Traditional and New Approaches to Career Preparation Through Coursework

2017 ◽  
Vol 45 (1) ◽  
pp. 32-40 ◽  
Author(s):  
Natalie J. Ciarocco
Keyword(s):  
Career Preparation ◽  
Psychology Programs ◽  
New Approaches ◽  
Psychology Majors ◽  
Undergraduate Psychology ◽  
And Training ◽  
Training Faculty

Traditional career preparation courses provide students with a variety of benefits. Students taking these courses report a better understanding of psychology-related careers, less indecision about their future careers, and are more knowledgeable about themselves in relation to careers. Yet only 37% of undergraduate psychology programs offer formal career preparation through the curriculum. Given the lack of experience and training faculty have on career preparation issues, they may be uncomfortable developing such courses. This article addresses considerations one should make when developing a career preparation course for undergraduate psychology majors as well as potential topics and assignments for the course. It also outlines how to place career preparation within the major using modules when career preparation courses are not available.

Preparing Undergraduate Psychology Students for Careers in Business

1987 ◽  
Vol 14 (1) ◽  
pp. 16-20 ◽  
Author(s):  
Bernardo J. Carducci ◽  
William C. Deeds ◽  
John W. Jones ◽  
Donald M. Moretti ◽  
Jeffrey G. Reed ◽  
...  
Keyword(s):  
Human Resources ◽  
Psychology Students ◽  
Training And Development ◽  
Educational Programs ◽  
Career Opportunities ◽  
Psychology Majors ◽  
Undergraduate Psychology ◽  
And Training

As a means of increasing their career opportunities, psychology majors can prepare themselves for business careers in areas such as marketing, human resources administration, and training and development. This article identifies some important skills for psychologists working in the business field and describes educational programs and curricular strategies for acquiring those skills.

Preparing Psychology Majors to Enter the Workforce

2017 ◽  
Vol 45 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Drew C. Appleby
Keyword(s):  
American Psychological Association ◽  
The United States ◽  
Bachelor's Degree ◽  
American Psychological ◽  
Psychology Programs ◽  
Job Seeking ◽  
Psychology Faculty ◽  
Psychology Majors ◽  
Psychology Curriculum ◽  
Undergraduate Psychology

Undergraduate psychology programs have not always provided the same level of support for their job-seeking students than they have for those preparing to become psychologists. This is a particularly unfortunate situation because, according to the American Psychological Association's Center for Workforce Studies (American Psychological Association, 2017), only 13% of the 3.4 million people in the United States who have earned a bachelor's degree in psychology have gone on to earn a higher psychology degree. The first part of this article uses quotations from seven national reports on the psychology curriculum to identify the genesis and gradual amelioration of this unfortunate situation. The remainder of this article focuses on strategies that psychology faculty can use to help their job-seeking students successfully accomplish Goal 5: Professional Development of the APA Guidelines for the Undergraduate Psychology Major. These strategies include referring advisees to professionally trained advisors and becoming aware of careers in which baccalaureate-level psychology majors have entered or can prepare to enter and the sets of knowledge, skills, and characteristics important for success in these careers.

A National Survey of the Academic Minor and Psychology

1994 ◽  
Vol 21 (2) ◽  
pp. 69-74 ◽  
Author(s):  
Carolyn Stache ◽  
Baron Perlman ◽  
Lee McCann ◽  
Susan McFadden
Keyword(s):  
National Survey ◽  
Academic Program ◽  
Basic Information ◽  
Psychology Programs ◽  
Psychology Majors ◽  
Undergraduate Psychology ◽  
Support Evaluation

Brewer et al. (1993) recommended the collection of curricular information to support evaluation of undergraduate psychology programs. We gathered basic information on the psychology minor, including national patterns of requirements and recommendations, chairperson opinions about the psychology minor as an academic program, and the minor areas of study that students with psychology majors are advised to select. Surveys were sent to 400 psychology departments; 275 (69%) returned surveys were usable. Discussion focuses on the structure of the minor, the need for advising minors, assessing the minor, and the type of attention psychology departments could give the academic minor, including the minors they recommend for their majors.

scholarly journals A Place for Comparative Psychology in Undergraduate Curricula

2018 ◽  
Vol 31 ◽  
Author(s):  
Mark A. Krause
Keyword(s):  
Human Behavior ◽  
Comparative Psychology ◽  
American Psychological ◽  
Psychology Programs ◽  
Undergraduate Major ◽  
Core Set ◽  
Psychology Majors ◽  
Undergraduate Psychology ◽  
Undergraduate Programs ◽  
The U.S

Establishing a place for comparative psychology within the curricula of undergraduate psychology programs in the U.S. can be challenging. Psychology majors typically take a core set of required classes and select the remainder from a menu of options or from purely elective courses offered by faculty that are primarily focused on human behavior. It is within this context that many of us who teach comparative psychology find ourselves competing for space in our undergraduate programs. In this paper I describe a way to make comparative psychology more visible in undergraduate psychology programs. Specifically, I outline a strategy for mapping undergraduate courses in comparative psychology onto the American Psychological Association’s (2013) guidelines for the undergraduate major. The aim is to bring our unique contributions into focus, offer clarity on common course objectives, and hopefully offer something useful for assessing undergraduate student learning.

