Caroline Tancredy

Professional Profile

Dr. Tancredy is Director of the Master of Science in Psychological Science (MSPS) program in the Department of Psychology at the University of Illinois Urbana-Champaign.  Her work focuses on master's education, mentoring, graduate curriculm development, and professional development, with particular interest in how educational experiences can support students in integrating their research, coursework, and professional growth throughout graduate school.

A central question that guides her work is, "What does it mean to become a psychological scientist?" She developed and teaches the four-semester PSYC 500 Professional Development sequence, an integrated curriculum that complements students' laboratory and classroom training. In addition to laboratory and classroom training, the curriculum encourages students to develop as members of the scientific community through reflective practice, effective collaboration, professional communication, and intentional career development.

An important component of this work is science communication. She believes that research has its greatest impact when it reaches the people and communities it is intended to benefit. Throughout the curriculum, students practice communicating psychological science to a variety of audiences.

In recognition of her contributions to master's education and mentorship, Dr. Tancredy received the 2023 Campus Award for Excellence in Graduate Student Mentoring.

Education

Dr. Tancredy earned her M.A. in General Psychology from The Catholic University of America and her Ph.D. in Social-Personality Psychology from the University of California, Davis.  Currently, she works closely with students in the MSPS program and is not accepting doctoral students. Before assuming her current role, Dr. Tancredy's research examined adult attachment, bereavement, and close relationships, with particular emphasis on adult twin and sibling relationships. 

Professional Interests

• Master's education
• Graduate student mentoring
• Curriculum development
• Science communication
• Student learning and assessment
• Transition into research careers