Doctoral Internship in Health Service Psychology 2019-2020
Thank you for your interest in the WSU Counseling and Psychological Services (CAPS) Doctoral Internship Program in Health Service Psychology!
Below you’ll find information on our program’s philosophy, admissions process, training, and services. You may also be interested in learning more about WSU and what it’s like to live in our community.
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The WSU CAPS Doctoral Internship in Health Service Psychology is accredited by the American Psychological Association (APA) Commission on Accreditation. The next APA site visit is scheduled for 2023.
Questions related to the program’s accreditation status should be directed to the Commission on Accreditation:
WSU CAPS is an APPIC member and participates in the APPIC internship match process (APPIC Number 1618 Internship Program).
The four doctoral internship positions available at CAPS for the 2019-2020 training year are full-time, 12-month, professional appointments at the WSU Pullman campus. The internship begins July 1, 2019 and concludes on June 30, 2020. The stipend is $28,217.52 with additional benefits of health coverage, life insurance, sick leave, training leave, and vacation days.
We are part of Cougar Health Services, which offers student-centered, integrated health services. We work closely with partners throughout Cougar Health Services including staff from health promotion, the medical clinic and behavioral health, the vision clinic, the pharmacy, and the student insurance office. We share an electronic medical record system with behavioral health and the medical clinic, and regularly collaborate with our medical and psychiatric providers.
As part of the Division of Student Affairs, Cougar Health Services addresses the mental health needs of students and contributes to the quality of life of the campus community.
Our internship program takes a developmental approach in preparing interns for entry-level positions in a range of health service psychology settings, including university counseling centers.
We provide generalist training while fostering the development of specialized skills in a range of interventions for diverse clientele and needs: individual therapy, groups and workshops, crisis intervention, psychological testing, substance assessment and intervention, outreach, and consultation.
Interns also supervise practicum counselors’ triage assessments and group/workshop facilitation, and may have the opportunity to supervise testing cases and be involved in other aspects of doctoral psychology training.
Interns participate in clinically-related minor rotations at CAPS or in the medical clinic, or serve as a liaison to such offices as International Programs, Multicultural Student Services, and the Gender Identity/Expression and Sexual Orientation Resource Center.
Additional opportunities include biofeedback training and practice, couples counseling, and an optional three-week inpatient psychiatric hospital rotation in Medical Lake, Washington.
Our Philosophy, Role, and Mission
Commitment to Diversity
Central to CAPS’ philosophy is value for the worth of every individual and respect for human diversity, which aligns with WSU’s commitment to diversity. As stated in WSU’s Administrative Professional Handbook: “WSU endeavors to model, for the state and nation, a community of individuals who seek what is best for each other.
The University respects and significantly benefits from diversity such as may be expressed through racial/ethnic, gender, cultural, disability, sexual orientation, religion, age, color, creed, nationality, marital status, military status and socioeconomic differences among the faculty, staff, and students.
The University takes seriously its responsibility to offer educational and professional opportunities equitably to all qualified persons it can accommodate. The University, through its curriculum, programs, and services, provides understanding and supportive interaction among diverse population groups and respects individuals’ personal values and ideas.
It is incumbent upon each member of the WSU administration, faculty, and staff to make every good faith effort to fulfill this commitment.”
We are part of the Division of Student Affairs and share its philosophy of helping students become integrated into the total academic, social, and cultural environment of the university. Our role is embodied in the statement “helping students help themselves.”
Counselors work to assist students in developing lifelong skills that are essential for achieving and maintaining academic and personal competence. We serve as a resource within the university for promoting student well-being and an affirming environment where students can enjoyably live, learn, socialize, and work.
Our primary mission is to assist students with problems and concerns that interfere with daily functioning, academic development, and persistence toward degree. Through developmental, remedial and preventive interventions, our services are designed to help students improve their mental health and wellness.
Also central to our mission is training doctoral interns and advanced graduate students in psychology. We offer supervised training experiences, with an emphasis on clinical service informed by practice, theory, and research.
Admissions, Support, and Initial Placement Data
Program tables last updated June 22, 2018
We consider applicants from APA-accredited training programs in counseling or clinical psychology who are in their final year of study.
Applicants must be in good standing with their academic department, must have passed their comprehensive exams, and must have defended their dissertation proposal by the application deadline.
