Tracking the Training and Careers of Graduates of Advanced Degree Programs in Sport Psychology, 1989 to 1994

1997 ◽  
Vol 11 (3) ◽  
pp. 326-344 ◽  
Author(s):  
Mark B. Andersen ◽  
Tim Aldridge ◽  
Jean M. Williams ◽  
Jim Taylor
Keyword(s):  
Graduate Students ◽  
Sport Psychology ◽  
Graduate Programs ◽  
Career Goals ◽  
Advanced Degree ◽  
Degree Programs ◽  
Doctoral Graduates ◽  
Future Career ◽  
Educational Backgrounds ◽  
Career Options

This study expanded the work of Waite and Pettit (1993) and contacted 75 graduate programs for lists of names and addresses of students who graduated between 1989 and 1994 (N = 731). Doctoral (n = 92) and master (n = 162) graduates completed a tracking survey (modified from Waite & Pettit), reporting their demographics, educational backgrounds, current positions, incomes, initial and future career goals, and supervised experiences. The majority of doctoral graduates have found positions in academia/research, and most of the master graduates were in some sport or sport psychology-related job. The majority of the master and doctoral graduates, however, reported that finding paying sport psychology work was difficult, and many expressed at least moderate levels of frustration with the progress of their sport psychology careers. The information from this study could be useful for advising current and potential graduate students about career options after graduation.

Athletes' and Coaches' Perceptions of Sport Psychology Services Offered by Graduate Students at One NCAA Division I University

2004 ◽  
Vol 94 (1) ◽  
pp. 213-216 ◽  
Author(s):  
Noah B. Gentner ◽  
Leslee A. Fisher ◽  
Craig A. Wrisberg
Keyword(s):  
Graduate Students ◽  
Sport Psychology ◽  
Ncaa Division I ◽  
Professional Growth ◽  
Graduate Programs ◽  
Division I ◽  
Initial Attempt ◽  
Olympic Athletes ◽  
Practicum Experiences

In recent years, there have been increasing calls for graduate programs in sport psychology to include supervised practicum experiences. While supervision and applied experience is vital to the professional growth of graduate students, periodic evaluations are also needed to determine students' effectiveness in providing sport psychology services. This study represented an initial attempt to assess athletes' and coaches' perceptions of services provided by graduate students at one NCAA Division I university. Analyses showed 118 participants' ratings of consultants' effectiveness were comparable to those provided by U.S. Olympic athletes for professional consultants in earlier research by Gould, Murphy, Tammen, and May.

scholarly journals From bioinformatics user to bioinformatics engineer: a report

2020 ◽  
Author(s):  
Gilderlanio Santana de Araújo
Keyword(s):  
Graduate Students ◽  
Molecular Biology ◽  
Programming Languages ◽  
Graduate Programs ◽  
First Language ◽  
Degree Programs ◽  
Simple Task ◽  
Research Activities ◽  
Applied Approach ◽  
Enhanced Learning

AbstractTeaching computer programming is not a simple task and it is challenging to introduce the concepts of programming in graduate programs of other fields. Little efforts have been made on engaging students in computational development after programming trainings. An emerging need is to establish subjects of bioinformatics and programming languages in genetics and molecular biology graduate programs, when students in these degree programs are immersed in a sea of genomic and transcriptomic data, which demands proficient computational treatment. I report an empirical guideline to introduce programming languages and recommend Python as first language for graduate programs in which students were from genetics and molecular biology backgrounds. Including the development of programming solutions related to graduate students' research activities may improve programming skills and better engagement. These results suggest that the applied approach leads to enhanced learning of introductory to autonomy in highly advanced programming concepts by graduate students. This guide should be extended for other research programs.

