been Depressed . (Supervisor: Dr. L. McMullen)  Spring 1994
• Krahn, Ellen E.  (Cl.,  Ph.D.)   Intimacy Between Friends:  Age and Gender Similarities and Differences.   (Supervisor:  Dr. L. McMullen)  Spring 1994
• Nieuwenhuis, James A.  (Cl.,  M.A.)   Clients' Accounts of Their Therapy Relationship:  A Qualitative Study of Relational Attributes .  (Supervisor: Dr. J. Conway)  Spring 1994
• Ross, Michael A.  (Cl.,  Ph.D.)   Pain Promotion:  Negative Effects of Exposure to Health Charity Appeals .  (Supervisor: Dr.  C. von Baeyer)  Spring 1994
• Webb, Louise A.  (Cl.,  M.A.)   Confirming a Measure of Cancer Patients' Coping:  The Coping with Health, Injuries & Problems Scale .  (Supervisor: Dr. C. von Baeyer) Spring 1994
• Witzel, Patricia A.  (Cl.,  Ph.D.)   Psychological Characteristics Associated with Risk for Suicidal Ideation among Elderly Women .  (Supervisor: Dr. G. Farthing) Spring 1994
• Alton, Wendy (Cl.,  Ph.D.)   Self-Punishment and Judgments of Causality, Responsibility, and Culpability:  A Legal Model of Depression .  (Supervisor: Dr. R. Zemore) Fall 1993
• Bishop, Carole (Cl., Ph.D.)   The Communication of Pain in Marital Dyads: A Social Relations Analysis of Pain Expression.   (Supervisor: Dr. C. von Baeyer)  Fall 1993
• Mann, Jacqueline (Cl.,  M.A.)   Reasoning With "Only If":  The Role of Pragmatics.   (Supervisor: Dr. V. Thompson)  Spring 1993
• Wilkie, Colleen (Cl., Ph.D.)   Interpersonal Complementarity in Female Friendship . (Supervisor: Dr. J. Conway)  Spring 1993
• Baskerville, Shannon (Cl.,  M.A.)   The Stresses, Coping Methods, and Resources of Academic Women: A Qualitative Approach .  (Supervisor: Dr. G. Farthing) Fall 1992
• Brock, Susan (Cl.,  M.A.)   Relationships Between Mothers' Discussions of Emotion and Children's Ability To Label Emotions .  (Supervisor: Dr. D. Hay) Fall 1992
• Day, Rodney (Cl.,  M.A.)   Lateral Processing of Emotional Stimuli In The Psychopath  (Supervisor: Dr. S. Wong)  Spring 1992
• Grimmer, Barbara Lee (Cl.,  Ph.D.)   Intergenerational Patterns of Rape-Supportive Attitudes:  Adolescent and Young Adult Populations  (Supervisor: Dr. A. Gordon) Fall 1992
• Levine, Janice (Cl.,  Ph.D.)   Reformulated Learned Helplessness Revisited:  Attributions, Coping, and Depression.   (Supervisor: Dr. M. Genest)  Fall 1992
• Narducci, Piero (Cl.,  M.A.)   The Sensitivity of The Verbal-Manual Concurrent-Task Paradigm To Lateralized Interference in Left and Right Handers  (Supervisor: Dr. J. Boglin) Fall 1992
• Sawchyn, Agnes (Cl., Ph. D.)   The Interpersonal Functioning of Mothers of Victims of Intrafamilial Sexual Abuse  (Supervisor: Dr. J. Conway) Fall 1992
• Ward, Kimberley (Cl., M.A.)   An Examination of the Ability of Autistic Individuals to Discriminate and Interpret Facial Expressions .  (Supervisor: Dr. D. Hay)  Spring 1992
• Weick, Lara (Cl.,  M.A.)   Assessing The Attribution of Chronic Pain To Aging: The Development Of An Interview Schedule   (Supervisor: Dr. C. von Baeyer) Spring 1992
• Willis, Fonda (Cl.,  M.A.)   Self-Affect and Self-Esteem in Hyperactive Boys .(Supervisor: Dr. D. Hay)  Spring 1992
• Corbett, Lynn (Cl.,  M.A.)   Gender, Attitudes, and Readers' Responses to 'Female' and 'Male" Texts.  (Supervisor: Dr. L. McMullen)  Fall 1991
• Cornish, Peter A.  (Cl.,  M.A.)   Defining empowerment: Towards the development of phenomenologically-based theory and research methods . (Supervisor: Dr. J. Conway)  Spring 1991
• Gordon, Bruce (Cl.,  Ph.D.)   An Investigation of the Developmental-Difference Debate  (Supervisors: Dr. J. Mills & Dr. D. Saklofske) Fall 1991
• Hadjistavropoulos, Thomas (Cl.,  Ph.D.)   The underestimation of the role of physical attractiveness: Ignorance or taboo?   (Supervisor: Dr. M. Genest)  Fall 1991
• Hemphill, James F.  (Cl., M.A.)   Recidivism of Criminal Psychopaths After Therapeutic Community Treatment   (Supervisor: Dr. S. Wong) Fall 1991
• Lanius, Ulrich F.  (Cl.,  Ph.D.)   Assimilation and contrast in the effective appraisal of environments.  (Supervisor: Dr. J. Conway)  Fall 1991
• Miller, Colleen M.  (Cl.,  M.A.)   Negative affect and disease:  determinants of subjective health status in a large community sample .  (Supervisor: Dr. C. von Baeyer)  Fall 1991
• Savoie, Dallas (Cl.,  M.A.)   Depression proneness and intrusive cognitions . (Supervisor: Dr. R. Zemore)  Fall 1991
• Sloane, Lynn (Cl., Ph.D.)   Effect of Victim Interpersonal Style Rape Label, and Subject Sex on Attributions of Responsibility for Sexual Assault . (Supervisor: Dr. M. Genest) Spring 1991
• Stockdale-Winder, Fern N.  (Cl., M.A.)   Values:  A qualitative exploration  (Supervisor: Dr. B. Chartier)  Fall 1991
• Walters, Diane (Cl.,  M.A.)   "That Which You Are, That Only Can You Read":  Reader Response and Social Motives  (Supervisor: Dr. L. McMullen) Spring 1991
• Whitney, Debbie L. (Cl.,  Ph.D.)   "Women's" or "Powerless" language in conversation: Gender, status, and attributional consequences .  (Supervisor: Dr. L. McMullen)  Spring 1991
• Arnold, W. James (Cl., Ph.D.)   Cogwheeling: Intergenerational influences of fathers on sons.  (Supervisor: Dr. B. Chartier)  Spring 1990
• Bell, Ruthanne E. (Cl., Ph.D.)   Reactions to child victims and their families.
• (Supervisor: Dr. G. Farthing)  Spring 1990
• Fick, Carol M.  (Cl.,  M.A.)   Job burnout in religious professionals:  Job stress, social support, coping, and religiosity . (Supervisor: Dr. D. Fischer)  Fall 1990
• Frain, Jennifer G.  (Cl.,  M.A.)   Cognitive appraisal, coping, and anxiety: Anticipating the dentist.   (Supervisor: Dr. M.. Genest)  Spring 1990
• Hurst, Susan (Cl.,  M.A.)   Accuracy of interpersonal judgments in the depressed and the influence of self-schema and mood as mediators .  (Supervisor: Dr. R. Zemore) Fall 1990
• Nostbakken, Merle Arden  (M.A.)   Help seeking and learning disabled adolescents.   (Supervisor: Vicki Kowalchuik)  Spring 1990
• Vernon, Anne E.  (Clin.  M.A.)   Division of conversational labour in same- and mixed-sex dyads.  (Supervisor: Dr. L. McMullen)  Fall 1990
• Clair, David J. (Cl., Ph.D.)   An examination of the adjustment of offspring of alcoholics from a relational perspective of stress.  (Supervisor: Dr. M. Genest) Fall 1989
• Hutsul, Joanne J.  (Cl., Ph.D.)  Determinants of the content and organization of self knowledge structures.  (Supervisor: Dr. J. Conway) Fall 1989
• Louisy, Helen J.  (Cl., M.A.)  Automatic activation of core and peripheral self-knowledge: An idiographic approach.  (Supervisor: Dr. M. Genest) Fall 1989
• Mittelstaedt, Walter (Cl., Ph.D.)  Development and validation of measures of self- and other-blaming personality tendencies.  (Supervisor: Dr. J. Conway) Fall 1989
• Robertson, Susan Margaret (M.A.)   O n the stroll: Free agents and bonded labour in the street prostitution industry.   Supervisor: Dr. H.D. Dickinson)  1989
• Rowley, Jane E.  (Cl., M.A.)  A comparison of the predictive and construct validities of the attributional style questionnaire and the sanctioning style questionnaire .(Supervisor: Dr. J. Conway) Fall 1989
• Tasca, Giorgio A.  (Cl., Ph.D.)   Complementarity and antidotes in psychotherapy: An interpersonal conceptualization of therapeutic interactions .(Supervisor: Dr. L. McMullen) Fall 1989
• VanDeursen, John P.  (Cl.,  Ph.D.)   Stress and coping processes as a function of appraisal and cognitive development in young offenders appearing before youth court  (Supervisor: Dr. G. Farthing) Fall 1989
• Witzel, Patricia (Cl., M.A.)   Factors in the short-term psychological impact of miscarriage .(Supervisor: Dr. B. Chartier) Spring 1989
• Acton, Robert G.  (Cl., Ph.D.)  A prospective study of postpartum depression:  A test of the cognitive vulnerability model.  (Supervisor: Dr. M. Genest)  Fall 1988
• Bennett, Wayne (Cl., M.A.)   Sleep-onset insomnia:  A controlled comparison between two behavioural treatments.  (Supervisor: Dr. R. Wollert)  Fall 1988
• Crossley, Margaret (Cl., Ph.D.)   Aging and divided attention performance: Evidence for a differential pattern of change.  (Supervisor: Dr. M. Hiscock)  Fall 1988
• Garlick, Douglas M.  Cl., M.A.)   An exploratory study of family dependence stress, and symptoms of bulimia.  (Supervisor: Dr. G. Farthing)  Fall 1988
• Graff, Lesley A. (Cl., M.A.)       Hostility toward women and men's responses to sexual stimuli . (Supervisor: Dr. B. Chartier) Spring 1988
• Hewitt, Paul (Cl., Ph.D.)  Standard-Setting, Standard Shifts, Reward, and Punishment in Subclinical Depression.  (Supervisor: Dr. R. .Wollert) Spring 1988
• Jurgens, Douglas (Cl., M.A.)   A comparison of sanctions, attributions, and behaviour .(Supervisors: Dr. R. Wollert & Dr. J. Conway) Spring 1989
• MacDonald, Bonnie (Cl., Ph.D.)   Association between emotion and lateral orientation in humans . (Supervisor: Dr. M. Hiscock) Spring 1988
• Mikail, Samuel (Cl., Ph.D.)  The effect of social modeling on illness behaviour of children of chronic headache sufferers and children of illness free parents . Supervisor: Dr. C. von Baeyer) Spring 1988
• Nanson, Josephine L. (Cl., Ph.D. )Attention deficits in alcohol-exposed, hyperactive and normal children.  (Supervisor: Dr. M. Hiscock) Fall 1988
• Pancyr, Glenn C. (Cl., Ph.D.)   The effect of mood on pain: A laboratory investigation.  (Supervisor: Dr.  M. Genest) Fall 1988
• Polvi, Natalie H., (Cl., M.A)   Impulsivity and arousal in aggressive inmates . (Supervisor:  Dr. Arthur Gordon) September 1988.
• Rinholm, Joanne (Cl. M.A.)   An investigation of the association between parenting practices and adolescent depression . (Supervisor: Dr. G. Farthing) Fall 1988
• Ross, Michael A.  (Cl., M.A.)   Health-related fund raising appeals: Does the degree of distress portrayed alter the effectiveness of the appeal?   (Supervisor: Dr. C. von Baeyer) Spring 1988
• Alton, Wendy M.  (Cl., M.A.)   The structure of expectancy-confidence and its contribution to expectancy shifts.   (Supervisor: Dr. R. Wollert)  Spring 1987
• Baumbach, Jeremy (Cl., Ph.D.)  Beyond gender identity.  (Supervisor: Dr. J. Conway) Fall 1987
• Brenneman, Heather A.  Cl., Ph.D.)  The influence of affect on processing and remembering self-referent information .  (Supervisor: Dr. M. Hiscock)  Fall 1987
• Buranyi, George (Cl., Ph.D.)  Paradoxical interventions and flexibility in interpersonal style. (Supervisor: Dr.  J. Conway)  Fall 1987
• Hadjistavropoulos, Thomas (Cl., M.A.)  A study of the relationship of physical appearance with psychological functioning.  (Supervisor: Dr. M. Genest)  Fall 1987
• Kulak, Alison G.  (Cl., M.A.).  Educational modification of positivealcohol expectancies . (Supervisor: Dr. G. Farthing) Fall 1987
• Nicholaichuk, Terrance P.  (Cl., Ph.D.)   The effect of self-help on health status and health services utilization . (Supervisor: Dr. R. Wollert) Fall 1987
• Van Loo, Melaine (Cl., M.A.)   Changes in locus of control expectancies in response to psychological headache treatment .(Supervisor: Dr. C. von Baeyer) Spring 1987
• Wilkie, Colleen F.  (Cl., M.A.)   Interpersonal complementarity in dyadic interaction.   (Supervisor: Dr. J. Conway)  Fall 1987
• Zemp, Logan R.  (Cl., M.A.)   The effects of mood on memory during the administration of a retrospective questionnaire.  (Supervisor: Dr. M. Genest) Fall 1987
• Krahn, Ellen E.  (Cl., M.A.)   Intimacy in same-gender friendships: Self-report and behavioural observation.   (Supervisor: Dr. L. McMullen)  Spring 1987
• Lanius, Ulrich F.  (Cl., M.A.)   Context effects in affective appraisal . (Supervisor: Dr.  J. Conway)  Spring 1986
• Ogloff, James R.P.  (Cl., M.A.)   Electrodermal and cardiovascular activity in psychopathy: Indicants of a coping response.   (Supervisor: Dr.  S. Wong)  Fall 1986
