Answers to Questions Submitted by Prospective Students

2026

The following questions were submitted by prospective students over the years. We compiled this document because we realized we would not have time to answer all these questions during interview day. However, please do raise your questions with faculty and students at interview day.

Applying

Does your program require GRE scores? If so, how do you work to support applicants of low SES?

No, our program voted in February 2020 to no longer use GRE scores in our admissions process. Thus, we do not require GRE scores, nor do we use them in our selection process in any way. Please do not send us your scores if you have taken the GRE.

Diversity, Equity, and Inclusion Efforts in the Program

What is the percentage breakdown for all race or ethnic backgrounds within the Psychology PhD program at UWM?

Race/Ethnicity	Percentage
Asian or Asian American	12%
South Asian/Indian	3%
Latine/Hispanic	15%
Middle Eastern/North African	6%
Multi-Racial/Ethnic	3%
Non-Hispanic White	61%

What is the percentage of international students in your program?

Currently, that percentage is 6%.

What DEI initiatives are currently being implemented across the university and specifically this department? Does the program offer support for the establishment of new DEI-based initiatives, either in-house or for the broader community? What type of diversity training is provided to graduate trainings? Are there any opportunities embedded into the curriculum to train students on making evidence-based practices more accessible to populations historically excluded from research (I.e. implementation science and dissemination)? Is there a diversity and inclusion committee that students can join/ be a part of? What tangible outcomes have been produced as a result of the department’s and/or the university’s DEI initiatives? What are DEI issues that are being prioritized by the department? What kinds of opportunities are there for students to get involved with DEI efforts? How active are these efforts?

Information regarding these related questions will be discussed during the DEI panel with graduate students in more detail, and also in your other meetings. More information is also available on the Clinical Program CARE (Committee for Access, Representation, & Engagement) Committee Resource Sheet available on the website for interview day.

Briefly, some additional initiatives are in place in the program and/or department, including:

A Clinical Psychology Program CARE Committee open to all students, faculty and staff, consisting of four working groups: Clinical, Community Engagement, Education, Research.
Discussion activities, which include undergraduate engagement
Biannual consisting of four working groups: Clinical, Community Engagement, Education, Research.
Trainings & program/department meetings on anti-racism, multiculturalism, and diversity, equity, and inclusion – including as part of the Clinical Program’s weekly Professional Development in Psychology meetings, periodic Diversity and Social Justice hours, trainings from outside presenters, and $200 available to each clinical student during their time in the program for multicultural training (e.g. workshops, webinars)
A new 3-credit multicultural seminar
Book and multimedia program/department climate survey & review of results
Outreach efforts, including events for high school students (by the Community Engagement work group of the program diversity committee)
Review of curriculum and infusion of multicultural and anti-discriminatory content across curriculum (by the Education working group of the program diversity committee, diversity committee co-chairs, and faculty)
Reviewing clinic policies & procedures to increase equity for clients (by the Clinical working group of the program diversity committee and the Clinic Director)
A focus on adapting empirically-based interventions is a primary research and supervision focus of Dr. Nagy, Dr. Sardana, and Dr. Puspitasari

How do you make sure students and professors are fostering a safe & inclusive environment? What precautions does the program have in place to protect and value diverse students? In what ways are students able to become involved in promoting diversity, equity, and inclusion in the program? What kind of protections to students/staff when DEI issues are raised? What training do all faculty and students participate in to foster an inclusive culture?

First, we acknowledge that fostering a safe and inclusive environment is an ongoing process that requires sustained attention and likely has no finish line. With that in mind, the program and the department have established several approaches to sustain efforts to make the environment safe and inclusive.

The program has established minimum requirements for mentors, which include a fundamental respect for individuals from all backgrounds and a right to be treated fairly. Faculty also receive training in antiracism and Title IX (sexual/gender harassment). At the department level trainings have also been organized for faculty on microaggressions and inclusive teaching and mentorship.

