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Embedding Career Issues in Advanced Psychology Major Courses
Abstract
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.
... Since APA (2013) identified career planning as an important outcome for undergraduate psychology majors, many psychology programs and faculty have developed innovative approaches to facilitate student career planning and development (Case et al., 2014;Ciarocco et al., 2016;Halonen & Dunn, 2018;Roscoe & McMahan, 2014). These efforts are important because psychology majors may hold inaccurate expectations about careers in the field. ...
... While outcomes associated with participation in psychology career courses seem favorable (e.g., college retention, cumulative grade point average, and enhanced career decision making; Reardon et al., 2021), most psychology majors are not taking these courses. Other schools may provide nontraditional approaches to career development including career preparation modules delivered across time (Ciarocco, 2018), embedding career content into required upperdivision courses (Halonen & Dunn, 2018), classroom presentations (Prehar & Ignelzi, 2012), through faculty advising and encouraging student participation in HIPs (e.g., service learning, internships, research opportunities; Schwartz et al., 2018). Since these opportunities vary in content and timing across the student's academic career, it is difficult to compare approaches, and longitudinal research on outcomes for alumni is still needed. ...
... Culturally competent faculty advisors must validate and recognize this concern, making it safe to talk about financial barriers (Pietrantonio & Garriott, 2017;Wilcox et al., 2022) as they may disproportionately impact economically marginalized students such as first-generation students, students of color, and nontraditional students (Wilcox et al., 2021). Faculty cannot maintain the stereotype that students must go to graduate school to get a good job in the field (Halonen & Dunn, 2018) and take steps to provide equitable advising to workforce-bound students (Halpern et al., 2010;Strapp et al., 2018). Some students do not have family or community support for higher education (Holley & Gardner, 2012;Leyva, 2011), and families may hold inaccurate stereotypes of the psychology major (Brinthaupt et al., 2012) or they may expect that getting a degree will automatically translate into a high paying job (Tate, Fouad, et al., 2015). ...
Psychology continues to be one of the most popular undergraduate majors in the United States (U.S. Department of Education, National Center for Education Statistics, 2021) with first-generation students majoring in psychology more than in the past (Trejo, 2016). As career advising becomes increasingly important, consideration of barriers and supports related to psychology career development merits examination. The present study examined 60 psychology alumni, including 40 women and 20 men (Mage = 31.58 years, SD = 5.74) of which 24 identified as first generation (FG), whereas 36 were continuing generation (CG). Alumni participated in semistructured interviews related to barriers and supports in career development. Using consensual qualitative research methods (CQR, Hill et al., 1997), several themes emerged. Alumni described financial, educational, and experience-related barriers as common concerns. Alumni noted high levels of social support. FG and CG alumni experienced similar barriers and supports, with variations related to costs of education, credentials, and how social support was provided. Implications for career advising curriculum sensitive to barriers and supports are discussed.
... Psychology is the second most popular undergraduate degree choice in the UK (The Complete University Guide, 2020). However, the value of psychology undergraduate degrees is increasingly under scrutiny (Brinhaupt et al., 2016;Halonen & Dunn, 2017). Therefore, it is important to establish how psychology undergraduate students may differ from other subjects, in terms of skill development and knowledge acquisition. ...
... Despite the classification of psychology as a STEM + subject suggesting that it must encompass unique skill sets, there is some doubt in the literature (see Halonen & Dunn, 2017). This may be driven by the inherent broad applicability of psychology education to future graduate roles, which may diminish the unique value that learning psychology can have for students. ...
... This also echoes Newell et al.'s (2022) revised definition of psychological literacy. This is an important finding, especially given how the utility of a psychology education is increasingly called into question (Halonen & Dunn, 2017), as it reaffirms the degree's unique value. ...