• Pond, Carole A.  (Cl., Ph.D.)    The effect of expectancies about depression and depressed mood on perception and behavior in dyadic interactions .  (Supervisor: Dr. J. Conway)  Fall 1986
• Wilson, Allan R.  (Cl., Ph.D.)   Stress inoculation training for the alleviation of test anxiety: A self-efficacy analysis of the behavior change process .  (Supervisor: Dr.  M. Genest)  Spring 1986
• Arnold, W. James (Cl., M.A.)   Male socialization in identity and intimacy development.  (Supervisor, B. Chartier)  Fall 1985
• Dobbin, Gary R. (Cl., M.A.)   Relaxation training and guided imagery as an adjunct treatment for rheumatoid arthritis.   (Supervisor: Dr.  M. Genest)  Fall 1985
• Hutsul, Joanne J.  (Cl., M.A.)  Self-relevance and self-consciousness effects on the self-referent encoding of adjectives. (Supervisor: Dr.  J. Conway) Fall 1985
• Mittelstaedt, Walter (Cl., M.A.)   Mood reactions as a function of blaming self-relational style . (Supervisor: Dr.R. Wollert)  Fall 1985
• Chartier, Brian M.  (Cl., Ph.D.)  The meaning and measurement of interpersonal flexibility. (Supervisor, J. Conway)
• Crossley, Margaret (Cl., M.A.)   Resource allocation in children's reading . (Supervisor: Dr. M. Hiscock) Fall 1984
• Goff, Laurie K.  (Cl., M.A.)   The relationship between ocular motility and cognitive style.   (Supervisor: Dr.  M. Hiscock) Fall 1984
• Gordon, R. Bruce  (Cl., M.A.)   Boundary tracing, image scanning, attentional shifts, and apparent motion: An exploration of the possibility of a common shift operator . 
• (Supervisor: Dr. P. Jolicoeur)
• Haverstock, Lynda M.  (Cl., Ph.D.)  Implications of treatment on sex knowledge, sex attitudes, and contraception of sexual liberal/conservative males . (Supervisor: Dr. M. Genest)
• Hewitt, Paul L.  (Cl., M.A.)   Perfectionism and ideal-self-schematic responding in depression . (Supervisor: Dr. M. Genest)  Fall 1984
• MacDonald, Bonnie H.  (Cl., M.A.)   The effects of induced anxiety and question content on ocular motility and direction of lateral gaze .  (Supervisor: Dr. M. Hiscock)  Spring 1984
• McCormick, Brian J.  (Cl., Ph.D.)   The effects of aversive parental control II: Personality characteristics of the offspring.   (Supervisor: Dr. W. James)
• Mikail, Samuel F.  (Cl., M.A.)   Verbal pain ratings:  A potential source of bias in the cold pressor task.   (Supervisor: Dr. C. von Baeyer)  Fall 1984
• Pond, James H.B.  (Cl., Ph.D.)   Psychological androgyny and adjustment: An interpersonal conceptualization of the adaptive consequences of sex-role orientation .(Supervisor: Dr. J. Conway)  Fall 1984
• Rude-Weisman, Bonnie L. (Cl., M.A.)   The role of the marital relationship in the psychosocial adjustment of the mastectomy patient.   (Supervisor: Dr. L. Shepel)  Fall 1984
• Sloane, Lynn M.  (Cl., M.A.)   Empathy for victim and attributions about sexual assault made by sexually assaultive men.   (Supervisor: Dr. M. Genest)  Spring 1984
• VanDeursen, John P (Cl., M.A.)   The effects of pain ratings versus serenity ratings on pain tolerance:  A methodological study.   (Supervisor: Dr. C. von Baeyer)  Fall 1984
• Whitney, Debbie L.  (Cl. M.A.)   Interpersonal style and construal of dominant, submissive, agreeable, and quarrelsome interpersonal acts . (Supervisor: Dr. J. Conway) Spring 1984
• Clair, David J.  (Cl., M.A.)   Variables associated with the adjustment of young-adult offspring of alcoholic fathers .  (Supervisor: Dr.  M. Genest)  Spring 1983
• Martin, Dennis P.  (Cl., Ph.D.)   Job stress in human service work: Individual, job, and organizational factors related to burnout .  (Supervisor: Dr. R. Fisher)
• Pancyr, Glenn C.  (Cl., M.A.)   Demand characteristics of procedural instructions, efficacy of cognitive coping strategies, and cold pressor pain . (Supervisor: Dr. M. Genest)  Spring 1983
• Baumbach, Jeremy (Cl., M.A.)   Towards assessment of gender identity . (Supervisor: Dr. J. Conway)
• Bell, Ruthanne E.  (Cl., M.A.)   Family functioning as perceived by mothers of children with Cystic Fibrosis and its relationship to life hassles, coping strategies, and social support.  (Supervisor: Dr.  L. Shepel)
• Duplessis, Gene (Cl., M.A.)   A self-administered manual for test anxiety . (Supervisor: Dr.  J. B. Conway)  Spring 1982
• Johnson, Marianne (Cl., M.A.)   Response bias in the ratings of a child of divorce:  A function of parental marital status information.   (Supervisor: Dr.  L. Shepel)  Spring 1982
• Slomen, Debby J.  (Cl., M.A.)   The consequences of nonverbal pain expression and rater sensitivity for evaluation of another's pain .  (Supervisor: Dr. C. von Baeyer)
• Acton , Robert G.  (Cl., M.A.)   Cognitive concomitants of anxiety in a stressful situation . (Supervisor: Dr. R. Cameron)
• Dewey, Deborah M.  (Cl., M.A.)   Effectiveness of medical and psychological treatments of primary dysmenorrhea as a function of locus of control .  (Supervisor: Dr. C. von Baeyer)
• Jardine, Kathryn F.  (Cl., M.A.)   Coping and psychosocial adjustment in breast cancer patients .
• (Supervisor: Dr. R. Zemore)  Spring 1982
• McMullen, Linda M.  (Cl., Ph.D.)    Degree of choice in clients' and therapists' language during psychotherapy.   (Supervisor: Dr. J. Mills)
• Pond, Carole (Cl., M.A.)  Affective and behavioral reactions of masculine, feminine and androgynous females to interpersonal stress situations.   (Supervisor: Dr. J. Conway)
• Solomon, Suzanne (Cl., M.A.)   Perceived family adjustment and psychosocial problems identified by adolescents of parents with multiple sclerosis . (Supervisor: Dr. L. F. Shepel)  Spring 1982
• Sungaila, Paul E.  (Cl., M.A.)  Construct validity and stereotypy in autonomic perception .  (Supervisor: Dr. D. Scott)
• Cardey, Raymond M.   (Cl., Ph.D.)      Reflection-impulsivity and self- reinforcement .  (Supervisor: Dr. N. E. Spence)
• Davidson, Tom (Cl., M.A.)        On cognitive "behaviourism".   (Supervisor: Dr. J. A. Mills)
• Dell, Lewis W.  (Cl., M.A.)       Interpersonal problem solving skill in relation to depression proneness and current severity of depression .  (Supervisor: Dr.  R. Zemore)
• Dunn, Kenneth W.  (Cl., M.A.)   An experimental manipulation of method relationships in time judgement.   (Supervisor: Dr.  E. A. Clark)
• Ethier, Lois R.  (Cl., M.A.)   Effects of imagery value and response factors upon word recognition in left and right visual half-fields.   (Supervisor: Dr. M. Hiscock)
• Dyer, Ann (Cl., M.A.)   An assessment of attribution training as a means of alleviating helplessness.   (Supervisors:  Dr. R. Zemore and Dr. M. Pancer)
• Glassman, David M.  (Cl., M.A.)   Locus of control and treatment outcome in an alcoholic population.  (Supervisor: Dr.  D. Scott)
• Goldberg, Penny S.  (Cl., M.A.)   Experimental versus nonexperimental orientation in behavioral weight control treatment.   (Supervisor: Dr. R. Cameron)
• Greschner, John J.  (Cl., M.A.)   A test of the cerebral asymmetry model of lateral eye-movements.   (Supervisor: Dr. M. Hiscock)
• Mazo, Arnold P.  (Cl., .M.A.)   EMG biofeedback training:  Its specificity or generalizability in the treatment of tension headache.  (Supervisor: Dr. R. Cameron) 1978
• Mueller, Horst H.  (Cl., M.A.)   The evaluation of the use of trained relaxation and mental concentration as an active seizure-interruptor in focal psychomotor epilepsy:  A clinical study.   (Supervisor: Dr.  J.B. Conway) 1978
• Senger, Elizabeth M.  (Cl., M.A.)   Development and validation of the eating behavior locus of control scale.   (Supervisor: Dr. D. A. Scott) 1978
• Chartier, Brian M.  (Cl., M.A.)   An investigation of the construct and criterion validity of the Hoffer-Osmond diagnostic test in a psychiatric sample .  (Supervisor: Dr. J. B. Lane)
• Dennis, Steven S.  (Cl., M.A.)   Generalization and maintenance of behavior change in the classroom through self-control.   (Supervisor: Dr. J. Conway)
• Katz, Zender (Cl., M.A.)   Locus of control by locus of information outcome study in the treatment of public speaking anxiety .  (Supervisor: Dr.  J. Conway)
• McMullen, Linda M.  (Cl., M.A.)   The effects of receiving information in the therapy session. (Supervisor: Dr. D. Rogers)
• Pond, James (Cl., M.A.)   Multidimensional interpersonal stress and psychological androgyny . (Supervisor: Dr. N. Spence)
• Stewart, Norma J.  (Cl., M.A.)   Psychological effects of immobilizationand social isolation on hospitalized orthopedic patients.   (Supervisor: Dr. M. Brown)
• Tutty, Leslie M.  (Cl., M.A.)   Therapeutic interventions in group marital psychotherapy.  (Supervisor: Dr. D. Rogers)
• Arbuthnott, Dennis W.  (Cl., M.A.)        The effects of traffic noise and field dependency on reaction to a simulated automobile emergency situation . (Supervisor: Dr. D. Sydiaha-Symor)
• Blair, Margaret E.  (Cl., M.A.)   An analogue study of the relationships among the components of self-control: Standard setting, self-evaluation, and self-reward .  (Supervisor: Dr.  J. Conway)
• Elgaard, Frances M.  (Cl., M.A.)   Irrational beliefs and reactions to failure . (Supervisor: Dr. R. Zemore)
• Healey-Ogden, Marlene (Cl., M.A.)   The effect of cognitive instructions and reward presentation on delay of gratification in retarded children .  (Supervisor: Dr.  W. James)
• Johansen, Lorna J.  (Cl., M.A.)   Attributions and trait-state depression .(Supervisor: Dr. R. Zemore)
• Lorje, Patricia G.  (Cl., M.A.)   Psychiatric foster care landladies:  Personality and attitude measurements .  (Supervisor: Dr. D. Fischer)
• Snart, Fern D. (Cl., M.A.)   Effects of imagining anxious and neutral scenes on forearm extensor EMG.  (Supervisor: Dr.  J. Conway)
• Zacharko, Robert M.  (Cl., M.A.)   Modification of thiamin deprivation- induced anorexia by ventromedial hypothalamic lesions and dietary fat content .  (Supervisor: Dr. T. B. Wishart)
• Barker, Bryan W.  (Cl., M.A.)   A-B variable:  Investigation into the complimentary hypothesis. (Supervisor: Dr. R. D. Martin)
• Cheaney, M. Suzanne (Cl., M.A.)  The effects of room colour on emotional response . (Supervisor: Dr. R. D. Martin)
• Dineen, C. Tana   (Ph.D.)   A study of diagnostic decision making in psychiatry . (Supervisor: Dr. A. H. Neufeldt)
• Douglas, Dianne M.  (Cl., M.A.)   Locus of control and acceptance of personality interpretations.   (Supervisor: Dr.  R. D. Martin)
• Guenther, Mary Lou (M.A.)  A comparison of Leiter and Wechsler tests of intelligence with Indian and white children.  (Supervisor: Dr.  D. Sydiaha)
• Masliyah, Esther (Cl., M.A.)   Persistence as a function of task structure and locus of control. (Supervisor: Dr. W. H. James) 1975
• Mazurkewich, Sandra   (Cl., M.A.)   Personality characteristics of unwed mothers . (Supervisor:  Dr.  R. Martin) 1975
• Shepel, Lawrence F.  (Cl., Ph.D.)   A validation study of the locus of control construct . (Supervisor: Dr. W. James)
• Greenough, Timothy J.  (Cl., M.A.)  Attributive projection:  An investigation of its antecedents and consequences .  (Supervisor: Dr. R. Zemore)
• Hirsh, Allan M.  (Cl., M.A.)   Token economy procedures with multiply handicapped clients in a community sheltered workshop .  (Supervisor: Dr.  R. Stretch)
• Awrey, Arlo J. E.  (Cl., M.A.)   The effect of intelligence, test anxiety,and achievement motivating instructions on concept formation proficiency .(Supervisor: Dr. D. Sydiaha)
• Dineen, Catherine T.  (Cl., M.A.)   A study of the measurement and meaning of visual imagery ability . (Supervisor: Dr. A. Neufeldt)
• Sawchyn, Agnes A.  (Cl., M.A.)   The conditioned reinforcing effect CS in conditioned suppression using positive reinforcement .  (Supervisor: Dr.  N. E. Spence) 1971
• Nanson, Josephine L.  (Cl.,. M.A.)   An empirical evaluation of Freidman's r m  procedure for a t test between two independent groups.   (Supervisor: Dr. C. S. Bernhardson)