Program students and faculty attend required program-wide meetings that include multicultural training and discussions. Multiculturalism is covered in most of the program courses and many updates to the curriculum have been made recently. This includes a new 3-credit multicultural seminar. Additional opportunities are collated and shared by the program diversity committee, and opportunities beyond campus are shared by the Community Engagement working group and Education working group of the program diversity committee.

The program involves students in decision making in several ways:

Two students serve as representatives on the Clinical Training Committee (CTC) which consists of all program faculty and the two student representatives. The CTC is the governing body of the clinical program, and the student representatives are full members with voting rights. The student reps are in place to ensure that student voices are heard and part of program governance, and to serve as a formal liaison between students and faculty.
Students serve as co-chairs of the CARE committee, along with a faculty co-chair(s).
The program CARE Committee and the four CARE Committee working groups (Clinical, Community Engagement, Education, Research) include both students and faculty and operate on a fairly horizontal structure.

The program/department provide multiple ways of inviting student feedback:

The department/program conducts an annual or biannual climate survey, including broad aspects of climate and aspects specifically related to equity and inclusion. Data are collected and reviewed by faculty, staff, and students annually, and used to discuss changes that may need to be made.
The program DCT and Clinic Director hold feedback forums with students at the end of each semester.
A form exists to provide identified or anonymous feedback to the DCT at any time about any aspect of the program.
The Clinic Director does regular check-ins about how clinical supervision is going.
Additional town halls/forums are held as needed to address concerns.
CTC Representatives regularly invite students to provide formal feedback via an anonymous form. Additionally, CTC Representatives are available to the student body in order to share informal comments/concerns.

The department/program/UWM also offer a number of options for seeking consultation and assistance in navigating interpersonal or climate challenges:

The DCT and Area Head serve as the primary point of contact for student support.
The department has two designated ombudspersons, one clinical and one neuroscience faculty member.
The department recently approved language describing the ombuds process for supporting students. This guidance is meant to apply to all faculty, as students may opt to seek consultation or support from any faculty member.
The UWM Dean of Students office provides ombuds support.

Where do you think the program needs to improve the most with regard to diversity, equity and inclusion? What are the gaps in DEI efforts?

Striving for improvement is one of our program’s core values and this is definitely true with respect to diversity, equity, and inclusion. Our goal is to engage in sustained, collective action. Part of this long-term effort is to monitor our progress, areas of positive change, and areas in need of attention and growth through an annual climate survey. In our most recent climate survey clinical students noted both that observable progress has been made and that there is still room for improvement. Students particularly identified the following as areas for improvement: having all faculty engage in DEI efforts and be open and sensitive to these matters, address diversity outside of race and ethnicity, increase focus on intersectionality, and attention to and training of diversity within clinical practica and in the curriculum (DCT note: many recent changes and additions have been made to courses, so not all students may have experienced these new curricular additions). The survey findings are shared with all members of the department and are discussed as part of our ongoing efforts to improve.

As noted above we offer multiple opportunities for feedback, and do our best to respond to criticisms and concerns. There have been a number of times that we have received such feedback. Here are some examples:

Students reported that the previous multicultural counseling course offered in a different department was not appropriate, and in some cases (depending on instructor) not always a safe space. One of our faculty, Krista Lisdahl, has developed a multicultural course designed more with our students in mind. This course is now taught by Dr. Nagy whose expertise includes training in multicultural clinical practice and research.
A large group of students in the department prepared and/or signed a letter to department faculty requesting changes in department to improve the climate. This led to formation of the department diversity committee (in addition to the existing clinical program diversity committee), inclusion of students on search committees, adding students to the neuroscience faculty governing committee (as already existed for the clinical program), development and posting of statements of commitment to anti-racism, formalizing the ombuds role at the department level (in addition to existing ombuds designee in the clinical program), and initiation of the department-wide climate survey (as had been done in the clinical program previously).
Students in the Clinical working group of the program diversity committee provided feedback on aspects of clinic functioning that would make the clinic more welcoming to all, leading to changes in some clinic forms and other aspects of clinic operations.