Background: Psychological literacy is a set of attributes, which refer broadly to how students apply their subject-specific psychology knowledge to solving problems. However, the extent to which psychological literacy skills are unique to psychology as a discipline is unknown. Objective: We assessed whether students perceive psychological literacy attributes to be prominent in disciplines outside of psychology. Method: We recruited undergraduate students from Psychology, non-Psychology STEM subjects, and Humanities subjects ( N = 296) and asked them to identify the extent to which they perceive psychological literacy attributes to be prominent in their degrees. Results: Psychology students reported significantly higher perceived prominence of psychological literacy attributes in their degree, compared with Humanities and non-Psychology STEM students, in all but two of the psychological literacy attributes. Conclusion: These findings suggest that psychological literacy mostly represents attributes unique to psychology students, but some of these attributes are also developed within other disciplines. The facets of psychological literacy unique to psychology relate to knowledge of behavior, research skills, ethics, and socio-cultural issues. Teaching implications: This suggests that psychology students graduate with some subject specific attributes, which may make them uniquely advantaged in a competitive work context and affirms that psychology degrees do hold unique value.
... At one extreme, psychology majors are told by peers, family, friends, and even some instructors that they cannot do anything with a bachelor's degree in psychology. At the opposite extreme is the overly simplistic message that the knowledge and skills developed through the psychology major can be applied to any job (Halonen & Dunn, 2018). ...
... and podcast interviews with individuals working in diverse careers (e.g., Brittany Avila's Career Journey Podcast and Maya Metser's Psych Mic podcast). Many departments now include career preparation content in introduction to the psychology major courses (Atchley et al., 2012;Roscoe & McMahan, 2014), careers courses (Ciarocco, 2018;Peterson et al., 2014;Spencer, 2019;Thomas & McDaniel, 2004), and advanced psychology content courses and capstone courses (Halonen & Dunn, 2018;Lackner & Martini, 2017). ...
... First, the number of psychology majors within a department and the faculty-to-student ratio in many departments can make it difficult to provide sufficient time for faculty to have meaningful and regular appointments with individual students and to make career-focused courses available to all students. Second, most instructors are not trained to provide career counseling and may not feel qualified to teach career content in stand-alone careers courses or within their content courses (Ciarocco, 2018;Folsom & Reardon, 2003;Halonen & Dunn, 2018;Schwartz et al., 2018;Vespia et al., 2018), and many psychology instructors believe that psychology baccalaureates cannot get jobs without going onto to graduate school (Halonen & Dunn, 2018). Third, students vary in readiness for career preparation and preferences for how career support is provided. ...
Un élément important dont il faut tenir compte dans le domaine de l’éducation supérieure est le rôle que jouent les collèges et les universités en vue de préparer les étudiants et les étudiantes au marché du travail. Bien que la raison d’être de l’éducation supérieure comporte plus que la préparation au marché du travail, ces derniers accordent de l’importance à l’employabilité que procure le domaine de spécialisation. La connaissance des compétences de la main-d’œuvre en psychologie est la capacité d’énoncer les façons dont les connaissances et les compétences acquises durant la spécialisation s’appliquent à de multiples domaines professionnels. Faire de la connaissance des compétences de la main-d’œuvre en psychologie une priorité requerra un changement dans la façon dont nous percevons l’enseignement de la psychologie au premier cycle ainsi que le rôle du corps professoral sur le plan du mentorat professionnel. Cet article décrit un modèle complet, itératif et intégré pour l’alphabétisation en matière de compétences de la main-d’œuvre en psychologie, et aborde les difficultés ainsi que les répercussions favorables de l’adoption de ce modèle dans le programme d’études de premier cycle en psychologie.
... Gordon (2006) noted very few faculty members are exposed to formal education about career development theories, career information, and career counselling in their graduate education, since these topics tend to be in elective courses. This notion is supported by Halonen and Dunn (2018), who observed that while faculty members are subject matter experts in their fields, they often receive little to no training in career development and advising. The lack of training and experience in career topics may affect the quality of career education and the credibility of career information they share with students, especially if faculty members are uncomfortable developing and teaching career-related courses (Ciarocco, 2018;Hughey, Burton Nelson, Damminger, & McCalla-Wriggens, 2009;Vespia, Arrowood, & Freis, 2018). ...