Program Curriculum

Overview and course structure, course details.

• Note to incoming students
• Note to continuing students
• Transfer from MA to PhD
• Expectations for dissertations
• Research teams
• Comprehensive examinations
• Practicum placements
• Internships (12-month predoctoral)

Student evaluation

• Evaluation of student by supervisor
• Evaluation of placement and self-evaluation by student
• Policy on Evaluation of Student Competence in the Clinical Psychology Program
• Annual evaluation by students and supervisors

Program administration

• Description and meeting schedule
• Student Input in Clinical Program Governance and Role of Student Representatives
• Professional Affiliate, Associate Member, and Adjunct Faculty Appointments
• Tasks of the Director of Clinical Psychology Training

Program outcomes

• EPPP domain areas and Canadian Psychology Program Scores

Clinical listserv

• Clinical listserve

Process for Dealing with Difficulties

Registration or licensing, clinical psychology links.

• Clinical Section of the Canadian Psychological Association
• Canadian Psychological Association (CPA) Accreditation Standards   
• Canadian Council of Professional Psychology Programs  -- includes links to accredited doctoral and internship programs
• Canadian Register of Health Service Providers in Psychology  -- A register of Canadian psychologists who meet basic criteria for the provision of health services
• Association of Psychology Postdoctoral and Internship Centers   
• Society for a Science of Clinical Psychology
• Canadian Psychological Association
• American Psychological Association
• Society for Personality Assessment
• Canadian Psychoanalytic Society

Program Manual

• Download Manual

Approval of Thesis/Dissertation Proposal

Clinical Practicum and Summer Internship Evaluation Form

Evaluation Form for Clinical Case Presentations for Comprehensive Exams

Graduate Student-Supervisor Agreement

Pharmacology

A Legacy Graduate Program

• Department of Anatomy, Physiology, and Pharmacology

General Information

Prospective students, program details.

This legacy grad program follows all policies and procedures of the  APP grad program

The Pharmacology graduate program offers both M.Sc. and Ph.D. degrees and has faculty and students with diverse research interests including neurodegeneration, heart disease, inflammation, and diabetes. You are expected to gain a detailed understanding of your area of research. Our graduate program consists of independent research as well as didactic work involving academic courses and reading of relevant literature. The didactic component is intended to provide a knowledge framework upon which your research is based, creating a well-rounded experience preparing you to teach and communicate scientific information.

The Graduate Program Committee develops policy and administers the graduate program. Immediate oversight for each student is provided by a faculty Supervisor and a faculty Advisory Committee. Direct financial support to graduate students is derived from a variety of sources. All aspects of the program, including conferral of degrees, are ultimately governed by the College of Graduate and Postdoctoral Studies, which sets or approves the policies and procedures that departments follow.

• APP Graduate Program Manual
• College of Graduate and Postdoctoral Studies Policies
• Student-Supervisor Agreement
• APP Grad Progress Form

This is a legacy program. All information for students interested in the newly implemented  Anatomy, Physiology & Pharmacology  Graduate Program can be found on the admission website for the College of Graduate and Postdoctoral Studies.

• CGPS Admission Website

Program Expectations

• Maintain your registration in the program, pay tuition and fees.
• Call an advisory committee meeting. It is a requirement of your graduate program to have at least one advisory committee meeting each year. It is the responsibility of the student to call the meeting. At least 5 working days prior to meeting, provide your committee and the graduate secretary with an annual progress report . At this meeting, you will normally be expected to give a short ( e.g. 20 min) presentation on your research progress. This presentation should provide a brief overview of your research but should focus on those issues which require input from your committee members. Remember that your committee members have already received and reviewed your progress report.
• Prepare and deliver a seminar in PCOL 990. This course provides a good opportunity to practice your seminar skills in front of a friendly, receptive audience. All Pharmacology students are required to give a seminar each year in PCOL 990, except those that have their defense scheduled in the same term that PCOL 990 is offered. Students who are in the process of writing their thesis and have no new data to present are encouraged to give a seminar that provides a more general perspective on their data or area of research. In addition, attendance at all PCOL 990 seminars is mandatory.

Program Overview

Coursework will include:

• A list of academic courses which fulfill the credit requirements for your program
• Graduate Research (PCOL 994 for M.Sc. or 996 for Ph.D.) and Graduate Seminar (PCOL 990) courses
• additional requirements such as Graduate Research Ethics and Integrity Training Course (GSR 960), UCACS Education and Training Program (Animal Care/Handling GSR 962)
• Laboratory Safety, Biosafety, Radiation Safety and Ethics courses as required
• Students may also elect to complete non-credit courses offered by the CGPS, such as Thinking Critically: Profession Skills for Global Citizens (GSR 984); Introduction to University Teaching (GSR 989). A full list of courses is available at http://www.usask.ca/cgsr/for_students/gsrclasses.php . These courses have no credit or fees, but require registration. Registration in these courses is limited to current graduate students in a degree program and graduate students are encouraged to participate in these courses. The courses will appear on students’ official transcripts.
• M.Sc. to Ph.D. Transfer

2 Years  

Students must maintain continuous registration in the  PCOL 994.0  course.