Creating a safe and welcoming environment is an ongoing effort and we want and expect student feedback in this process.

How do you incorporate a focus on diversity of both researchers and participants in your respective labs? How do you encourage the students you work with to continue with that focus as well?

Generally, this varies by lab. However, the research working groups of the program and department diversity committees have developed tools for laboratories to conduct assessments of diversity, equity, and inclusion. Some of our laboratories conduct research specifically with individuals form historically excluded or marginalized groups. There are ongoing efforts to continue to improve equity, inclusion, and affirming approaches for recruitment and support of students, staff, and participants from diverse and non-majority group backgrounds. We encourage you to talk to your faculty advisor of interest and students from that lab to learn more about lab-specific efforts.

What is the diversity (in terms of race/ethnicity, SES, etc) of clinical patients/ research participants like?

This is specific to the focus of projects in each lab, so the best people to ask are those in your laboratory of interest.

The diversity of the client population at community placement sites also varies by site. In our in-house training clinic the current demographics as reported by the clients are:

Ethnicity	Percentage
Asian	1.4%
Black/African American	7.2%
Hispanic/Latino	4.3%
Middle Eastern	1.4%
Mixed race	4.3%
Pacific Islander	1.4%
White/Caucasian	68.6%
Preferred not to answer	11.4%

Sexual Orientation	Percentage
Bisexual	12.9%
Gay	1.4%
Heterosexual	61.4%
Pansexual	1.4%
Questioning	4.3%
Prefer not to answer	18.6%

Are there outreach organizations?

The Center for Student Experience and Talent offers numerous options for connecting with the community, particularly in terms of service: https://uwm.edu/set/

Other opportunities are available through the Office of Sustainability.

In general, Milwaukee is a large enough city that there are many rich cultural, volunteer, and other engagement opportunities available.

Does the program/university have any LGBTQ+ resources/centers? Any LGBTQ+ events in the program/graduate school?

Yes, UWM has an LGBTQ+ Resource Center. The UWM LGBTQ+ Resource Center offers opportunities and events on campus, and also has links to off-campus events and resources.

What services are there for students with disabilities? Are students provided any additional resources when trying to navigate accommodations in practicum placement or supported if they need to disclose to a practicum supervisor?

Students with disabilities may seek an array of services through the Accessibility Resource Center (ARC). Handling of accommodations in practicum placement are handled on an individual basis depending on the student and the accommodations needed. You should talk with your mentor and/or the DCT about how to navigate this with supervisors and decide together the support from the DCT or mentor that would be most helpful for your particular situation.

What resources are provided by the program for lower income graduate students?

Students from a low-income background are eligible for the Advanced Opportunity Program fellowship. These fellowships are renewable for three years.

Are there on-campus resources available for first-generation students?

UWM has a large number of first-generation students. The campus’s Office of Inclusive Excellence has a First Gen initiative.

First generation students from a low-income background are eligible for the Advanced Opportunity Program fellowship. These fellowships are renewable for three years.

What resources are available for women and POC?

UWM has a number of student support facilities catering to students of varying backgrounds and identities through the Multicultural Student Centers (American Indian Student Center, Black Student Cultural Center, Roberto Hernández Center, Southeast Asian American Student Center), and the Centers for Advocacy and Student Engagement (Inclusive Excellence Center, Women’s Resource Center, LGBT+ Resource Center, Military and Veterans Resource Center).

A group of program students created an Affinity Group for graduate students in the department who identify as a member of a marginalized or non-majority group. They meet a few times each semester socially. This group is not meant to be additional service, but a social group that can be a source of supprot.

Are there affinity groups for students with diverse intersectional identities?

Yes, there are several affinity groups on campus such as African Diaspora Council and Multicultural Network. Please see the different affinity groups.