Applicants should have previous, well-documented, supervised counseling experience, and should be prepared to work with clients presenting with moderate psychopathology and a wide range of clinical diagnoses (e.g., anxiety and mood disorders, relational and identity concerns, trauma symptoms, substance abuse, body image concerns and eating disorders, and personality disorder traits).
Applicants must be comfortable working with a diverse clientele. College counseling experience is preferred, but not required.
|Minimum Total Direct Contact Intervention Hours||Yes||400|
|Minimum Total Direct Contact Assessment Hours||No||N/A|
|Other Minimum Requirements|
|Minimum Total Individual Adult Therapy Hours||Yes||150|
|Completion of written integrated assessment report||Yes||1|
|Administration of WAIS, WISC or WJ Cognitive Assessment (child or adult)||Yes||1|
|Administration of WIAT or WJ Achievement Assessment (child or adult)||Yes||1|
Note: Assessment requirements may be fulfilled through practice within a class. Applicants should explicitly address fulfillment of these requirements in their cover letter or AAPI hours.
Our internship uses the AAPI online process, which is part of the APPIC Internship Matching Program. Please download the APPIC Match Policy and the Matching Program information. Applicants must obtain an Applicant Agreement Package from the above site and register for the Matching Program in order to be eligible for a match to our program. The application deadline is midnight PST on November 6, 2018.
The application requires three recommendation letters from those familiar with your recent professional development. At least two of these letters must be from recent clinical supervisors who are familiar with your therapy practice and can speak to your clinical/counseling abilities and needs.
One of these three letters may be from your director of clinical training, who is also required, as part of the APPIC application form, to certify your eligibility and readiness for internship and detail your progress toward completing doctoral requirements. The APPIC form itself does not substitute for a third letter. The recommendation letters should be submitted using the AAPI online process.
The WSU CAPS internship site agrees to abide by the APPIC Policy that no person at this training facility will solicit, accept or use any ranking-related information from any intern applicant prior to Uniform Notification Day.
All interviews will be conducted via Skype. We will inform applicants of their interview status by December 10, 2018, and hold the interviews between mid-December and mid-January.
We conduct pre-employment screening for doctoral interns who match at our site. This involves completion of criminal background checks within the state of Washington and nationwide.
Intern applicants who match for the doctoral internship at CAPS will be subject to a pre-employment background check as a condition of employment. Background checks will be done following the APPIC Match, and offers will be contingent upon successful completion of the background check.
This requires that the intern has no record of criminal history that would prohibit them from providing psychological counseling according to the laws of the State of Washington (see RCWs 43.43.830 – 43.43.842).
Financial and Other Benefit Support
Annual stipend/salary for full-time interns: $28,217.52
Annual stipend/salary for full-time interns: N/A
Program provides access to medical insurance for intern? Yes
- Trainee contribution to cost required? Yes
- Coverage of family member(s) available? Yes
- Coverage of legally married partner available? Yes
- Coverage of domestic partner available? Yes
For details on the university’s benefit plans, visit Human Resource Services.
Hours of annual paid personal time off/vacation leave: 16.67 hours/month
Hours of annual paid sick leave: 8 hours/month
In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns in excess of personal time off and sick leave? Yes
Other available benefits:
- Dental insurance
- Life insurance
- Disability insurance
- Voluntary contributions to retirement
- Up to $200 towards professional development
- Up to 2.5 days of training leave, without prior authorization
Interns are asked to take 5 days of annual/vacation leave at the end of internship to allow CAPS staff transition time between intern cohorts. Interns need to be mindful of the 500 direct service requirement and the 2,000 hour internship requirement when considering how to use their personal time off.
Training Facilities and Administrative Support
We are located in the recently renovated Washington building, along with Cougar Health Services partners and the Access Center. We are within walking distance of coffee shops and restaurants, the residence halls, campus libraries, and the student union building.
Each CAPS intern has a private office with a sit-stand desk, a desk chair, a small locked filing cabinet, book shelves, therapy furniture, a portable table for conducting psychological assessments, adjustable lighting; a telephone; a computer with biofeedback capacity, regularly updated software programs and applications, and a printer.
SPSS has been installed on interns’ computers for dissertation or other research. Each computer also has a digital recording option, access to internet, email, scheduling and record-keeping system, policies and procedures, outreach materials, training materials, and the intern handbook.
