Affordances and Alignments

2017 ◽  
Vol 45 (1) ◽  
pp. 84-90 ◽  
Author(s):  
R. Eric Landrum
Keyword(s):  
Professional Development ◽  
Career Goals ◽  
Self Reflection ◽  
Psychology Majors ◽  
Psychology Major ◽  
Career Options ◽  
Available Information

Challenges abound in providing accurate and useful information to prospective and declared psychology majors about their career options and how to make decisions that will lead to satisfying and rewarding postgraduate lives. One component of this challenge is that by majoring in psychology, career affordances (i.e., the opportunities and limitations inherent to psychology) lead to generalized opportunities that are available to many different disciplinary majors. Another component of this challenge is the alignment between students’ self-reflection and understanding about career goals being aligned with accurate and available information about the desired careers. Understanding how affordances and alignments affect psychology major advising may provide a fruitful framework in moving forward to provide the best professional development resources possible.

scholarly journals The Curriculum and Community Enterprise for Restoration Science S.T.E.M. + C Professional Learning Model: Expansion and Enhancement

2019 ◽  
Vol 8 (3) ◽  
pp. 122
Author(s):  
Lauren Birney ◽  
Denise McNamara
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Local Community ◽  
Learning Experience ◽  
The United States ◽  
Community Based ◽  
Self Reflection ◽  
Career Pathway ◽  
Stem Workforce ◽  
Career Options

Professional Development in the field of education has undergone several shifts in focus. Currently, teacher contentknowledge and the ability to disseminate this knowledge is the focus in professional learning communities. Theimportance of creating a thriving STEM workforce in the United States has been promoted for the last decade.Studies have shown that capturing students’ interest must occur before they enter high school, ideally in the middleschool years (Blotnicky, Franz-Odendaal, French, & Phillip, 2018). Teachers are the conduits for encouragingstudents to explore STEM-related career options. Student engagement is piqued when there is a strong real-worldconnection to the content being presented. Students find relevance through actual experience with the concepts andskills incorporated in projects that are community-based. The Curriculum and Community Enterprise for RestorationScience STEM + C Project is the marriage of these two components. The professional development of the New YorkCity middle school teachers involved in the CCERS STEM +C Project furnishes these educators with the tools tostimulate students’ interest by tackling a problem in their local community using STEM-related content andcomputational thinking. The hope is that authenticity of the learning experience will entice all students, especiallythose under-represented populations in the STEM workforce, to consider this as a viable career pathway. Theanalysis of this project is intended to highlight the significant inroads made and the value of self-reflection andre-design in strengthening the work as it continues.

scholarly journals Competing Discourses of Scientific Identity among Postdoctoral Scholars in the Biomedical Sciences

2018 ◽  
Vol 17 (2) ◽  
pp. ar29 ◽  
Author(s):  
Rebecca M. Price ◽  
Ira Kantrowitz-Gordon ◽  
Sharona E. Gordon
Keyword(s):  
Professional Development ◽  
Career Goals ◽  
Development Programs ◽  
Biomedical Sciences ◽  
Future Goals ◽  
Career Opportunities ◽  
Career Options ◽  
Scientific Identity ◽  
Low Pay ◽  
Bench Scientist

The postdoctoral period is generally one of low pay, long hours, and uncertainty about future career options. To better understand how postdocs conceive of their present and future goals, we asked researchers about their scientific identities while they were in their postdoctoral appointments. We used discourse analysis to analyze interviews with 30 scholars from a research-intensive university or nearby research institutions to better understand how their scientific identities influenced their career goals. We identified two primary discourses: bench scientist and principal investigator (PI). The bench scientist discourse is characterized by implementing other people’s scientific visions through work in the laboratory and expertise in experimental design and troubleshooting. The PI discourse is characterized by a focus on formulating scientific visions, obtaining funding, and disseminating results through publishing papers and at invited talks. Because these discourses represent beliefs, they can—and do—limit postdocs’ understandings of what career opportunities exist and the transferability of skills to different careers. Understanding the bench scientist and PI discourses, and how they interact, is essential for developing and implementing better professional development programs for postdocs.

Gender, Empathy, and the Choice of the Psychology Major

2003 ◽  
Vol 30 (1) ◽  
pp. 19-24 ◽  
Author(s):  
Helen C. Harton ◽  
Patrick C. Lyons
Keyword(s):  
Perspective Taking ◽  
Counseling Psychology ◽  
Career Goals ◽  
Male And Female ◽  
Psychology Majors ◽  
Psychology Major ◽  
Clinical And Counseling Psychology

We compared male and female psychology majors to psychology minors and nonmajors to understand the trends in a growing major in which women outnumber men. A total of 451 psychology majors, minors, and nonmajors from 4 institutions completed a questionnaire measuring empathy, career goals, and perceptions of the importance of empathy for therapy. Perspective taking and a desire to enter a helping profession mediated the relation between gender and major, suggesting that personality contributes to the choice of a psychology major. Highly empathic students may choose psychology because they believe that empathy is important for success in clinical and counseling psychology.

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.

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.