What are some resources that are available for international students?

Our Department, Faculty, and Students have access to the consultation services and resources offered by UWM Center for International Education (CIE). The CIE offers support related to immigration, connecting students with other international communities, and recruiting, admitting and retaining graduate international students.

Financial Support and Costs

Can you further explain the funding packages offered to graduate students in the clinical program?

Funding is guaranteed by the university for 3 years, so if you receive an offer of admission this is what your letter will say. While not guaranteed, students have thus far been funded for the full duration of their career in the program, up to seven or eight years (although most students on campus for five or six years and it is rare for a student to be at UWM longer than six years).

Students are funded either through teaching assistantships, research assistantships, or fellowships. Students who are not on a research assistantship or fellowship serve as teaching assistants. Research assistantships are available on a lab-by-lab basis depending on available grant funding.

Our students are very successful in receiving fellowships at the local and national level. As part of the required research methods course students learn to write an NIH NRSA F31 Predoctoral Fellowship. We encourage students to consider applying for this and similar fellowships. Several current students are supported by NIH predoctoral fellowships. Locally, there are three UWM graduate fellowships available: Distinguished Graduate Student Fellowships (1 year), Distinguished Dissertation Fellowships (1 year), Advanced Opportunity Program Fellowships for individuals from historically excluded racial/ethnic groups, participants in the McNair Scholars, TRIO or similar programs, and students who have experienced other forms of disadvantage (e.g., economic).

What is the stipend and what is it like living with the stipend? Do students get health insurance and what is it like? Is there summer funding for graduate students? Does the department plan to increase the stipend given recent inflation issues?

The stipend for the assistantships and fellowships vary. Currently, prior to the master’s degree the stipend is $15,069, after the masters it is $16,661, and after passing prelims it is $18,041. These stipends cover the 9-month academic year. These stipends are sent by the university and the department does not have control over the stipend level. As of now, this stipend will be supplemented by funds called Chancellors Awards from the university for all new students (beginning with the Fall 2022 class) for at least the first three years. This will be a minimum of $2500 (and could be more) for at least the first three years of the program. Instead of the Chancellors Award, select students receive the Cialdini Fellowship for $5000. This is dependent on the department having sufficient funds to provide these supplements. Funds are currently available from the university to cover summer during some years (usually 1 or 2 years) at approximately the level a student would be paid during the academic year. Some laboratories fund students for summer and/or additionally during the academic year. This varies by lab and depends on available funding. There are also opportunities for summer funding via funds from the Graduate School which students typically received once or twice during their time at UWM. Students do pay segregated fees, which are approximately $860 per semester. International students have to pay an additional fee of $200 per semester.

The program is working on ways to further supplement the stipend and is advocating for increasing the stipend rates at the university level. The program also covers Time2Track for tracking of clinical hours for internship.

Cost of living in Milwaukee is not as low as it used to be and has outpaced the university’s stipend levels for TAs, RAs, and fellowships. Thus, while some extremely frugal students are able to manage on the university-determined stipend levels, for most the base stipend is not sufficient. Some students are able to live on the stipend, plus other supplemental funding as described above (summer funding, additional academic year funding from the lab, or taking an extra 25% TAship during the academic year). Other students receive student loans. Other students have significant others and are therefore able to supplement their stipend through dual income; other students rely heavily on taking out federal and personal student loans.

Health insurance subsidy is included, and the coverage is great. Preventive care is fully covered and co-pays for other visits and medications are small (typically less then $15-25). A monthly fee of ~$50 is also deducted from the student stipend to contribute to the insurance costs. This varies based on the type of insurance plan selected. Health care is also available on campus at the Student Health and Wellness Center (SHAW), which is covered by the student segregated fees. Students have reported being pleased with their services at SHAW.

Curriculum and Program Milestones

Could you please provide more details about the preliminary exam for the Clinical Psychology program?