... The second and third sub-questions are complementary to one another; the former solicited professionals' perspective on the specific tasks and duties within their roles that contribute to students' careers, while the latter asked professionals what they believe are their personal contributions to students' careers, in terms of skills, attributes, and knowledge. The final sub-question considered that most professionals who work outside of career centres do not necessarily have training and education on career development and advising (Halonen & Dunn, 2018;Gordon, 2006); consequently, professionals were canvassed for professional development ideas that can support them as career influencers. ...
... Faculty members were prominently identified as career influencers, both in the literature and by students from the student poll, likely due to the fact that they have regular interactions with students from teaching courses and therefore have high propensity to help students with their careers. However, it was noted in Chapter Two that faculty members may lack career education and knowledge that enable them to provide comprehensive support to students (Gordon, 2006;Halonen & Dunn, 2018) and therefore, career centres would need to provide appropriate training and support in order to activate their potential as career influencers. To start, career centres may work with faculty members in their classes and help them recognize how they are contributing to student career development through simply teaching their students. ...
Undergraduate students increasingly cite vocational preparation and enhancement as their main reasons for pursuing a post-secondary education. Yet, when they require career advice and support, instead of visiting the career centres on their campuses, students turn to the career influencers in their existing networks: individuals who informally provide career-related advice, guidance, and/or counselling. This qualitative study explores the conceptions of post-secondary education (PSE) professionals working outside of career centres and asks, “How do post-secondary education (PSE) professionals conceive their influence in student career development?” First, 104 students completed a poll identifying the types of PSE professionals they turn to for career help. Then, PSE professionals serving in these identified roles were recruited for the study. Fifteen professionals participated in an in-depth interview discussing a) their professional background, b) their conceptions of the term career, c) how they saw themselves contributing to student career development, and d) resources and competencies that would further their impact to student career success. The study reveals that professionals’ conceptions of career, informed by their experiences and beliefs, influence the career advice they provide to students. Professionals also believe they contribute to student career development through performing their professional roles and exhibiting personal attributes that promote meaningful student interactions and relationships. To enhance their career influence they desire professional development on career-related topics and would like to see institutional commitment in recognizing student career success as an institutional priority. The findings yield recommendations for further research on career influencers in other institutional contexts. Implications are identified for practice that would enhance career services delivery, and employee and student career success.
... to an increased alignment between student expectations and their careers, which in turn contributes to higher career satisfaction, greater satisfaction with the psychology major, and less overcredentialing (Landrum, 2018;Strapp et al., 2018). Career assistance offered by institutions and programs often helps students to understand the benefits of their degree, feel more knowledgeable about their career choices, and attain higher levels of career and degree satisfaction (Halonen & Dunn, 2018;Landrum, 2018;Schwartz et al., 2018). Even among students planning to attend graduate school, discrepancies exist between expectations and reality. ...
... The use of technology in the delivery of career assistance is explored in the study by Golding et al. (2018) which discusses a number of online resources for students and faculty to use when exploring careers and providing guidance. Additionally, the efficacy of integrating career advising and education within psychology classes throughout the undergraduate experience, whether through a career in psychology course or multiple career preparation modules scattered across the undergraduate experience, is shown to improve awareness and preparation for the workforce (Ciarocco, 2018;Halonen & Dunn, 2018). ...
... This article recommends that professors invite career services staff into class, due to the low utilization of career advising offices and to work with career services on workshops specifically geared toward the psychology major. Others have explored how high-impact opportunities, such as internships and work experience, demonstrate how skills learned in the classroom connect to the workforce (Halonen & Dunn, 2018;Schwartz et al., 2018). Lawson (2018) further contributed recommendations on the topic of advising by investigating the efficacy of using alumni as a source of career information. ...
Background
Despite the popularity of the undergraduate psychology major, little is known about career support and preparation available to psychology students.
Objective
This study examined the prevalence, types, and methods of career assistance available to undergraduate psychology students both through their psychology programs and through their institutional career services.
Method
A total of 240 programs from a stratified random sample of institutions offering undergraduate psychology programs responded to an online survey, yielding a response rate of 42.5%.