• PCOL 961.0 if research involves human subjects
• PCOL 962.0 if research involves animal subjects
• PCOL 990.0  seminar
• a minimum of 9 credit units at the 800-level
• M.Sc. thesis defence
• Students must maintain continuous registration in the  PCOL 996.0  course.
• Direct Entry PhD Program: at least 12 credit units of course work at the 800-level, Non-Direct PhD Program: a minimum of 3 credit units
• Comprehensive Examination
• PhD. thesis defence

Transfer from a M.Sc. program to a Ph.D. program should take place after the end of the first year and no later than the end of the second year in the program. Recommendation to transfer from a M.Sc. program to a Ph.D. program must be initiated through a formal meeting of the student's advisory committee that forwards its recommendation through the academic unit to the CGPS. The following conditions must be met:

• The student shows great promise both in terms of academic accomplishments and in potential for research. The student has completed at least 9 credit units, and has achieved a high-academic standing (>80% GPA) in these 9 credit units.
• There is evidence of good writing and oral communication ability.
• There is evidence the student has requisite research skills and knowledge to be able to successfully complete a Ph.D. dissertation.
• The student has successfully completed the Ph.D. Qualifying Examination (see section 6 below) prior to being recommended for transfer.

Once permission to transfer is given, a new Initial Program of Studies form must be submitted.

Department of Anatomy, Physiology, and Pharmacology Pharmacology Graduate Program A120-107 Wiggins Rd University of Saskatchewan Saskatoon, SK S7N 5E5

Graduate Chair Dr. Kaushik Desai [email protected]

• Back to Graduate Studies

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PhD in Public Policy

A dissertation-based program for research students.

• Apply to the JSGS University of Regina campus
• Apply to the JSGS University of Saskatchewan campus

Program Overview

Two-campus model, admissions and deadlines, career focus.

Develop and lead policy solutions for some of government and society's most complex problems.  The Doctor of Philosophy (PhD) in Public Policy is a research-based program and is the highest degree awarded in public policy at the Johnson Shoyama Graduate School. It denotes an advanced level of competence in scholarly research and communication. This program will provide you with an opportunity to expand your knowledge and acquire in-demand skills, contribute to the study of public policy, and master the theories, concepts and applications of policy within a government or organization.   

The program involves a combination of coursework (culminating in a comprehensive exam) and proposing, writing and defending a dissertation. Upon entry into the program, you will be assigned a research advisor and an advisory committee to support you in your work.

As a graduate of the PhD program, you'll be in a position to train the next generation of public service professionals or to lead teams and conduct public policy and management research in government, business, think tanks and other research organizations.

Connect with Us

Want to learn more about the PhD program? Chat with our admissions staff and ask any questions you have.

• Ask a Question!

Quick Facts

Looking for answers to some of your key questions? We have you covered.

Areas of Focus

As one of Canada's leading schools for policy analysis and research, the Johnson Shoyama Graduate School of Public Policy is making a difference by concentrating its research capacity on areas related to  innovation , science , technology , health , society and inequality , and governance .  To ensure engagement in these areas of research, JSGS faculty are committed to encouraging student involvement in research projects, grant applications, seminar series, and other opportunities for knowledge translation.

Research Supervisors

University of regina campus, university of saskatchewan campus.

It is not necessary to find a potential supervisor before you begin an application. The list below though may be helpful to learn about which JSGS faculty are accepting students for the upcoming academic year and in what areas of research focus.

The PhD is a research-based program that involves a combination of twelve credit units of coursework  (four courses), research, and the writing of a dissertation. Once you are admitted into the program, your supervisor and program advisor will work with you on your program of studies (i.e., selection of appropriate courses). 

If you have already taken one or more of the following courses (i.e., in a master's program), you will be required to substitute with a different course(s). You may take additional courses in a particular subject area if you wish, subject to the approval of your advisory committee.

Minimum four courses (twelve credit units) from the following:

JSGS 803 - Quantitative Methods or JSGS 851 - Qualitative Methods

JSGS 803 - Quantitative Methods

This course provides students with the statistical concepts and techniques required for conducting research and critically evaluating empirical studies. Topics include statistical inference, sampling theory, and data and regression analysis as applied to problems in public policy.

JSGS 851 - Qualitative Methods

This course provides students with the opportunity to learn and practice inquiry processes for conducting qualitative research. Students will examine the following topics: issues in qualitative data (ontology, epistemology, methodology and method), collection of qualitative data (e.g., interviewing, ethnography, focus groups, case studies), analysis of data, and combining qualitative and quantitative data.

JSGS 862 - Political Economy

This course focuses on the politics of aggregating individual decisions into collective action, revealing the difficulty of formulating and implementing public policy broadly construed. The course readings emphasize formal approaches to this subject, while the assignments and discussion emphasize their application to real problems.

JSGS 865 - Decision Making in Organizations

In this course, students examine the manner in which decisions are made in organizations, with a particular focus on policy decisions. The course uses a wide variety of behavioural theories to look at phenomena such as policy traps, framing, unwarranted optimism, and group thinking.

JSGS 869 - Ideas in Public Policy Analysis

The objective of this course is to review and discuss major theoretical perspectives that contribute to our understanding of public policy. Featuring extensive class discussions, the course focuses on three related factors: ideas, institutions, and power, and will help research students grasp major theoretical debates in policy analysis, with a special emphasis on sociological, political science, and interdisciplinary perspectives.

Students must also register in the following courses:

JSGS 990 - Public Policy Seminar

JSGS 990 - Public Policy Seminar (USask Campus) 

The purpose of the 990 Seminar Series is to bring students, faculty and others together to hear from a variety of individuals on current and interesting policy topics and to foster a community of scholars. All students in the PhD programs are required to register in JSGS 990. They must also attend at least 25 seminars and present their research in one session prior to completing their program. PhD students are also required to submit a JSGS 990 student report. 

JSGS 996 - PhD Research

JSGS 996 - PhD Research (USask Campus)

This course is designed for students at the JSGS USask campus who are writing a doctoral thesis.

GPS 960 - Introduction to Ethics and Integrity

Students at the U of S campus must also complete  (in their first term of study) GPS 960 Introduction to Ethics and Integrity. This is a non-credit, online course required by the College of Graduate and Postdoctoral Studies and is at no cost to the student.

JSGS 990 AB Public Policy Seminar

JSGS 990 AB Public Policy Seminar (U of R Campus)

The purpose of the 990AB Seminar Series is to bring students, faculty and others together to hear from a variety of individuals on current and interesting policy topics and to foster a community of scholars. All students in the PhD programs are required to register in JSGS 990AB. They must also attend at least 25 seminars and present their research in one session prior to completing their program. PhD students are also required to submit a JSGS 990 student report. 

JSGS 901 - PhD Research

JSGS 901 - PhD Research (U of R Campus)

This course is designed for students at the JSGS U of R campus who are writing a doctoral thesis.

Transfer Credit

• The University of Saskatchewan campus does not accept transfer credit.
• At the University of Regina, transfer credit is awarded when a student has successfully completed coursework at this or another accredited institution of higher education at the Master’s level. This coursework must be first reviewed by JSGS, then recommended to Faculty of Graduate Studies and Research via JSGS. Credits can then be transferred to the student’s program at the University of Regina. Transfer credit(s) must be submitted for review and obtained in the first semester of beginning the new program. Transfer credit only applies to courses that have not been used to satisfy another academic credential (e.g. master’s degree, certificate, diploma). For more information, visit here .

The intent of the PhD core course schedule is to provide students with assistance in planning for upcoming semesters.

Normally, some core and elective courses are scheduled during the daytime and some in the evening (or on weekends and/or in blocks) to accommodate both full-time and part-time learners.

**Classes may change as circumstances require.

As a student entering the PhD program, you will be required to pass a qualifying exam. This exam may be waived for students with a master’s degree (with thesis) in public policy from a recognized university and for students with a master’s degree (with thesis) in a cognate field (e.g., economics, political science, political sociology, public or educational administration). Normally this examination is administered within the first year, preferably within the first four months, of starting your PhD program.

You will also be required to complete a comprehensive exam following your prescribed coursework. The comprehensive exam involves both written and oral components. The exam will cover general public policy topics, as well as material linked to your research program. Following the successful completion of your comprehensive exam, you will move to the development of a dissertation proposal and, upon its approval, to the dissertation research (either a standard dissertation structure or a three-paper model).

Effective September 1, 2023, the per-term tuition for the PhD program is approximately $1,993 for both domestic students and international students, plus on-campus graduate student fees.

Assuming a four-year completion , the total tuition (using rates for 2023-24) for both domestic and international students is approximately $23,916. Assuming the average time to completion of 5.5 years , the total tuition (using rates for 2023-24) for both domestic and international students is approximately $32,885.

Continuous registration for all students in the PhD program is required — that is, students must register in all three terms each academic year until their program is completed.

• University of Regina Tuition and Fees
• University of Saskatchewan Tuition and Fees

NOTE: Tuition and fees are subject to change. Should there be a discrepancy between the information posted on the institution's website and information posted on the Johnson Shoyama Graduate School of Public Policy website, the institution's website should be viewed as accurate.

Highly qualified PhD students who are engaged in the program on a full-time basis will automatically be considered for funding at a competitive rate.  In addition to potential funding from the school, there are scholarships and awards available for students at the University of Regina and the University of Saskatchewan.

• University of Regina Scholarships and Funding
• University of Saskatchewan Scholarships and Funding

As Saskatchewan's policy school, the Johnson Shoyama Graduate School is unique in its partnership with both the University of Regina and the University of Saskatchewan. As a student, you'll benefit from learning from faculty and executives-in-residence across our two campuses and will have the opportunity to visit both campuses (either in person or virtually) throughout your program.

So how do you decide where to apply?   Besides considering available faculty advisors at each campus, we encourage you to  explore both universities and communities to determine which is the best fit for you.

Located on Treaty 4 lands, the University of Regina is situated on the territories of the nêhiyawak, Anihšināpēk, Dakota, Lakota, and Nakoda, and the homeland of the Métis Nation. 

As the provincial capital, Regina is home to Saskatchewan's   Legislative Building   which sits near the beautiful Wascana Lake. The Legislative Building is also the main backdrop to the University of Regina's College Avenue Building and home of the Johnson Shoyama Graduate School. A short distance from the main campus, the historic and recently renovated College Avenue Campus is located close to downtown Regina. 

Referred to by many as the "Queen City", Regina is home to 230,000+ residents and is the main hub for many provincial public servants as well as municipal employees.

• Experience the University of Regina
• Learn more about the City of Regina
• Explore what Regina has to offer

Located in Saskatoon on Treaty 6 lands, the University of Saskatchewan is situated on the territories of the Cree, Saulteaux, Dene, Dakota, Lakota, Nakota, and the homeland of the Métis Nation. 

A quick 2.5-hour drive from Regina, Saskatoon is located in the central part of Saskatchewan near the South Saskatchewan River Valley. The city boasts many attractive walking trails, a vibrant social scene, and a welcoming place for all. Situated on the northwest side of campus in the Diefenbaker Building, the Johnson Shoyama Graduate School overlooks the South Saskatchewan River and the core downtown area.

Referred to by many as the "Paris of the Prairies", Saskatoon is home to 273,000+ residents and is home to many federal public servants, industry and scientific leaders, as well as municipal employees.

• Experience the University of Saskatchewan
• Learn about student life
• Discover the City of Saskatoon
• Explore what Saskatoon has to offer

Application Deadlines

The PhD program has one intake every year and welcomes a new class each September. The application deadline for the PhD program is December 1 for entry in the following academic year.