The preliminary exam requirement must be completed by October 1 of the year applying for internship, which is typically the fall of Year 5 or for some students in Year 6. The prelim requirement can be satisfied either by 1) submitting a first-authored manuscript for publication, or 2) passing the dissertation proposal.

What help is given to students when they apply for their APA internships?

The DCT helps facilitate the internship process through a few group meetings, individual meetings, and email communication as needed. Previous students share their experiences and tips with the cohort applying. The DCT and your mentor will review components of your application (such as the required essays). Students are also encouraged to do mock interviews with faculty prior to their internship interviews.

Can you earn a Master’s in Neuroscience if you are pursuing a Clinical PhD?

The ultimate degree is in Psychology. Neuroscience and Clinical Psychology are areas of specialization within the Psychology department. It would be difficult to complete the entire Neuroscience master’s thesis course curriculum in addition to the Clinical Program curriculum. However, one could complete a Neuroscience minor or take select Neuroscience courses. All clinical students take Psychology 727, Cognitive Neuroscience.

How are community placements made? What kinds of practicum opportunities do students have and when do those typically begin?

Practicum is currently conducted in our in-house clinic in Years 1-3 and in the community in Year 4, and beyond if desired. In Year 1 students learn foundations of interviewing and test administration. Year 2 is the assessment practicum year in which students will conduct four full assessments. Year 3 is the psychotherapy training year. Students serve as a therapist on two vertical teams, seeing 2-3 cases per team. The vertical teams include the third-year therapists and first and second year students who observe, contribute to discussion, assist with obtaining materials or reviewing the literature, and in some cases conduct assessments needed by the clients.

After establishing these foundational skills as part of our generalist training model, students then begin more specialized community placement work in Year 4. There are a number of sites available for neuropsychology, including the Medical College of Wisconsin, the Milwaukee VA, Aurora-St. Luke’s Medical Center, and Columbia-St. Mary’s Medical Center. Students interested in pediatric psychology take advantage of many clinics at Children’s Wisconsin, including clinics for feeding, pain, headache, gastroenterology, asthma, psychiatry, and more. Intervention opportunities are available in a number of services at the Milwaukee VA, a DBT-focused clinic, the Center for Behavioral Medicine, and the 16^th Street Clinic (particularly for Spanish speaking therapists). In addition, Rogers Behavioral Health offers opportunities in many of their clinics spanning outpatient to residential and youth to adult services. Opportunities include options to work with clients with depression, anxiety, OCD, trauma, substance use, eating disorders and more.

Students apply to local sites for practicum placement in December through February prior to the summer they will begin placement (e.g., winter of Year 3 for placement in Year 4).

Please review the “Student Community Placement Document” for further information on each practicum site.

I see working in the neurology/neuropsychology field is possible. I was wondering if working with populations with Tourette’s Syndrome may be an available/possible opportunity?

There aren’t specific neuropsychology placements for Tourette’s syndrome. Tourette’s cases may be seen in any of the placements, but that can’t be guaranteed.

What does clinical supervision look like?

During second year practicum supervision is provided by a combination of more senior graduate students serving as assessment TAs (a nice additional opportunity for advanced students) and faculty supervisors. This is comprehensive supervision including live observation and training with the TAs and individual meetings with faculty supervisors throughout each assessment case.

Third year intervention supervision takes place via the vertical team structure. Each third-year student sees cases on two vertical teams and thus will have two different faculty supervisors. Supervision includes group supervision with the full team and individual supervision with the faculty supervisor. Sessions are recorded so portions can be viewed and discussed in supervision.

Supervision on community placement sites varies quite a bit by site and by supervisor. Current students can discuss what their experiences at different sites you may be interested in are like.

How does this department oversee a student’s progress in their PhD?