CAPS has three group rooms with computer, internet, and projection capacity that are used for faculty meetings, groups and workshops, and training seminars. The Center also has a large testing room with individual testing desks and monitoring capacity, a biofeedback room, and a projective sand tray. CAPS has gender neutral restrooms and a kitchen with refrigerator, microwave, and dining access.
Testing Services is located within CAPS and keeps up-to-date, standardized psychological and learning disability testing and assessment instruments. The Testing Coordinator maintains a library of assessment texts that interns may borrow.
CAPS employs several administrative personnel who provide a wide range of clerical and technical support for the interns.
Initial Post-Internship Positions (2014 – 2017)
Total number of interns who were in the 2014-2017 cohorts: 12
Total number of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree: 0
For the table below, PD = post doctoral residency, EP = employed position.
|Community mental health center||1||1|
|Federally qualified health center||0||0|
|Independent primary care facility/clinic||0||0|
|University counseling center||2||3|
|Veterans Affairs medical center||0||0|
|Military health center||0||0|
|Academic health center||0||0|
|Other medical center or hospital||0||0|
|Community college or other teaching setting||0||0|
|Independent research institution||0||0|
|Independent practice setting||1||1|
|Not currently employed||0||0|
|Changed to another field||0||0|
*Non-UCC university departments: athletics department, disability resource center
Program Philosophy, Aim, Competencies, and Evaluation
Our internship program is based on practitioner-scholar and developmental models. We train interns to ensure their work is informed by practice, theory, and research, and takes into account individual, cultural, and societal considerations in their clinical work and service delivery.
We also understand that professional growth in health service psychology is an ongoing process, with varying degrees of oversight and scaffolding needed at different points in time. We expect that interns will enhance their skills and be able to function more independently as the year progresses, and we adjust the nature of supervision and support provided accordingly.
The aim of our internship program is to provide the professional training and experience necessary for independent entry-level work as a health service psychologist in a wide variety of settings, including university counseling centers.
We are invested in helping interns develop a range of competencies through which they may implement a broad set of skills, theoretical and clinical knowledge, and methods of inquiry in the practice of psychology. Common to all of these competencies is the further refinement of ethical decision-making and the proficiency to professionally engage in multicultural and diverse settings.
In accordance with the APA Standards of Accreditation, we train and evaluate interns across the following nine profession-wide competencies:
- Ethical and Legal Standards
- Individual and Cultural Diversity
- Professional Values, Attitudes, and Behaviors
- Communication and Interpersonal Skills
- Consultation and Interprofessional/Interdisciplinary Skills
Interns receive ongoing feedback regarding their professional strengths and growth areas across the profession-wide competencies. The Training Committee meets quarterly to discuss and provide verbal feedback to the individual clinical supervisor and Training Director about each intern’s performance. The individual clinical supervisor completes the related evaluation form and discusses it with the intern.
Assuming that there are no “below expected level of competence” ratings, the supervisor and intern sign the completed form indicating that it has been reviewed by both parties. Quarterly evaluations are forwarded to the Training Director, and the 6-month and 12-month evaluations are additionally forwarded to the intern’s Director of Clinical Training in their academic department.
Throughout the internship, the Training Director and Training Committee solicit intern feedback about their training experience. Near the end of the internship year, interns complete an anonymous, comprehensive evaluation of the program and meet with the Training Director to share verbal input. The Training Director and Training Committee draw upon this feedback to adjust and improve the internship program each year.
Training and Supervision
Our internship program builds on a foundation of didactic and clinical experiences interns have acquired from their academic training. In accordance with APPIC policy, at the onset of the internship, the Training Director contacts the intern’s academic program to invite their guidance in working with the intern’s individual needs.
The internship year is a time to consolidate existing skills and knowledge, develop new competencies, and transition from a graduate trainee to an entry-level practitioner.
We facilitate interns’ process of systematically increasing their self-assurance and independence in providing a range of interventions to a diverse clientele.
We support interns’ growth and development through supervision, sequential and cumulative didactic training, mentoring, modeling, support, and feedback. Interns are able to gain specific exposure to the many roles and responsibilities of a generalist health service psychologist.
At CAPS, this includes triage assessments, individual counseling, group and workshop facilitation, crisis response and management, substance assessments and interventions, provision of supervision, outreach and consultation, testing, and research.