To meet the deadline, all components of your application must be received by 11:59 PM CST on December 1. Applications that are incomplete will not be reviewed nor will they be deferred to future terms.

Application Qualifications

Applicants to the PhD program must have a master’s degree in public policy, public administration or in a cognate discipline such as economics, political science, political sociology or educational administration, with a minimum average of 75 percent in that program.

Please note that because the number of applications received greatly exceeds the number of available places, not all qualified applicants will be offered admission (we typically admit two to three students a year). Indeed, successful candidates will typically have an average well in excess of 80 percent (or lower first class).

Application Process and Required Documentation

The Johnson Shoyama Graduate School of Public Policy has aligned its application requirements (where possible) across its two university campuses; however, please note that the application portal varies by campus. 

Please apply through   one campus only .

When applying to the JSGS University of Regina campus, please note that you must submit an application through the   Faculty of Graduate Studies and Research . 

You may choose to upload unofficial transcripts, supporting documents,  letters of recommendation,  letter of intent, and resume via your online application portal.

You will have the opportunity to enter the names and email addresses of your referees in the online application portal. Once you pay the application fee and submit the application, the system will automatically contact your referees with a link for their submission. Remember to advise your referees to check their spam folder for the auto-email from uregina.ca domain.

To troubleshoot document uploads, referee issues, other technical aspects of the online application, contact the Faculty of Graduate Studies and Research at [email protected] .

When applying to the JSGS University of Saskatchewan campus, please note that you must submit an application through the College of Graduate and Postdoctoral Studies.  The online application takes about 30 minutes to complete. You may start an application, save it and return to it any time before the application deadline.

HOW TO APPLY   |   APPLY NOW

Once you have completed an online application, you will need to   upload  a series of  documents. Please note that in most cases, you will need to allow one business day after paying your application fee before you are permitted to upload documents.

If your application fee has not been processed after 48 hours after being submitted, please contact   [email protected]   or phone 1-306-966-5788 for assistance. Please ensure you are checking the status of the application fee before emailing or calling. To check the status, please log into your application profile.

What are JSGS PhD Alumni up to?

• Read more alumni stories

PhD Student Stories

• Read more about our PhD students' research

Programs College of Graduate and Postdoctoral Studies

• Aboriginal Agriculture and Land Management
• Agricultural Economics
• Anatomy, Physiology and Pharmacology
• Animal Science
• Anthropology
• Applied Computing
• Applied Economics
• Applied Microbiology
• Archaeology
• Biochemistry, Microbiology and Immunology
• Biological Engineering
• Biological Psychiatry
• Biomedical Engineering
• Biostatistics
• Business Administration
• Chemical Engineering
• Chemical Risk Assessment
• Civil Engineering
• Climate Change Vulnerability Assessment and Adaptation Action - Certificate
• Clinical Pharmacy
• Community and Population Health Sciences
• Computer Science
• Community Energy Planning and Finance - Certificate
• Corrections
• Curriculum Studies
• Doctor of Pharmacy and Master of Business Administration Combined Degree
• Economic Analysis for Public Policy - Certificate
• Educational Administration
• Educational Foundations
• Educational Leadership
• Educational Psychology and Special Education
• Educational Technology and Design
• Electrical Engineering
• Energy Transitions - Certificate
• Environment and Sustainability
• Environmental Engineering
• Environmental Planning - Certificate
• Epidemiology
• Field Epidemiology
• Food and Bioproduct Sciences
• Food Science
• Foundations for Registered Nurse Specialty Practice - Certificate
• Geological Sciences
• Governance and Entrepreneurship in Northern and Indigenous Areas
• Governance Foundations for Sustainability - Certificate
• Graduate Pathways Certificate
• Health Professions Education
• Health Sciences
• Hydrology - Certificate
• Indigenous Land-Based Education
• Indigenous Studies
• Indigenous Nation Building - Certificate
• Improving Teaching and Learning in Health Professions Education - Certificate
• Individual Interdisciplinary Graduate Programs
• International Public Management and Administration
• Juris Doctor and Master of Business Administration Combined Degree
• Kinesiology
• Large Animal Clinical Sciences
• Leadership - Certificate
• Leadership in Post-Secondary Education
• Linguistics
• Mathematics
• Mechanical Engineering
• Physical Therapy
• Physics and Engineering Physics
• Plant Sciences
• Political Studies
• Precision Oral and Systemic Health
• Professional Skills Certificate
• Public Administration
• Public Health
• Public Management - Certificate
• Public Policy
• Public Policy Analysis - Certificate
• Quality Teaching in Health Professions Education - Certificate
• Religion and Culture
• Scholarship of Teaching and Learning
• Science and Innovation Policy - Certificate
• Small Animal Clinical Sciences
• Small Animal Specialty Veterinary Internship - Certificate
• Small Animal Rotating Veterinary Internship - Certificate
• Social Economy, Co-operatives, and the Nonprofit Sector - Certificate
• Soil Science
• Substance Use Health and Wellbeing - Certificate
• Sustainability
• Sustainability Solutions - Certificate
• Sustainable Water Management - Certificate
• Teaching English to Speakers of Other Languages
• Teaching Preparation - Certificate
• Vaccinology and Immunotherapeutics
• Veterinary Biomedical Sciences
• Veterinary Diagnostic Pathology - Certificate
• Veterinary Microbiology
• Veterinary Pathology
• Water Resources - Certificate
• Water Science - Certificate
• Water Security
• Women's, Gender and Sexualities Studies

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Graduate Programs

The Department of Computer Science has a vibrant graduate program. We offer thesis-based master's and doctoral degree programs in Computer Science as well as Applied Computing, an interdisciplinary program that blends knowledge in computer science and relevant cognate areas. 

Our faculty members have research expertise in Artificial Intelligence, Bioinformatics, Computer Graphics, Computer Vision, Computer Networks, Concurrency, Distributed Systems, Educational Technology, Health Informatics, Human-Computer Interaction, Image Processing, Software Engineering, Performance Evaluation, Programming Languages, Robotics, Scientific Computing, Sensor Networks, Social Computing, Theory of Computation, Ubiquitous Computing and Usability. Find more information about the research in our department by visiting the Research Groups website .

Computer Science

Master's program (thesis option, m.sc.).

Our computer science master's program is ideally suited for students wishing to become senior professionals in the technology industry or seeking to prepare for a career in scientific research. Graduates of this program often become senior programmers or project leaders at companies that develop commercial software or game design studios.  Students may enter this program with a 4-year B.Sc. degree in Computer Science or a closely related area.

• Learn more about this program

Doctoral Program (thesis option, PhD)

Our computer science doctoral program provides students with intensive training in the scientific enterprise for those wishing to pursue academic or industrial research careers. Graduates of this program are qualified to seek positions in the research and development units of large technology companies or to pursue independent research careers as university professors.  Students may enter this program with a thesis-based Master's in Computer Science or a closely related area.

Applied Computing

The Applied Computing master's program is a research intensive and thesis-based program linking computer science concepts with a cognate area. Students may enter this program with a 4-year B.Sc. degree in Applied Computing or Computer Science, or a 4-year undergraduate degree in a relevant cognate discipline. Graduates of this degree could be targeting a PhD in a related area, or advanced knowledge for a career in industry.

The Applied Computing doctoral program is a research intensive and thesis-based program linking computer science concepts with a cognate area. Students may enter this program with a M.Sc. degree in Applied Computing or Computer Science, or a thesis-based Masters-level credential in a relevant cognate discipline. The program will be ideally suited for students wishing to become senior professionals in the technology industry or applying computation to a cognate industry. Graduates will become project leaders at companies and research labs.

Ready to Apply?

Students applying to these master's and doctoral programs must meet  minimum admission requirements set forth by the College of Graduate and Postdoctoral Studies.

Complete instructions on admission requirements, the application process, and funding opportunities for these programs can be found here . 

Graduate Research Projects

• Take a look at some of our past research projects!

Admissions and Programs

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• Accounting M.P.Acc.
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College of Education program ‘feels like home’

Master’s degree cohort was created to meet the needs of Indigenous educators, leaders, and communities in Saskatchewan and beyond

A graduate program at the University of Saskatchewan (USask) aims to meet the needs of Indigenous leaders and communities and advance the Calls to Action of the Truth and Reconciliation Commission of Canada (TRC). The Master of Education (MEd) in Educational Administration – Leadership in Indigenous Education and Organizations Cohort offers opportunities for current and aspiring Indigenous educational leaders to enhance their expertise in various aspects of leadership, governance, and management of First Nations schools through practical, research-based, and theoretical course offerings.

For USask student Kyla Morin (BEd’17), the College of Education program “feels like home,” and her fellow students feel like family members. “We can all connect from our personal, work, and academic experiences,” she said. Morin, who was born and raised in Ile-a-la-Crosse, Sask., became the first person in her family to obtain a university degree when she graduated from the Saskatchewan Urban Native Teacher Education Program (SUNTEP) at USask in 2017. The support Morin received from her family, community, and instructors, as well as from her employer, the Saskatchewan Indian Institute of Technologies (SIIT), encouraged her to continue her education. She is now enrolled in the Master of Education in Educational Administration — Leadership in Indigenous Education and Organizations Cohort program, and it has been a great experience so far. “I would recommend this program to Indigenous students who want to pursue their master’s. There is a lot of support, encouragement, discussions, debates, and learning,” she said. “You won’t feel alone if you are struggling; chances are, someone else in the cohort is probably going through the same thing.” Morin believes the graduate program is equipping her with the tools she needs to continue to excel at her job at SIIT. She is currently employed as the Adult Basic Education (ABE) program co-ordinator and supervises 10 programs throughout Saskatchewan. “I am an Indigenous wife and a mom of three. I enjoy beating the statistics of being successful in Canada. I am that little Northern kid that a single mom raised. My chances of being successful were really low,” she said. “I showed my family, friends, and community that we can do it. I want to be a role model for my children, nieces, and nephews. Education is important. Education will create knowledge, and from knowledge will come understanding. From understanding will come respect—self-respect for Indigenous people and mutual respect for all. The treaties must not be forgotten.”

Dr. Michael Cottrell (PhD'88), an associate professor and graduate chair in the Department of Educational Administration in the College of Education, said the MEd cohort program is built upon the strong foundation of other teacher education programs in the college that date back to the 1970s, such as SUNTEP, the Northern Teacher Education Program (NORTEP), and particularly the Indian Teacher Education Program (ITEP), which recently celebrated its 50th anniversary . “The model for this was the amazing work that ITEP has done in creating supportive cohorts,” said Cottrell. “This is, in a way, moving the ITEP model into graduate studies.” In the 2000s, USask experienced a rise in the number of graduates from those Bachelor of Education (BEd) programs who were interested in pursuing graduate studies. By the year 2015, the rising interest resulted in a significant increase in Indigenous student enrolment in the college’s course-based master’s degree program—which primarily caters to educators in Saskatchewan who aspire to move into leadership roles in the Kindergarten to Grade 12 education system. The college received feedback from Indigenous educators and prospective graduate students who wanted to move beyond some of the content in that master’s program to explore the unique dynamics of leading in First Nations schools. That learning goal became the catalyst to create the more specialized Master of Education in Educational Administration – Leadership in Indigenous Education and Organizations Cohort. Cottrell said the Indigenous master’s cohort program was also developed as a response to the TRC Calls to Action—particularly the “calls to universities to do better in creating curriculum specific to Indigenous students.” The TRC recognized historical injustices in education, he said, and programs like the Leadership in Indigenous Education and Organizations Cohort are an important part of reconciliation. “Those things then led to conversation where we decided it would be a good idea to create an Indigenous cohort within our Master of Education in Educational Administration program, with a focus on preparing leaders within First Nations schools,” said Cottrell.

