Strategies to Enable Psychology Majors to Actualize their Post-Baccalaureate Aspirations: Walking off the Invisible Cliff: Career and Graduate School Options for Psychology Majors

2001 ◽  
Author(s):  
Betsy L. Morgan
Keyword(s):  
Graduate School ◽  
Psychology Majors ◽  
Post Baccalaureate ◽  
The Invisible

Promoting Student Success in Statistics Courses by Tapping Diverse Cognitive Abilities

2019 ◽  
Vol 46 (2) ◽  
pp. 140-145
Author(s):  
Erin Morris Miller
Keyword(s):  
Statistical Analysis ◽  
Student Success ◽  
Student Learning ◽  
Cognitive Ability ◽  
Graduate School ◽  
Cognitive Abilities ◽  
Achievement Test ◽  
Statistics Course ◽  
Psychology Majors ◽  
Statistics Courses

Skill in statistical analysis and interpretation are key areas of expertise for psychology majors seeking graduate school admittance and future employment. However, students can be reluctant to engage in their statistics course and may struggle to find success. One possible way to increase engagement and student learning is to teach in a way that taps multiple areas of cognitive ability through organizing instruction according to Robert Sternberg’s theory of triarchic intelligence. This approach to instruction has been shown to be successful in the author’s courses and resulted in a pattern of achievement on the psychology subtest of the Area Concentration Achievement Test (ACAT) that is above what would be predicted by the students’ general aptitude scores.

Faculty Forum

2002 ◽  
Vol 29 (3) ◽  
pp. 230-250 ◽  
Author(s):  
Ronna J. Dillinger ◽  
R. Eric Landrum
Keyword(s):  
Graduate School ◽  
Bachelor's Degree ◽  
Psychology Majors ◽  
Psychology Curriculum ◽  
Psychology Major ◽  
Career Options

Introduction to the Psychology Major is a course required for beginning psychology majors. Participants (N = 190) completed a pretest and posttest examining their knowledge and perceptions regarding course goals, such as PsycLIT database familiarity, career options with a bachelor's degree in psychology, curriculum requirements, and graduate school options. Statistically significant differences emerged for 18 of 21 questions. At posttest, students indicated less commitment to the psychology major. Those students who continue as psychology majors are better informed and more aware of the realities and opportunities in psychology.

Advising in the Classroom

2015 ◽  
Author(s):  
Drew C. Appleby
Keyword(s):  
Academic Advising ◽  
Career Exploration ◽  
Classroom Setting ◽  
Career Opportunities ◽  
Educational Alternatives ◽  
Psychology Majors ◽  
Post Baccalaureate

This chapter outlines career exploration classes for psychology majors. It aims to explain how academic advising can be incorporated in a classroom setting that has been purposely designed to enable students to construct competent answers to these common questions regarding career opportunities and post-baccalaureate educational alternatives.

Faculty Forum

2003 ◽  
Vol 30 (2) ◽  
pp. 131-153 ◽  
Keyword(s):  
United States ◽  
Graduate School ◽  
The United States ◽  
Faculty Members ◽  
Work Team ◽  
Listening Skills ◽  
Ability To Work ◽  
Psychology Majors ◽  
Undergraduate Psychology ◽  
Teamwork Skills

Most undergraduate psychology majors do not opt for graduate school but attempt to enter the workforce. We surveyed employers in 3 regions of the United States to assess the importance of qualities, skills, and abilities that psychology graduates need. Results indicate that the 5 most important qualities, skills, and abilities to employers are listening skills, desire and ability to learn, willingness to learn new and important skills, getting along with others, and ability to work with others as part of a work team. Faculty members advising students may wish to emphasize the importance of these people and teamwork skills in an effort to ensure that students have a sense of what is important to employers.

scholarly journals Helping Students From the McNair Scholars Program Enroll in Graduate School: A Multilevel Modeling Examination

2021 ◽  
Vol 4 (1) ◽  
pp. 38-46
Keyword(s):  
Graduate School ◽  
Low Income ◽  
Doctoral Degree ◽  
School Enrollment ◽  
Graduate Degree ◽  
Mcnair Scholars ◽  
Mcnair Scholars Program ◽  
Enrollment Rates ◽  
Graduate Enrollment ◽  
Post Baccalaureate

Due to structural educational inequity, students who are first-generation, low-income, and certain students of color have lower graduate degree attainment compared to their peers. One national program, the Ronald E. McNair Post- Baccalaureate Achievement Program, serves students from these groups to increase the number of students from these backgrounds who enroll in graduate school and obtain a doctoral degree. This study utilized federal data to examine graduate school enrollment rates for students from this program and understand variation among programs in students enrolling in graduate school. Results indicate that program funding and length of time funded do not statistically and significantly relate to graduate enrollment rates. Additionally, the program works better to help students who were able to graduate with an undergraduate degree. The article concludes with practical implications for those in higher education and limitations of the study.

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