Early on in the training year, interns are provided with more didactic training, modeling, and close oversight of their activities. As the year and trainee skills progress, the interns gain more independence. By the end of their training year, the expectation is that interns are ready for entry-level practice in a variety of health service psychology settings.
Internship training starts six weeks before the academic year begins. This allows for a structured summer orientation period with a gradual increase in direct service delivery.
Training seminars during the summer orientation focus on CAPS policies, procedures, and service delivery. This involves training on triage assessments, risk assessments, crisis management, AOD assessments, group and workshop facilitation, individual therapy, outreaches, biofeedback, LD/ADHD assessment, record-keeping, provision of supervision, diversity awareness, and ethics.
During this time, interns have the opportunity to meet informally with individual faculty members, often during breakfast or lunch. Interns also meet with various campus partners, including Cougar Health Services partners, the Dean of Students, Residence Life, Multicultural Student Services, Gender Expression/Identity and Sexual Orientation Resource Center, Academic Success and Career Center, Access Center, and the International Center.
Interns therefore begin the academic year with knowledge of the work environment, an outline of their training year, and collegial contact and support.
Typical Academic-Year Training Schedule
We use a contracting process at the start of each semester, which is designed to keep the focus on our training objectives and the interns’ training needs, integrating these with CAPS’ overall mission.
Each intern and the Training Director collaborate to develop a weekly schedule specifying general responsibilities as well as those unique to each intern. We attempt to establish a contract for a commitment of 40 hours per week.
In a typical week, each intern can expect to:
- Provide 11-13 hours of therapy (individual, group, workshops, and possibly couples)
- Cover 3 hours of walk-in/triage services
- See up to 1 IMPACT client (sanctioned alcohol/drug violation intervention)
- Receive 2 hours of individual supervision
- Receive 1 hour of group supervision
- Receive 1 hour of supervision of supervision
- Participate in one 1.5 hour special topics seminars
- Engage in 4 hours of testing activities (actual testing or report-writing)
- Provide 1-1.5 hours of supervision to a doctoral-level practicum counselor
- Devote 3 hours to a minor rotation experience
- Attend 1.5 hour faculty meeting
Other scheduled supervision, training, and service activities include:
- Bi-weekly 1.5 hour intern process meeting (often held at nearby restaurants or coffee shops)
- Bi-weekly 1.5 hour supervision of groups
- Bi-weekly 2 hour testing seminar/supervision
- Monthly 2 hour ethics seminar
- Monthly 2 hour diversity seminar (including “Courageous Conversations” series facilitated by the Office of Diversity Education)
- Twice per semester, 1.5 hour All-Agency Diversity Training. Each semester, two interns co-facilitate the second diversity training for practicum counselors with faculty support
Outreach presentations – during summer and approximately 4 per semester
- Consultation services – as needed
While the internship provides all interns with a common core of experiences, each intern may also develop minor specific training emphases. See Specialized Rotations for more details.
During the summer orientation period, interns receive two hours of individual supervision with a faculty member and two hours of group supervision led by the Training Director. Summer clinical supervisors are assigned (rather than chosen by the intern).
Over the summer, interns have the opportunity to talk with all the faculty supervisors and indicate their supervisor preferences for the fall semester, including the possibility of remaining with their summer supervisor over the fall semester. If their first choice is not possible or advisable for some reason, the Training Director will discuss other options with the intern.
Interns switch supervisors for spring semester, again providing input about their preferences. Faculty supervisors practice from a range of theoretical perspectives, most working from an integrative orientation. You can find more information on our faculty’s professional affiliations and interests on our faculty and staff page.
In addition to receiving two hours weekly of individual supervision, interns receive regularly scheduled group supervision of supervision, assessment, group therapy and individual therapy.
CAPS has an open-door consultation policy, so interns also have ample opportunity for supervisory consultation with faculty members who have expertise in diverse areas such as gender and multicultural issues, psychological testing, eating disorders, biofeedback, and sexual trauma response.
Direct Services and Rotations
We serve as the primary mental health agency for WSU students. Given our relatively rural and small town setting, local referral resources are limited, and we offer a broad range of services in order to best meet student needs. Our clinicians ground their work in psychological theory and research, integrating consideration of individual and cultural differences and diversity factors.