Professor Airini, USask’s provost and vice-president academic, said the graduate program aligns with the University Plan , the strategy that is guiding USask to the year 2025. Guideposts in the plan include initiatives that respond to the TRC Calls to Action, and systems and structures that support reconciliation. “The University of Saskatchewan has the bold ambition to be the university the world needs. One of the ways we will do this is through transformative decolonization leading to reconciliation,” said Airini, who holds a professorial appointment in the College of Education. “The world needs a university in which Indigenous concepts, methodologies, pedagogies, languages, and philosophies are respectfully woven into the tapestry of learning, research, scholarship, creativity, and community engagement. The Master of Education in Educational Administration — Leadership in Indigenous Education and Organizations Cohort program is a wonderful example of this aspiration realized.” Most of the classes in the program take place online, enabling professionals in various geographical locations to study with each other and to continue their careers as they learn. The first cohort began in September 2015 and included Indigenous graduate students from throughout Saskatchewan. The second cohort, in September 2018, was developed to meet the unique needs of learners and educational facilities at Onion Lake Cree Nation. The third and current cohort, which began in January 2023, includes First Nations, Métis, and Inuit graduate students from across Saskatchewan and Canada. Dr. Gordon Martell (BEd’91, MEd’98, PhD’16) has taught in the MEd cohort program since it began—first as a sessional lecturer, then as a lecturer, and currently as an assistant professor in the Department of Educational Administration in the College of Education. He said the program has focused on “critiquing Western influences and constructs in education and really thinking, as Indigenous people, how can we draw down this knowledge and figure out how to lead in ways that are good for all and great for some, and that will advance the notion of First Nations control of First Nations education and the Indigenous education goals in general.” “I always say we master the content that everyone else gets, and we enhance the learning experience through Indigenous themes, content, and perspectives,” said Martell, a member of the Waterhen Lake First Nation. “We facilitate a value-added learning experience that’s very much tailored to the kind of contexts they encounter.”

USask student Dwayne T. Drescher “Atjgaliaq” (BEd’16)—who was born in Fort Smith, N.W.T., and raised in Tuktoyaktuk, NW.T.—credits his Inuit Elders with instilling in him the values of respectful leadership. After completing his Bachelor of Education degree in 2016 through ITEP at USask, Drescher wanted to continue to pursue his goals of language revitalization and leading his people. With the support of his wife, Drescher enrolled in the MEd cohort program in January 2023. “I knew my goal was to learn—so the content was, and is, still very important to me—but what I have found so far in this program is that I have learned just as much knowledge from my classmates’ perspectives as I have the content from the classes,” he said. “Creating these relationships with my cohort has truly been amazing, and I am humbled and honoured to be able to call them my classmates and friends.” After Drescher completes the program, he would like to return to his home community to serve as a leader, either as an Indigenous superintendent or as a CEO. He describes the MEd program as “top-notch” and recommends it to others. “My first year as a professional educator, my superintendent was Indigenous, and I knew of her. She blazed the trail for me. That showed me that us Indigenous people can lead in any sector, field, and workplace out there,” said Drescher. “Simply put, there are not enough Indigenous leaders out there, and we need more. So, if you have the experience and/or the credentials, then get on a computer and apply for this program.” Martell said the graduates of the MEd cohort program have gone on to occupy many educational leadership positions, including as directors in school systems, and they “are adding great value” to schools and communities. Martell wants to build confidence among the cohort members, and to show them that their knowledges and experiences as Indigenous teachers and leaders are valuable and can strengthen the learning experiences of others. “As a Treaty First Nations person, I would say this is nation building. This is how it gets done,” he said. “Every student that acquires that parchment, that graduate degree—they’re on to a different trajectory of participation and influence in the provincial educational system, in First Nations education, and in fulfilling the promise of Indigenous control of Indigenous education. “In a lot of ways, to me, the real reward and gratification of working with these students is removing barriers. To create that equitable context that allows Indigenous ways of knowing, being, and doing to flourish in publicly funded and band-controlled education in the country, we need to have Indigenous leaders at all levels—at policy tables, at governance tables, at decision-making tables, writing the curricula, and reforming the system so that it serves all well.”

Article re-posted on Apr 22, 2024 10:19:06 AM . View original article.

Together, we will work towards Truth and Reconciliation. We invite you to join by supporting Indigenous achievement at USask.

USask education graduate students finalists in global sustainability competition

Kristin Moskalyk (BEd'16, MEd'23) and Nicole Lamoureux (MEd'23), graduate students from the University of Saskatchewan’s (USask) Educational Technology and Design (ETAD) program through the College of Education, were awarded $10,000 as finalists in the Metaverse for Sustainable Development Goals Global Prize and Virtual Reality Competition.

Selected from 257 teams in more than 70 countries, the students’ research in immersive learning and sustainability education resulted in a virtual reality world designed for learning about marine conservation and sustainable ocean resources.  Moskalyk is a former elementary school teacher and Lamoureux teaches secondary students in Alberta. Both are instructional designers at the Gwenna Moss Centre for Teaching and Learning at USask. The goal of their project was to create a metaverse that would “develop knowledge, empathy and support for SDG 14, for users that are landlocked.”  “Being recognized by peers and experts in the field is a tremendous honour,” Moskalyk said. “It validates our dedication to creating innovative and impactful educational experiences for students.”  Moskalyk and Lamoureux intertwined their passion for teaching, personal teaching philosophies, understanding of instructional design and pedagogy and love of water sports and activities to create a metaverse designed to engage and educate students on marine conservation and sustainable ocean resources. The metaverse was developed as an ambitious final project in the course  Sustainability Teaching & Learning through Design and Technology , offered by assistant professor of Curriculum Studies Dr. Paula MacDowell (PhD).  Titled  Techy Teachers - Diving into life below water , Moskalyk and Lamoureux designed a virtual reality world that aligns with the  United Nations’ Sustainable Development Goal  (SDG) 14: Life Below Water. The goal of SDG 14 is to “conserve and sustainably use the oceans, seas and marine resources for sustainable development.” They named their metaverse  SDG Island  and included comprehensive learning materials for students to engage with. 

“Because we have both been teachers, having a solid foundation of understanding the Saskatchewan and Alberta curriculums allowed us to easily develop pedagogy-focused [learning materials] that kids would engage with,” said Lamoureux. “All of the design elements we utilized [in the metaverse] were to grab the student’s attention, but not overwhelm them.”  “We were initially designing the metaverse for our students [from Alberta and Saskatchewan] who are landlocked and aren’t exposed to what's happening out in our oceans and coastlines every day,” added Moskalyk. “[Using gamification] we crafted tasks and provided a storyline that would guide students through the experience and helps to lighten the load on a serious and complex issue.”  Users are welcomed to  SDG Island  with a news broadcast video that introduces tasks to accomplish. In the metaverse, there are opportunities to view information via videos and slides, participate in discussions and activities, create and design ways to contribute to SDG 14 and guidelines to connect the concepts from the metaverse to the real world. The accessible layout allows users to explore the metaverse via a VR headset, desktop computer, tablet or mobile device.  MacDowell emphasized the synergies between innovative technology, teaching and learning as to why the project garnered attention from the  Sustainable Development Goals (SDG) Metaverse Global Prize & Virtual Reality (VR) Competition  committee and is excited that Moskalyk and Lamoureux earned a Level 2 - Solid Contenders finalist prize in the competition.  “I had the good fortune of being the professor to mentor, guide and learn from Kristin and Nicole’s project,” said MacDowell. “What stands out about the metaverse they designed is the meaningful integration of pedagogy and technology for deep and meaningful learning. Their project stood out because the use of the virtual learning environment for authentic and comprehensive learning of a topic that is hard to teach, but they did it in an engaging way.”  Moskalyk and Lamoureux were candid about not being VR designers and noted the technological disadvantage they were at compared to other finalists. The duo relied on their understanding of pedagogy and curriculum and the deep thought that went into the content in the metaverse that promoted education, empathy, and awareness towards the SDGs to separate themselves from the competition.  “The competition judges were super keen on our project because it also came with a learning journal,” said Lamoureux. “The learning journal scaffolds the learning experience and promotes reflection on the content. We used student-friendly language to enhance user engagement and designed the platform with accessibility in mind.”  Although Moskalyk and Lamoureux were tasked with educating others about SDG 14, they also went on their own learning journey. A common theme was gaining awareness of all 17 SDGs.  “I was introduced to the SDGs as a whole for the first time,” said Moskalyk. “Learning about [each SDGs] targets and indicators and which goals are moving forward, and which ones aren’t, was really eye opening for me.”  “The most important thing that I took away from all of this is the actual interconnectedness of all of the SDGs playing a part on each one,” added Lamoureux. “I wasn’t aware of the Sustainable Development Goals when beginning our research. It wasn’t something that was taught in my school and unless you were aware of the goals, accessing information can be challenging. Once you know about the SDGs you can begin your own research and become a more informed global citizen.”  As climate change issues rise, environmental sustainability becomes more critical. Lamoureux notes how individuals can take steps to reduce their carbon footprint and highlights the interconnectedness of other SDGs to climate change.  “Activities like carpooling or taking your bike to work help reduce the amount of carbon emissions. Those carbon emissions create ocean acidification in the water, which poses threats such as coral bleaching and other negative impacts within our water systems.”  From a policy level, Moskalyk wants to see more support for innovation within the SDGs.  “There are lots of people out there that have innovative ideas on ways to protect our watersheds. I think that there’s a lot of room to grow using AI and marine biotechnology.”   Regarding sustainability education, Moskalyk and Lamoureux have set a precedent for what can be accomplished through the ETAD degree. MacDowell is looking forward to empowering future students with the innovative opportunities available in the course.  “I’m teaching the same sustainability course this upcoming spring that Kristin and Nicole took,” shared MacDowell. “What an inspiration these two are for the students. They’ve shown what can be achieved with the course projects. They are global changemakers with the impactful work they’ve accomplished. [This project will] motivate other students to see what is possible.”  Visit Kristin and Nicole’s SDG Metaverse   Accompanying Learning Journal  

Article originally published on  https://news.usask.ca

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USask medical student recognized with leadership award

Life-long learner’s motto to ‘love one another’ serves her well, alumni book nook: katie white (bed’92, med’09), alumni book nook: dr. darcia ann marie roache (gpsc’18, phd’23).