“Oh, the Places You Can Go” Gen Z Psychology Students’ Perceived Career Options and Interests

2021 ◽  
pp. 009862832110138
Author(s):  
Brian Collisson ◽  
Brian E. Eck
Keyword(s):  
Mental Health ◽  
Focus Groups ◽  
Mental Healthcare ◽  
Psychology Students ◽  
Student Interest ◽  
Psychology Majors ◽  
Career Options ◽  
Teaching Implications

Background: Career options available to psychology graduates are often underestimated despite psychology being a marketable and versatile degree with hundreds of career options. Objective: This article identifies which career options students perceive as available to psychology graduates and assesses student interest in psychology-related careers. Method: In Study 1, 12 focus groups consisting of 59 psychology majors were asked to list the career options available to psychology graduates. In Study 2, 430 psychology students rated their interest in 273 psychology-related careers. Results: Study 1 revealed careers perceived as available to psychology graduates were most often in counseling (92%) and applied-settings (50%) with child-related (42%), business (25%), and research (25%) careers listed less often. Study 2 revealed psychology majors were most interested in counseling and child-related careers, with 18 of their top 20 careers of interest involving mental health or working with children. Conclusion: Students are often unaware of career options in psychology beyond counseling. Consequently, they tend to be most interested in careers related to counseling and children, particularly careers involving the mental healthcare of children. Teaching Implications: Findings may encourage psychology departments to communicate the broad range of psychology career options for the recruitment and advising of psychology majors.

Planning the sabbatical: Potential benefits, options, and strategies

2020 ◽  
Vol 64 (1) ◽  
pp. 582-586
Author(s):  
Ellen J. Bass ◽  
Barrett S. Caldwell ◽  
Caroline G. L. Cao ◽  
John D. Lee ◽  
Christopher Miller
Keyword(s):  
Professional Development ◽  
Human Factors ◽  
Professional Group ◽  
Human Factors And Ergonomics ◽  
Leave Of Absence ◽  
Potential Benefits ◽  
Career Options

The goal of the Mid-career Professional Group of the Human Factors and Ergonomics Society is to support the development and mentoring of mid-career professionals. One opportunity for which early mid-career professionals lack knowledge is the sabbatical. Following a designated number of years of consecutive service, a sabbatical can provide a time for personal and professional development through an approved leave of absence. While sabbaticals provide time for deep consideration of a particular topic and/or to reconsider one’s career options, few mid-career professionals are prepared to plan and to execute a sabbatical period. This panel will introduce the benefits of a sabbatical and will highlight options and strategies for those who are considering the sabbatical opportunity.

"Oh, the Places You Can Go" Gen Z Psychology Students' Perceived Career Options and Interests

2021 ◽  
Author(s):  
Brian Collisson ◽  
Brian E. Eck
Keyword(s):  
Mental Health ◽  
Focus Groups ◽  
Mental Healthcare ◽  
Psychology Students ◽  
Student Interest ◽  
Psychology Majors ◽  
Career Options

Background: Career options available to psychology graduates are often underestimated despite psychology being a marketable and versatile degree with hundreds of career options.Objective: This article identifies which career options students perceive as available to psychology graduates and assesses student interest in psychology-related careers. Method: In Study 1, 12 focus groups consisting of 59 psychology majors were asked to list the career options available to psychology graduates. In Study 2, 430 psychology students rated their interest in 273 psychology-related careers. Results: Study 1 revealed careers perceived as available to psychology graduates were most often in counseling (92%) and applied-settings (50%) with child-related (42%), business (25%), and research (25%) careers listed less often. Study 2 revealed psychology majors were most interested in counseling and child-related careers, with 18 of their top 20 careers of interest involving mental health or working with children. Conclusion: Students are often unaware of career options in psychology beyond counseling. Consequently, they tend to be most interested in careers related to counseling and children, particularly careers involving the mental healthcare of children.Teaching Implications: Findings may encourage psychology departments to communicate the broad range of psychology career options for the recruitment and advising of psychology majors.

Issues and Patterns of Writing Issues Through Practical Journals Among Students at the Institute of Teacher Education, Tun Hussein Onn Campus, Batu Pahat

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Rosly Kayar ◽  
◽  
Zaiha Mohd Kusrin ◽  
Faridah Mohd Sopah ◽  
Abd. Shakor Borham ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Qualitative Study ◽  
Journal Writing ◽  
Racial Diversity ◽  
Document Analysis ◽  
Reflective Writing ◽  
School Factors ◽  
Self Reflection ◽  
Trainee Teachers

This study aims to analyze issues, issue writing patterns, and reflective writing in the PISMP trainee teacher practicum journal, at Tun Hussein Onn Campus Teacher Education Institute, Batu Pahat. This study involved a total of 40 journal reflection writings selected at random in 2019 for various options. Qualitative study through document analysis is used to analyze the reflective writing of trainee teachers. In this study, the data were obtained from the writing notes of the reflection journal of the trainee teacher during the practicum. The results show that the writing of trainee teacher issues is more focused on the student domain (18 issues), followed by students (15 issues) and pedagogy (1 issue). Students were found not to touch the school domain at all and there was writing the title of the issue presented in the practicum journal not clear the domain of the issue (6 issues). The findings of the study also show that 36 out of 40 journal writing titles are clearly written. This shows that only a small number of journal writing titles cannot be written clearly. These findings indicate that trainee teachers are less focused on school factors such as environment, basic facilities, and racial diversity in writing self-reflection. The practice of reflection through journal writing is a very important aspect of teacher training in motivating trainee teachers intrinsically to achieve professional development in the field of trainee teacher duties.

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