Direct clinical services include brief, focused individual therapy; groups and workshops; biofeedback; crisis intervention; alcohol and other drug interventions; LD and ADHD assessments; and outreaches. All of these activities, as well as the provision of supervision, count toward the completion of interns’ required 500 direct service hours.
Assessment is an integral part of interns’ training and service delivery. In order to develop and refine skills in assessment, problem formulation, and diagnosis, interns regularly conduct triage and risk assessments.
Our clinicians use the Counseling Center Assessment of Psychological Symptoms (CCAPS-62) as intake data to inform treatment, and the CCAPS-34 to track client progress and treatment outcomes.
Interns also receive training in providing alcohol/substance use assessments and interventions. Training in case presentation, formulation, and diagnosis of cases includes weekly individual and group supervision, with discussion on theoretical and diagnostic issues and guidance in the use of the DSM-5.
Our comprehensive testing services offer interns the opportunity to gain selected experiences in the administration and interpretation of ADHD and learning disability (LD) test batteries, as well as exposure to personality and some neuropsychological testing.
Interns received testing supervision and participate in an assessment seminar that addresses questions of test interpretation, diagnostic formulation, and report-writing. Interns complete at least four full ADHD/LD batteries over the year and may choose a minor rotation in assessment in order to gain further testing experience.
Interns share fully in our provision of therapy services designed to help WSU students improve their mental health and wellness. Our treatment model assumes that the majority of students who seek services at CAPS can benefit from brief, focused counseling in either a group or individual therapy format.
The number of individual therapy sessions is determined by clinical need, as defined by the clinician. For students referred to individual counseling, most meet their treatment goals in 1-6 sessions, and are allowed up to 12 sessions per academic year (with a limit of 25 sessions during their tenure at WSU).
Our clientele present with a full spectrum of concerns, from the more frequent relationship, identity, or developmental issues to more complex affective, anxiety, psychotic, or personality presentations. Clients also seek services to address body image and eating disorder concerns, PTSD, substance use problems, and abuse/assault survivor issues, among others. Interns can expect to work with a number of clients who present in crisis or exhibit moderate or chronic risk. Interested interns may also have the opportunity work with some couples.
Treatment starts with a brief triage assessment, after which a client is referred to appropriate services, including the possibility of individual counseling. Individual therapy interventions are evidence-based and rooted in theory. Interns receive training in CPT (cognitive processing therapy) for treating PTSD, and biofeedback for treating a range of anxiety concerns.
Interns learn to be intentional with their therapy work, facilitating effective treatment and clinical service delivery, and providing referrals to community resources for those students who need or want longer-term or more intense individual therapy.
Groups and Workshops
Our clinicians highly value groups and workshops as primary treatment modalities, and we offer unlimited group and workshop attendance to WSU students.
At the start of each semester, our faculty and interns discuss possible skills-based, support, and interpersonal process groups to offer. These are determined by clinical needs, requests from specific client populations, providers’ interests, and faculty and intern expertise.
Groups frequently offered include Understanding Self and Others (various interpersonal process groups), Mindfulness, Sexual Assault Survivor Support, Body Acceptance, LGB Student Support, Trans Student Support, and Recovering Together from Family Distress.
Workshop series on Navigating Distress (ACT-based), Mood Management Skills (DBT-inspired), Anxiety Management (CBT-based), and Increasing Motivation (CBT-based) are regularly offered as a primary interventions for low risk clients.
As group co-facilitators, interns work with senior staff members or postdoctoral residents in preparing and implementing groups. These activities may involve developing the group, helping with its advertisement, holding group orientation/screening meetings, co-facilitating, and evaluating outcomes.
Interns are also involved in groups and workshops by co-facilitating the Navigating Distress, Mood Management, CBT for Anxiety, or other psychoeducational-based workshops or groups with practicum trainees. Interns participate in bi-weekly group supervision of groups, and may also receive supervision for their group and workshop work from the faculty co-facilitator or a designated CAPS faculty member.
Alcohol and Other Drug (AOD) Interventions
Interns participate in AOD interventions in several ways. During summer orientation, they are trained to provide educational outreaches on alcohol use and sexual decision making for incoming first-year and transfer students during WSU’s Week of Welcome.