Wrapping it up sustainably

USask researchers investigate pulse proteins to replace petroleum in packaging

Every time you unwrap a grocery store steak to throw on the barbecue, you are also throwing a piece of unrecyclable, undegradable plastic into the garbage bin.

From there, that bit of petroleum-based waste heads to the landfill, there to remain for a long time or to find its way into freshwater resources.

There is a better way, and Dr. Michael Nickerson (PhD) is working on it.

“There’s a huge demand on landfills. Microplastics are entering oceans. It has a huge impact,” said Nickerson, the Saskatchewan Agriculture and Food Research Chair in Protein Quality and Utilization in the Department of Food and Bioproduct Sciences in the College of Agriculture and Bioresources at the University of Saskatchewan (USask).­

“There’s a huge commitment from Canada in terms of enhancing environmental sustainability. There’s a big push into biomaterials and away from petroleum-based plastics. There’s a big demand on natural resources to produce them and also dispose of them. Organic materials can degrade quickly under the right conditions.”

As the research chair, his role is to find value-added crop ingredient uses for food, feed and biomaterial applications.

Nickerson is presently focused on food-based “films” made from pulse and other crop proteins.

“We’re trying to target a certain application for meat. We’re trying to replace the synthetic packaging that wraps around your meat—the plastic wrap—and replace it with this protein-based one that is more of an active packaging,” he said.

Nickerson and his team are also incorporating antimicrobial agents, such as essential oils, which are approved for food use.

“The idea is that we can control these active ingredients over time. We can not only protect the food but extend the shelf-life of these meat products.”

One thing leads to another

A related innovation Nickerson is working on with colleague Dr. Supratim Ghosh (PhD) is using nanoscience to include oil droplets that manage the diffusion of antimicrobial agents through the film.

By changing the microstructure of the film, “we can get different release profiles and different shelf-life. We have a couple of students working on it now and doing some meat trials to show efficacy of this type of packaging.”

Meanwhile, Nickerson and his team are also finding some “really interesting results” branching off from the main project.

One of these is a formulation of the protein film that dissolves in water, which could lead to oral delivery systems of vitamins or oil-soluble nutraceuticals, for example.

“Sometimes in science you come up with one thing and it opens up more doors,” he said. “We’re starting to see other opportunities emerging from the science from this project.”

The course of new science always presents challenges, and one in this project is managing the colour pigments natural to the crops to obtain a clear film.

The other looming challenge will be scaling up—finding the technologies and willing companies to mass produce the film.

At the end of the three-year project, it will be time to seek additional funding and attract industrial partners to the project.

“We’re at the bench-top level and we have to change the way we process this to make it high throughput, which means extrusion and other technologies. We also need to find an industry that can actually deal with that,” Nickerson said.

“But we want to show proof of concept and then approach some companies to help manufacture. How can we adjust this prototype and what are the challenges?”

Pulse market worth growing

The raw materials for Nickerson’s work are on the ground in Saskatchewan.

The province is a leading producer and exporter of pulses, predominantly lentils and peas, but this project may lead to increased planting of an up-and-coming Saskatchewan crop.

That would be faba bean, a legume which fixes nitrogen in the field (thereby reducing the need for fertilizer) and offers farmers an option for rotation.

It also has higher protein levels than pea. Yellow pea, for example, contains 23 per cent protein, while faba bean has 31 per cent.

“That’s important, because when you dry process it, you can create ingredients with higher protein levels which means more money,” Nickerson said.

Indeed, part of the reason he is choosing certain crops is to enhance the diversity of ingredients produced in Saskatchewan.

There has been recent “tremendous investment” in the dry processing industry, he added, while the provincial government has said in its growth plan that it hopes to see 50 per cent of pulses processed here by 2030.

“Our goal isn’t just to make the product,” Nickerson said. “Our goal is to increase market diversification. There’s a number of companies in Saskatchewan that are processing faba beans, and the industry in the food sector are asking for this. They want the faba bean ingredients.”

Nickerson is confident the Saskatchewan food industry will come through.

“Even though there are environmental impacts of droughts and disease, there’s always going to be crops,” he said.

“There’s a huge amount of innovation at the Crop Development Centre here at the university ... and at institutes around the world, to address changes in climate and impacts on crop quality. There is a strong commitment to resilience, adaptation, and sustainability.

“I think the crop supply will always be there.”

This project is funded by Saskatchewan’s Agriculture Development Fund.

Together, we will undertake the research the world needs. We invite you to join by supporting critical research at USask.

USask awarded $14 million to support innovative crop research

Usask awarded $1.2m to advance health, agriculture and environmental research, annual polycrop is compared to barley in a usask research study, new usask app promotes potential economic value of planting carbon-storing shelterbelts.

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• 17 April 2024

Canadian science gets biggest boost to PhD and postdoc pay in 20 years

• Brian Owens

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Canada’s prime minister Justin Trudeau and finance minister Chrystia Freeland hold copies of the 2024 federal budget. Credit: David Kawai/Bloomberg via Getty

Researchers in Canada got most of what they were hoping for in the country’s 2024 federal budget, with a big boost in postgraduate pay and more funding for research and scientific infrastructure.

“We are investing over $5 billion in Canadian brainpower,” said finance minister Chrystia Freeland in her budget speech on 16 April. “More funding for research and scholarships will help Canada attract the next generation of game-changing thinkers.”

Canadian PhD students and postgrads plan mass walkout over low pay

Postgraduate students and postdoctoral researchers have been advocating for higher pay for the past two years through a campaign called Support Our Science. They requested an increase in the value, and number, of federal government scholarships, and got more than they asked for. Stipends for master’s students will rise from Can$17,500 (US$12,700) to $27,000 per year, PhDs stipends that ranged from $20,000 to $35,000 will be set to a uniform annual $40,000 and most postdoctoral-fellowship salaries will increase from $45,000 to $70,000 per annum. The number of scholarships and fellowships provided will also rise over time, building to around 1,720 more per year after five years.

“We’re very thrilled with this significant new investment, the largest investment in graduate students and postdocs in over 21 years,” says Kaitlin Kharas, a PhD student at the University of Toronto, Canada, and executive director of Support Our Science . “It will directly support the next generation of researchers.”

Although only a small proportion of students and postdoctoral fellows receive these federal scholarships, other funders tend to use them as a guide for their own stipends.

Many postgraduates said that low pay was forcing them to consider leaving Canada to pursue their scientific career, says Kharas, so this funding should help to retain talent in the country.

“This is going to move us from a searing brain drain to a brain gain, and position us to compete on the world stage,” says Chad Gaffield, chief executive of the U15 Group of Canadian Research Universities, based in Ontario, which supported the campaign.

‘Determined to thrive’

The budget also includes marked boosts for basic research. There is an extra $1.8 billion over five years in core funding for the three federal grant-awarding research councils, as well as $400 million for upgrades to the TRIUMF particle accelerator in Vancouver, and more cash for several other large facilities and institutes across the country. There will also be more than $2 billion for the artificial-intelligence sector in Canada.

“[This budget] really emphasizes that Canada is determined to thrive in the twenty-first century based on science and research,” says Gaffield.

Canada announces new innovation agency — and it’s not modelled on DARPA

Others have pointed out that the vast majority of the money in the budget for the research councils is backloaded, with just $228 million coming in the next two years. This means that the gains will be slow, and could be vulnerable to changes in the political climate, says Alex Usher, president of Higher Education Strategy Associates, a consultancy in Toronto. “Do not count on this money being there after an election,” he posted on X (formerly Twitter). Canada’s next federal election is due in October 2025, and the opposition Conservative Party is campaigning on reigning in spending.

The budget also makes some changes to how science funding is organized. Instead of ten different programmes for scholarships and fellowships, with differing levels of support, there will now be a single programme with just three levels — master’s degrees, PhDs and postdoctoral fellowships. Kharas says that this should simplify the system.

The government will also create a new “capstone” research-funding organization to better coordinate the work of the three granting councils and “help to advance internationally collaborative, multi-disciplinary and mission-driven research”, the budget says. It will also create an advisory Council on Science and Innovation, comprised of leaders from academia, industry and the non-profit sector, which will develop a national science-and-innovation strategy to guide priority setting and increase the impact of federal investments. “This should help move us towards a more efficient, well-coordinated and nimble way of supporting research in Canada,” says Gaffield. “I look forward to working with the government to optimize it.”

doi: https://doi.org/10.1038/d41586-024-01124-2

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Gen Z and millennials are the engine of our economy. Everything that is created, built, served, and sold in Canada is increasingly being done by millennials and Gen Z. They’re the young parents, the students doing cutting-edge research, the young entrepreneurs with startup ideas. Canada’s success depends on their success.

To secure Canada’s competitive edge, we need to support and empower tomorrow’s problem solvers and make sure every generation reaches their full potential. That’s why we’re investing in cutting-edge research – to create more good jobs, including in innovation and technology – while making education more affordable.

The Prime Minister, Justin Trudeau, today highlighted an over $4.6 billion package of measures from Budget 2024 to strengthen Canadian research and innovation.

Here’s what we’re doing:

Providing $2.6 billion in core research grant funding, scholarships, and fellowships to support our researchers and their ground-breaking discoveries:

• This includes $1.8 billion in core research grant funding for a 30 per cent increase over five years of Canada’s core research grant programs that support faculty-led research projects. It will indirectly support thousands of graduate student and post-doctoral fellows with their research, including their work on climate action, health emergencies, artificial intelligence, and psychological health.
• And $825 million over five years to the granting councils to increase the annual value of master’s and doctoral students’ scholarships to $27,000 and $40,000, respectively, and post-doctoral fellowships to $70,000. To make it easier for students and fellows to access support, the enhanced suite of scholarships and fellowship programs will be streamlined into one talent program. This new program will also increase the number of graduate students and post-doctoral fellows benefiting from research scholarships and fellowships by approximately 1,720 each year.
• This funding will also provide $30 million over three years for Indigenous researchers and their communities, which would be distributed with $10 million each for First Nation, Métis, and Inuit partners.
• To provide better co-ordination across the federally funded research ecosystem, we will bring together our three research funding organizations within a single new capstone research funding organization. The granting councils will continue to exist within this new organization, and continue supporting excellence in investigator-driven research, including linkages with the health portfolio.
• Together, these measures will play a critical role in not only supporting Canadian researchers in solving the world’s greatest challenges – but building a generation of highly educated, highly skilled individuals as a foundation of Canada’s future economic growth and prosperity.

Investing $1.3 billion to keep post-secondary education affordable:

• This funding will extend for an additional year the increase in full-time Canada Student Grants from $3,000 to $4,200 per year, and interest-free Canada Student Loans from $210 to $300 per week. This includes increases to other Canada Student Grants by 40 per cent.
• It will also increase the housing allowances used by the Canada Student Financial Assistance Program when determining financial need, which will provide additional student aid to approximately 79,000 students each year.
• These investments will make sure that our younger generations can access quality post-secondary education at an affordable cost.