Per APA standards clinical students are evaluated twice per year after fall and spring semesters. Every student is provided an annual evaluation letter indicating their progress and whether relevant competencies have been met after the end of spring semester. Students and mentors are encouraged to regularly discuss goals, progress, and barriers to progress, at a minimum yearly. Progress on clinical competencies is also reviewed regularly with clinical supervisors, with formal evaluations provided each semester.

Could credits from a Master’s program be transferred to the doctoral program at UWM?

This depends on the course and how well it matches the content in our required courses. We do our best to be flexible and every recent Master’s student has had at least some of their courses count toward UWM requirements. You should review your courses with the DCT and your advisor to see what might be able to be waived based on your previous coursework.

What is the process for evaluating a previous completed Master’s thesis so that the thesis requirement is waived?

A student entering the program having already completed an empirical master’s thesis will not need to complete an additional Master’s thesis project as part of their program of study at UWM. The DCT will confirm with you that you have completed an empirical Master’s thesis in psychology (or related area) and document that on a course/curriculum waiver form.

What is the extent to which professors and graduate students co-author papers and grants together?

Co-authoring manuscripts is central to the research process in all laboratories. While the specific nature of these jointly authored papers varies by lab, students are given opportunity to contribute as first author and co-author in all faculty laboratories. You should discuss how this works with your faculty mentor of interest and trainees in their labs.

How much time do students and faculty spend together outside of an academic setting?

This has changed a bit in the aftermath of COVID as we are still navigating everyone’s preferences for in-person meetings and get togethers. However, historically, we have had 2-3 department and/or program get-togethers each year. Labs also have lab parties or get-togethers, however, this varies by lab. This would be a good topic to discuss with students in your lab of interest.

To what extent do both faculty and graduate students collaborate with others within this institution, and does this same type of collaboration occur with individuals at other institutions?

This varies by laboratory, however, broadly speaking there is a high degree of collaboration across laboratories within the department, outside of the department at UWM, and with collaborators at other institutions. Nearly all of the program faculty are currently collaborating with at least one other program faculty member. Faculty collaborate with scientists at local institutions including the Medical College of Wisconsin, Milwaukee VA, and Marquette University, and many faculty have collaborators at other institutions around the United States.

What opportunities are there to apply/receive external grants/funding?

As noted in the section on Financial Support, we encourage students to apply for funding for fellowships, and training on preparing an NIH NRSA F31 is provided through the required research methods course. Students are also successful in receiving funding to support their stipends or their research through a variety of organizations and private foundations. Learning to apply for funding is an important professional development skill and is strongly encouraged.

What statistical training do students in the program receive?

Clinical students are required to take two semesters of statistics, with the first semester being either Ed Psych 724 or Public Health 702 (or Psych 510 AND Psych 610) and the second course being your choice. There are not advanced statistics courses offered in the department, but quite a few to choose from in Ed Psych and Public Health. There is also a new Data Science Master’s program and a Data Science Club.

Where have alumni of the UWM Psychology program ended up long-term? What is the rate of students who successfully obtain a post doc upon the completion of their PhD?

A comprehensive list of program alumni postdoctoral positions and current positions can be found on the interview day webpage. In recent memory all students seeking postdoctoral training have successfully landed postdocs.

Are there any community partnerships in the program?

Our Department has developed and maintained several local community partnerships for research and community placements with organizations such as the Medical College of Wisconsin, 16^th Street Clinic, Children’s Hospital of Wisconsin, Rogers Behavioral Health, and other agencies.

Program Climate and Support

What is one thing you wish students would know about becoming a grad student at UW Milwaukee? What is the biggest challenge you faced during grad school so far that you did not anticipate?