Assessing the Skills of Sport Psychology Supervisors

1994 ◽  
Vol 8 (3) ◽  
pp. 238-247 ◽  
Author(s):  
Mark B. Andersen ◽  
Judy L. Van Raalte ◽  
Britton W. Brewer
Keyword(s):  
Graduate Students ◽  
Sport Psychology ◽  
Graduate Programs ◽  
Return Rate ◽  
Applied Sport Psychology ◽  
Supervisory Skills

To assess the supervisory skills of sport psychologists who are training future practitioners, the Sport Psychology Supervisory Skills Inventory (SPSSI) was mailed to 201 potential applied sport psychology supervisors. Supervisors were associated with graduate programs that offered applied sport psychology practica and/or internships, as identified in the Directory of Graduate Programs in Applied Sport Psychology (Sachs, Burke, & Salitsky, 1992). Supervisors rated themselves on 41 supervisory skills. The SPSSI was also mailed to 416 student members of AAASP, who were asked to rate their supervisors. There was a 35% return rate from supervisors and a 45% return rate from students. The findings suggest that supervised experience with athletes is limited for both supervisors and graduate students.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

Preparing for Success in Sport Psychology Graduate Programs

2011 ◽  
Vol 15 (3) ◽  
pp. 24-27
Author(s):  
Karen M. Appleby ◽  
Drew C. Appleby ◽  
Amy Cook ◽  
Brett Christensen ◽  
Lisa Griffiths ◽  
...  
Keyword(s):  
Sport Psychology ◽  
Graduate Programs

Music Therapy Knowledge and Interest: A Survey of Music Education Majors

2020 ◽  
Vol 57 (4) ◽  
pp. 455-474
Author(s):  
Lori F Gooding ◽  
D Gregory Springer
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Music Teachers ◽  
Degree Programs ◽  
Education Majors ◽  
Education Students ◽  
Career Option ◽  
Key Factor ◽  
Career Options ◽  
Music Education Majors

Abstract Music teachers play an important role in exposing students to career options in the field of music. As a result, there is a need to explore music education students’ interest in and knowledge of music therapy. The purpose of this study was to investigate music education students’ exposure to, knowledge of, and willingness to promote music therapy as a career option for prospective collegiate students. A survey was given to 254 music education majors from four research institutions, two with and two without music therapy degree programs. Participants answered demographic, yes/no, Likert-type scale, and open-ended questions about their exposure to, knowledge of, and willingness to promote careers in music therapy. Results indicate that exposure to music therapy occurred in both pre-collegiate and college settings, and that music teachers appear to be influential in exposing students to music therapy. Students often sought out information on music therapy independently, which played an important role in how individuals learned about music therapy, though it has the potential of providing misinformation. Significant differences were found in participants’ knowledge and willingness to promote music therapy as a career option based on the presence of music therapy degree programs. Exposure seemed to be a key factor in music therapy knowledge and promotion; thus, music therapists need to ensure accurate dissemination of music therapy-related information in both pre-collegiate and college settings. Increasing the visibility of the field has the potential to expand interest and potentially attract young musicians well suited for a career in music therapy.

A Local Resource for Advising Applicants to Clinical Psychology Graduate Programs

1992 ◽  
Vol 19 (1) ◽  
pp. 52-54 ◽  
Author(s):  
David M. Todd ◽  
Donald Farinato
Keyword(s):  
Graduate Students ◽  
Graduate School ◽  
Clinical Psychology ◽  
Graduate Programs ◽  
Additional Benefit ◽  
Personal Knowledge ◽  
Sources Of Information ◽  
Local Resource ◽  
Informal Information

Undergraduates planning to apply to graduate school in clinical psychology have few resources for identifying suitable programs. Published sources are limited and uneven in their coverage of topics that may be important to applicants. Visits and interviews can be helpful but expensive and difficult to arrange. This article describes a procedure for polling departmental graduate students and faculty who have personal knowledge of programs. This procedure does not obviate the need for other sources of information, but it makes informal information more readily available. As an additional benefit, the survey involves the support of faculty and graduate students for undergraduates.

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