Over the course of the year, interns receive training to provide one-on-one motivational interviewing-based interventions for sanctioned students who have received AOD violations through WSU’s Office of Student Conduct. These interventions may lead to follow-up AOD counseling appointments. Finally, interns may provide individual therapy to students who are wanting to address AOD concerns.
Outreach and Consultation
Interns provide outreach services to the WSU community throughout the year, facilitating some outreaches during their first summer of internship and at least four outreaches per semester. Specific experiences reflect a combination of the interns’ training needs and interests as well as the needs of the student population.
Structured outreaches in such areas as test anxiety or anger management may be provided to campus departments or requesting groups. Some outreaches may be held in the evening (or occasionally on a weekend), outside of open office hours. Support for outreach development and implementation is provided by CAPS faculty and the CAPS Outreach Coordinator.
Interns have opportunities to develop consultation and interprofessional communication skills with individuals and groups in both formal and informal contexts. For example, they may provide consultation to Residence Life staff, academic departments, and other campus partners on issues relating to service coordination and student welfare. CAPS clinicians frequently collaborate and consult with medical and psychiatric providers of Cougar Health Services to facilitate the most effective service delivery to students.
Among our clinicians, there is also an open-door consultation policy, which encourages interns to consult with peers and faculty regarding clinical questions, and facilitates their serving as consultants to practicum trainees.
Provision of Supervision
During the academic year, interns receive hands-on experience supervising practicum students from WSU’s APA-approved doctoral program in Clinical Psychology.
More specifically, they are involved in training and supervising these students in conducting triage assessments and in co-facilitating the ACT-based Navigating Distress workshop series, the DBT-inspired Mood Management workshop series, the CBT for Anxiety group, and/or a Mindfulness group.
Interns receive weekly group supervision of their supervision and regularly consult with their individual supervisor about supervision provision.
While the CAPS internship provides all interns with a common core of experiences, each intern will also develop minor specific training emphases. Through these emphases, interns have the opportunity to devote approximately three hours a week to services for a specific student population or on a clinical area of particular interest. Exploring and choosing a minor rotation occurs under the direction and support of the Training Director.
One type of minor rotation involves developing a liaison relationship with another university office over the course of the academic year. This relationship may include establishing a presence within that office, consulting with leadership to assess needs, creating and implementing trainings, and attending related office and university events.
Interns have developed minor rotations with various WSU offices, such as Gender Identity/Expression and Sexual Orientation Resource Center, Student Support Services, Multicultural Student Services, International Programs, and Residence Life.
A second type of minor rotation involves training and service delivery at CAPS or in the medical clinic within a specific clinical area of interest. Recent clinically-focused minor rotations interns have completed include AOD assessment and intervention, additional group therapy, biofeedback, couples counseling, behavioral health, and additional testing and assessment responsibilities.
Optional Major Rotation at Inpatient Psychiatric Hospital
Following the second semester of the internship year, each intern may choose to complete a three-week rotation at Eastern State Hospital, a psychiatric inpatient facility located 75 miles from Pullman. The hospital offers intern experiences in acute adult care, forensic services, geriatric services, and habilitative mental health services, all which emphasize an integrated team treatment approach.
During the rotation, interns work from approximately 8:00 am to 4:00 pm (6:30 am to 5:30 pm, counting the commute from Pullman) Monday through Thursday, and have evenings and a three day weekend free. Transportation and housing must be provided by the intern. Rotation activities include observation and possible testing, assessment, evaluation, psychotherapy, group work, and/or disposition planning.
Administrative and Research Opportunities
Interns will have opportunities to develop administrative skills as part of other responsibilities. While working with campus consultation or implementing a group, interns might make decisions regarding program development, resource planning, staffing, and follow-up.
Interns will also be involved in the general administrative decision-making process at CAPS. This includes participation in planning workshops, participation in weekly faculty meetings, and serving on the intern selection committee.
We regard research and ongoing program evaluation as integral to service provision. We periodically conduct a survey review of client satisfaction and other forms of program evaluation regarding both service delivery and training. Interested interns are welcome to participate in such projects.
Interns are also encouraged to remain active in their own research during the internship year, and are asked to present to the faculty and their peers on their dissertation research, or contribute current research endeavors to CAPS in some other manner. Computer access, library privileges, and consultation are available to support research and dissertation projects.