We did not survey all students. We encourage you to talk with the students directly about this. Some of the students who were on the team organizing the Diversifying Psychology event shared their thoughts on this question:

“I wish I would have known is the level of self-advocacy work students must engage in for themselves/other students in graduate school. I will acknowledge that this is not something unique to our program, and I feel like many prospective graduate students should know and learn this skill regardless of where they end up. It is a skill that people will use throughout their lifetime and is part of academia.”
“I wish I would have known before entering the program is that (depending on your goals) the required statistics courses are not necessarily sufficient and that many students need additional stats training to complete their theses and dissertations.” (DCT note: We changed the required statistics sequence this past year in hopes of having the required statistics courses moving students into more advanced statistics more quickly. Recent cohorts report being satisfied with the new statistics courses.)

What services are provided for students with mental illness or disorders during their program of study?

The health insurance package includes mental health coverage. Students can also seek treatment at SHAW, the student health center on campus. Our clinic is not connected to or affiliated with SHAW so there are not dual relationships to navigate. The program also maintains a list of local therapists. Students can also take advantage of the Employee Assistant Program which includes resources for mental health and well-being including brief interventions. One of the health insurance options, WEA Trust offers tele-therapy with $0 copays.

To what extent do graduate students from the other programs in the Psychology department interact? For example, are collaborations common between Neuroscience and Clinical Psychology students?

This may vary by area of interest. Students engaging in neuroimaging work will likely interact with neuroscience students also engaging in neuroimaging, in the biweekly neuroimaging journal club, and more informally to learn skills from each other.

Living in Milwaukee

What measures does UWM take to keep its students safe?

UWM offers a safe ride service at night that is covered by student segregated fees. It is called the BOSS rider and students can reserve a ride home using an app. The university has an app, Rave Guardian, to keep campus apprised of safety-related issues, and also sends out regular emails related to safety.

What do faculty/students do for fun in Milwaukee? What do graduate students often do on the weekend in Milwaukee? Do graduate students have any free time during the week to pursue extracurriculars in the city?

You should be sure to talk with current students and faculty about your hobbies or things you like to do for fun and see what opportunities there are in Milwaukee and the area. Milwaukee has a lot to offer, and often more than people might expect.

Milwaukee has many opportunities for outdoor activities, including bike and running trails, sailing on Lake Michigan, kayaking on local rivers, snow shoeing, skating, and team sports. Summer in Milwaukee is filled with festivals. There are plenty of festivals and venues offering live music, including Summerfest (a two-week-long music event with multiple stages offering a wide variety of types of music). There are a good number of restaurants and pubs that students will head to on the weekends (some offer fun trivia nights or other activities such as brew tours at Lakefront Brewery). In the fall, a lot of people enjoy going apple picking, and in the summer the beaches are fun.

Where is best to search for housing if I do attend? Where do most students in the program live?

Current and past students have developed resources to share with incoming students about neighborhoods that might be good choices, experiences (positive or negative) with different rental companies, and other information to ease the transition to Milwaukee. If you join us we’ll share those resources with you.

Many students live south of campus between UWM and downtown and just north of UWM in the nearest suburb, Shorewood. Some students live further west in Wauwatosa, another suburb adjacent to the city.

What are some additional costs that students will need to pay out-of-pocket throughout the training?

Below are some expenses that our graduate students reported spending during their training. This list may not include all potential expenses.

Type of Cost	Approximate Cost	Frequency	Notes
Health insurance		Monthly	insurance options can be through the school
Segregated fees	$700	Per semester
Car registration	$150	Annually
Home/apartment insurance	$120	Annually
International student fee	$200	Per semester
Parking on campus	Mostly $1/hr		There is no free parking on campus. They do sell parking permit, at varying rates. There is free parking off-campus in the neighborhoods (free 1hr – 2hr parking). You do risk getting a parking ticket occationally when you park beyond the time limit.
Bus passes for the summer	$25	Every summer	Can pay for each ride if you predict you won’t ride the bus frequently over the summer
Apartment security deposit	1x rent	One time	Have enough saved for at least 2 months of rent (security deposit + 1st month rent)
Apartment garage parking	$75-100	Monthly	Street parking is often free, some apartments have parking garages that are an extra fee (I was recommended a garage for winter time/to avoid theft)