Advising Beginning Psychology Majors for Graduate School

1985 ◽  
Vol 12 (4) ◽  
pp. 194-198 ◽  
Author(s):  
Randolph A. Smith
Keyword(s):  
Graduate School ◽  
Psychology Majors

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.

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.

Entering the Workforce or Going to Graduate School: Themes in Psychology Alumni Decision Making

2020 ◽  
pp. 009862832097777
Author(s):  
Chehalis M. Strapp ◽  
Kyla Bredimus ◽  
Tashawna Wright ◽  
Rochelle Cochrane ◽  
Elizabeth Fields
Keyword(s):  
Decision Making ◽  
Qualitative Research ◽  
Graduate School ◽  
First Generation ◽  
First Generation Students ◽  
Consensual Qualitative Research ◽  
Structured Interviews ◽  
Factors Influencing ◽  
Psychology Majors ◽  
Self Knowledge

The goal of the current study was to explore how psychology majors decide whether to enter the workforce or attend graduate school. Thirty-two psychology alumni, including 22 women and 10 men ( Mage = 28.88 years, SD = 5.25) participated in semi-structured interviews about their ending time as an undergraduate and figuring out next steps. Using consensual qualitative research (CQR) themes emerged related to gaining experience, relationships, uncertainty, and self-knowledge. Alumni entering the workforce reflected on internship experiences, uncertainty, and finances, while alumni entering graduate school emphasized first-hand experiences, self-knowledge, goals, and location. Additional differences emerged for alumni identifying as first-generation students. Results highlight diverse factors influencing the decision to enter the workforce or attend graduate school.

Psychology Seminar: Careers and Graduate Study in Psychology

1996 ◽  
Vol 23 (4) ◽  
pp. 238-240 ◽  
Author(s):  
Jerry P. Dodson ◽  
Garvin Chastain ◽  
R. Eric Landrum
Keyword(s):  
Graduate School ◽  
Financial Planning ◽  
Graduate Study ◽  
Course Planning ◽  
Psychology Majors ◽  
Survey Results ◽  
Career Options

This article describes a course for junior and senior psychology majors, informing them about career options and graduate school opportunities in psychology. We also discuss details about course planning and organization. Survey results indicate that students experienced substantial changes in the degree they planned to pursue and in their financial planning for graduate school.

Undergraduate Students' Perceptions of Graduate Admissions Criteria in Psychology

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1107-1110 ◽  
Author(s):  
Jeffrey R. Cashin ◽  
R. Eric Landrum
Keyword(s):  
Undergraduate Students ◽  
Graduate School ◽  
Faculty Advising ◽  
School Students ◽  
University Of Wisconsin ◽  
Psychology Majors ◽  
Admissions Criteria ◽  
Graduate Admissions ◽  
The University ◽  
Admissions Process

36 undergraduate psychology majors from the University of Wisconsin—Platteville completed a questionnaire by listing what they believed to be relevant criteria in the admissions process for graduate school. Students subsequently rank-ordered by importance each of the criteria they generated. Their list of criteria was similar to those of previous studies; however, the relative importance of the criteria differed substantially between the present study and previous ones. Faculty advising students about graduate school may want to use this information to help students better understand the graduate school admissions process.

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