Embedding Career Issues in Advanced Psychology Major Courses

2017 ◽  
Vol 45 (1) ◽  
pp. 41-49 ◽  
Author(s):  
Jane S. Halonen ◽  
Dana S. Dunn
Keyword(s):  
Professional Development ◽  
Psychology Students ◽  
Career Preparation ◽  
American Psychological ◽  
Development Goal ◽  
Capstone Courses ◽  
Psychology Majors ◽  
Undergraduate Psychology ◽  
Psychology Major ◽  
New Strategies

Despite the popularity of the psychology major, complaints regularly arise about the value of majoring in psychology. This article reviews the workforce advantages that accrue to successful psychology students and encourages new strategies for emphasizing the professional development goal in the American Psychological Association’s Guidelines for the Undergraduate Psychology Major (2013). Recommendations include infusing career preparation in advanced classes, designing career-focused capstone courses, and conducting a climate check on department support for fostering realistic and appropriate career aspirations in undergraduate psychology majors.

Career Possibilities for Undergraduate Psychology Majors: Spotlight on Public Health

2017 ◽  
Vol 21 (3) ◽  
pp. 15-17
Author(s):  
Michelle P. Lee ◽  
Hazel J. Shah ◽  
Betty S. Lai
Keyword(s):  
Public Health ◽  
Psychology Majors ◽  
Undergraduate Psychology

scholarly journals Factors That Motivate and Challenge Psychology Majors’ Pursuit of Academic Good Work

2018 ◽  
Vol 46 (1) ◽  
pp. 34-46
Author(s):  
Mary Katherine Duncan ◽  
Jennifer Adrienne Johnson
Keyword(s):  
Academic Work ◽  
Peer Influences ◽  
Good Work ◽  
Short Term ◽  
American Psychological ◽  
Psychology Majors ◽  
Short And Long Term ◽  
Undergraduate Psychology ◽  
Psychology Major

Gardner, Csikszentmihalyi, and Damon defined good work as excellent, ethical, and engaged. In two studies, we explored factors that motivate and challenge undergraduate psychology majors’ pursuit of academic good work ( N = 100; Mage = 21.7; mostly female, Caucasian, and seniors). We found that excellent academic work was motivated by short- and long-term goals but challenged by personal habits, demanding/uninteresting coursework, and competing obligations. Ethical academic work was motivated by short-term goals and internal principles but challenged by not knowing the rules, willingness to cut corners, and negative peer influences. Engaged academic work was motivated by short-term goals, dedicated faculty, and thought-provoking courses but challenged by demanding/uninteresting coursework. We discuss how our findings align with American Psychological Association’s guidelines for the undergraduate psychology major and suggest high-impact practices and discipline-specific resources aimed at cultivating good workers.

Curriculum Needs: Life Preparation for Undergraduate Psychology Majors

1982 ◽  
Vol 51 (1) ◽  
pp. 77-78 ◽  
Author(s):  
L. W. Buckalew ◽  
H. H. Lewis
Keyword(s):  
Graduate Training ◽  
Community Resource ◽  
American Psychological ◽  
Academic Curriculum ◽  
Career Opportunities ◽  
Psychology Majors ◽  
Undergraduate Psychology ◽  
Printed Materials ◽  
Development And Management

The desirability of informing and developing psychology majors beyond the traditional academic curriculum was noted, with a perspective on life preparation. The content and conduct of a senior level psychology seminar for undergraduate majors was introduced. Suggested topics included career opportunities in psychology, alternative careers, graduate training, personal and fiscal development and management, resumes and correspondence, ethics, and problems and selected topics in psychology. Appreciable use of community resource persons and American Psychological Association's printed materials was stressed.

Undergraduate psychology majors.

1961 ◽  
Vol 16 (8) ◽  
pp. 531-532
Author(s):  
Alice Gustav
Keyword(s):  
Psychology Majors ◽  
Undergraduate Psychology
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