Investing $734 million to support Canada’s world-leading research infrastructure and institutes :

• Supporting TRIUMF, Canada’s sub-atomic physics research laboratory, located at the University of British Columbia. This investment will upgrade infrastructure at the facility, keep Canada at the forefront of physics research, and enable new medical breakthroughs and treatments, from drug development to cancer therapy.
• Investing in CANARIE, a national not-for-profit organization that manages Canada’s ultra high-speed network to connect researchers, educators, and innovators.
• Providing funding to Saskatoon-based Canadian Light Source, helping scientists and researchers to continue making breakthroughs in areas ranging from climate-resistant crop development to sustainable mining processes.
• Supporting the Arthur B. McDonald Canadian Astroparticle Physics Research Institute, headquartered at Queen’s University. This funding will help engineers, researchers, and scientists innovate in areas like clean technology and medical imaging.
• Investing in the University of Saskatchewan’s Centre for Pandemic Research, advancing the study of high-risk pathogens to support vaccine and therapeutic development.

These investments will unlock and accelerate economic growth for Canada. We’re creating opportunities, boosting innovation, and accelerating economic growth – and that’s just some of the things that we are proposing in Budget 2024. Alongside these measures, we’re building more homes faster, investing in health care, and making life more affordable to make sure every generation can get ahead.

“Budget 2024 is about ensuring fairness for the next generation. With these historic investments, we’re investing in Canadian students, researchers, and innovators so they can solve the problems of tomorrow. This will unlock massive economic growth and make Canada stronger, fairer, and more prosperous.” The Rt. Hon. Justin Trudeau, Prime Minister of Canada

“Our government is securing the future of top-tier research and innovation in Canada by investing in younger generations today. This is about fostering homegrown research talent and encouraging Canadian brainpower to scale-up their innovative ideas in Canada ‒ all as part of our work to help younger generations get ahead.” The Hon. Chrystia Freeland, Deputy Prime Minister and Minister of Finance

“Today’s research is tomorrow’s economy. That’s why Budget 2024 supports Canadian researchers at the forefront of discovery and innovation as they continue to position Canada as a global leader in science research. These investments reflect the ambition and vision of our next generation of researchers.” The Hon. François-Philippe Champagne, Minister of Innovation, Science and Industry

Quick Facts

• An estimated total cost of $1.1 billion in 2024-25 for the increased student grants and loans, which will be available for the 2024-25 school year.
• An estimated cost of $154.6 million over five years, starting in 2024-25, and $32.3 million per year ongoing to modernize shelter allowances.
• $399.8 million over five years, starting in 2025-26, for TRIUMF.
• $176 million over five years, starting in 2025-26, for CANARIE.
• $83.5 million over three years, starting in 2026-27, for Canadian Light Source.
• $45.5 million over five years, starting in 2024-25, for the Arthur B. McDonald Canadian Astroparticle Physics Research Institute.
• $30 million over three years, starting in 2024-25, for the University of Saskatchewan’s Centre for Pandemic Research at the Vaccine and Infectious Disease Organization.
• Since 2016, the federal government has committed: more than $16 billion to support scientific discovery, develop Canadian research talent, and attract top researchers from around the planet; and over $2 billion to foster growth across Canada’s AI ecosystem and digital infrastructure.
• Since 2016, the federal government has supported more than 638,000 post-secondary students per year, on average, with more than $38.4 billion in up-front grants and interest-free loans – enabling young Canadians to pursue their education, regardless of their background. To ensure this support keeps up with the cost of an education, the government permanently increased Canada Student Grants by 50 per cent to $3,000. As outlined above, Budget 2024 announced the government’s intention to extend for an additional year the increase in full-time Canada Student Grants from $3,000 to $4,200 per year, and interest-free Canada Student Loans from $210 to $300 per week.
• The Government of Canada’s Budget 2024 was tabled in the House of Commons by the Deputy Prime Minister and Minister of Finance on April 16, 2024.
• The Strategic Science Fund, which announced the results of its first competition in December 2023, providing support to 24 third-party science and research organizations starting in 2024-25.
• Canada recently concluded negotiations to be an associate member of Horizon Europe, which would enable Canadians to access a broader range of research opportunities under the European program starting this year.
• The steady increase in federal funding for extramural and intramural science and technology by the government, which was 44 per cent higher in 2023 relative to 2015.
• Budget 2024 also includes a $2.4 billion package of measures to accelerate job growth in Canada’s AI sector, boost productivity by helping researchers and businesses develop and adopt AI, and ensure this is done responsibly.  Learn more .

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Science informs medicine and medicine informs science. School of Medicine offers several master's and Ph.D.-level graduate programs for students interested in pursuing careers in health and biomedical sciences research. Our graduate students conduct their thesis work in faculty labs, where their basic, translational and clinical research advances our understanding of human development and disease. Our master's degree and Ph.D. students also contribute to the development of new diagnostics and therapeutics in cardiology, neurology, cancer, diabetes, infectious diseases and more.

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Applications for the M.Sc. and Ph.D. programs are accepted year-round.

Terms start in September, May and January. International applications should be completed (and student accepted) at least three months prior to the start of the term to allow time for processing of student visa documents.

Saskatchewan is known as the "bread basket of Canada," referring to its strength as a primary producer of agricultural commodities and its contributions to agro-biological science and biotechnology. These areas extend the scope of agriculture to food and bioproducts. The Food and Bioproducts Sciences Department has two streams of research: food science and applied microbiology. Food Science applies principles from chemistry, biology, microbiology and engineering to the study of food and the development of food technology and to non-food uses of agricultural materials.

Faculty interests include:

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Food nanotechnology

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Protein quality and utilization

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The Department of Food and Bioproducts is housed in the state-of-the-art College of Agriculture building, a prominent edifice on the beautiful USask campus. This research-driven unit focuses on small class size, ready access to and help from faculty supervisors, and hands-on experiential training in numerous high-caliber facilities, including: food and bioproduct chemistry and analysis laboratories; food microbiology laboratories; molecular and environmental microbiology laboratories; product development and sensory evaluation laboratories; biotechnology research facilities; and food and bioproduct processing facilities.

We recommend that you contact the faculty that are doing research in an area that interests you before beginning a formal application.

Bishnu Acharya

Saskatchewan ministry of agriculture chair in bioprocess engineering & associate professor, che.

[email protected] Faculty website

Areas of specialization

Cellulose-based biomaterials, biochemicals and nanocomposites; Thermochemical and biochemical conversion technologies

Yongfeng Ai

[email protected]

Carbohydrate quality and utilization, dietary fiber, crop quality and processing.

Christopher Eskiw

Assistant professor.

[email protected] Faculty website

Nutrigenomics, Molecular Geontology, Genome Organization

Supratim Ghosh

[email protected] Faculty website

Darren Korber

[email protected] Faculty website

Metagenomics and proteomics of biofilm communities in dense clays, microbial stress response and antimicrobial resistance, encapsulated probiotics,

Michael Nickerson

Associate professor.

[email protected] Faculty website

[email protected] Faculty website

Molecular biology and biotechnology of nutraceuticals, bioactive lipids and industrial biochemicals.

Takuji Tanaka

[email protected] Faculty website

Enzyme structure-function relationship studies, Enzyme utilization in food and bioproduct processing

Haixia Zhang

[email protected]

Food -omics (proteomics & metabolomics), Effect of processing on food macro- and micro-nutrients, Food authenticity, food contamination

Students accepted into the M.Sc. and Ph.D. programs receive financial support from their supervisor’s research funds. Students are also able to apply for academic awards and funds to support the student experience.

All students registered in thesis-based graduate programs within departments in the College of Agriculture and Bioresources receive a minimum level of funding at the beginning of their programs. Students are also eligible to receive other funding (e.g. scholarships and employment) in addition to these levels.

The minimum funding levels are as follows:

* This is a college-level minimum duration and annual funding level. The department-specific minimum levels may be greater than these. Consult the department websites available here .

Any questions about the minimum levels of funding and durations can be directed to [email protected] .

Graduate students at USask can receive funding from a variety of sources to support their graduate education.

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Graduate students in a thesis or project-based program pay tuition three times a year for as long as they are enrolled in their program.

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Doctoral students pay tuition three times a year for as long as they are enrolled in their program. Both international and domestic PhD students pay the same rate.

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In addition to tuition above, students also pay fees for programs like health and dental insurance, a bus pass, and other campus services. The amount you need to pay depends on if you are taking classes full time or part time, and if you are on campus or not. The table below assumes you are on campus full-time.

Tuition information is accurate for the current academic year and does not include student fees. For detailed tuition and fees information, visit the official tuition website .

Master of Science (M.Sc.)

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With the recommendation of the unit, direct entry Ph.D. admission is available to exceptionally strong students, who show great promise in terms of academic accomplishments and potential for research.  

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• A cumulative weighted average of at least a 80% (USask grade system equivalent) in the last two years of full-time undergraduate study (i.e. 60 credit units of course work)
• A four-year honours, or equivalent, from a recognized university in a relevant academic discipline in an academic discipline relevant to the proposed field of study

Doctor of Philosophy (Ph.D.) - Non-direct Entry

• Language Proficiency Requirements : Proof of English proficiency may be required for international applicants and for applicants whose first language is not English.
• Master's degree, or equivalent, from a recognized university in a relevant academic discipline
• A cumulative weighted average of at least a 70% (USask grade system equivalent) in the last two years of full-time study (i.e. coursework required for master's program)

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• Once you have submitted your application for admission and paid the application fee, you will be required to upload unofficial PDF copies of your academic transcript(s) from each post-secondary institution attended. This requirement will appear as Preliminary Statement of Marks or Additional Prelim. Statement under admission requirements on your Application Summary when you  check your application status .
• The uploaded transcript can be an unofficial copy of the transcript issued by the university or college, and must include a grading key/legend.
• All pages of a transcript must be uploaded as a single PDF document.
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If you receive an offer of admission, you will then be required to have your official post-secondary transcripts sent (by mail in a sealed envelope directly from the institution) to the address below. Please do not send official documents until we request them.

College of Graduate and Postdoctoral Studies Room 116 Thorvaldson Building, 110 Science Place  Saskatoon, SK CANADA S7N 5C9

• Transcripts usually indicate the institution’s name, grading scheme (typically on back of transcript), your name, course names, numbers, credits, and the grades you have received. Depending on the country or institution, some features may not be available.
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Proof of English language proficiency  may be required for international applicants and for applicants whose first language is not English.

For students who are required to provide proof of English proficiency:

• It is your responsibility to have completed an official and approved test with the appropriate score before the application deadline.
• Tests are valid for 24 months after the testing date and must be valid at the beginning of the student's first term of registration in the graduate program.
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If you receive an Offer of Admission you may be required to have your official language test scores sent to the address below. Please do not send official documents until we request them.

College of Graduate and Postdoctoral Studies Room 116 Thorvaldson Building - 110 Science Place Saskatoon, SK CANADA S7N 5C9

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In addition to the above official documents, please  upload the following documents:

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• After you've applied

Department of Food and Bioproduct Sciences 51 Campus Drive University of Saskatchewan Saskatoon, SK S7N 5A8

Graduate Chair Supratim Ghosh Email: [email protected]

Graduate Administrator Ann Harley Email: [email protected]

• Department of Food and Bioproduct Sciences Learn more about the academic unit offering this program
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