Results
Undergraduate psychology programs most often provided assistance in applying to graduate school, while career services provided a wider range of resources. Baccalaureate institutions offer career assistance, via the psychology program or the institutional career center, more frequently than associate institutions. Most common forms of assistance consisted of instruction on how to apply for a job, how to find information about career possibilities in psychology subfields, resumé or curriculum vitae preparation, and individual advising.
Conclusion
Although career assistance was widely available, there are several ways in which the type and scope of assistance can be improved upon to better support students and increase access.
Teaching implications
Undergraduate psychology students could benefit from more career assistance content throughout psychology curricula.
... iii). Thus, we are preparing our students for the workplace, but we are likely not helping them to understand that link as effectively as we could (Halonen & Dunn, 2018;Stoloff, Good, Smith, & Brewster, 2015). In a recent survey of psychology undergraduates, 21% left blank a question that asked them to list the career for which they were preparing-and those percentages were similar from first-year students to seniors (Strapp, Drapela, Henderson, Nasciemento, & Roscoe, 2018). ...
... Let us turn to the concept of curricular infusion. This is not the first time the term has been used (e.g., Vespia, 2016Vespia, , 2017Vespia, Hummelmeier, & Wink, 2016), nor I am the first to strongly recommend it (i.e., Halonen & Dunn, 2018). I may, however, be defining it a bit differently here and using the term more broadly. ...
... They hypothesized the lack of information from chairs on these topics meant many programs did not provide formal careerrelated activities, leading to the inability to respond. A series of more recent articles that focus on improving career information or readiness for students also speaks to this need (e.g., Halonen & Dunn, 2018;Schwartz, Gregg, & McKee, 2018;Strapp et al., 2018), with some authors' explicitly asking for new strategies, including infusion (Halonen & Dunn, 2018;Schwartz et al., 2018). ...
Psychology and other liberal arts are under scrutiny by government officials, employers, parents, and students. In an increasingly consumer-driven, product-oriented environment, people question their marketability and earnings potential. Psychology remains a very popular undergraduate major, and the American Psychological Association’s learning goals emphasize critical thinking, communication, effectiveness in a diverse world, and professional development—many attributes highly valued by employers. This article outlines an approach to integrating pedagogical best practices, psychology learning outcomes, and an strategy called “curricular infusion” to facilitate a high-quality educational experience and enhanced understanding of the relevance of the psychology degree to careers.
... One specific indicator included in the APA guidelines is to provide students with academic experiences that best shape career readiness. This article provides strategies on how to support student career and professional development in the field of psychology through career advising, with an emphasis on career counseling offered typically within the institution's career development center, and through curriculum development, extending the work of Halonen and Dunn (2018). ...
... Breunig (2005) suggested that classroom instruction and activities can be enhanced by an intentional experiential learning experience. These activities allow students to apply classroom instruction to a novel situation (see Halonen & Dunn, 2018, for ideas in this regard). Graduates often find their degree simply makes them eligible for a position, but student experiences in relevant job situations outside of the classroom are prioritized by employers when evaluating potential employees (Jasich, 2012). ...
... What these efforts have in common is a reflective component, in which students consider how they will apply their coursework and experiences in the major to a work or graduate school environment. The authors of other articles in this issue discuss in detail how career advising takes place in specific courses, especially introductory psychology and capstone classes (see Halonen & Dunn, 2018), so we will limit the discussion here to other ways of including career-related opportunities within the major across the curriculum. ...
Providing career preparation for our students continues to be a focus for faculty, departments, and institutions. Professional development is most effective when accessible to students in a number of ways. This article presents how career preparation can be incorporated in advising, through programming and assessment in a career center, and in the curriculum. We discuss the importance of career discussions in advising, the types of resources available in a career center, and finally, we review a number of courses in which faculty can incorporate discussions and assignments focused on careers in psychology. Through this multifaceted approach, students are more likely to obtain important career information, as they consider what path to take after their undergraduate education.
... The applicability of undergraduate psychology training to a variety of job pursuits is a selling feature of the major (see Halonen & Dunn, 2018). The workforce is more mobile than ever before. ...
... One way to help students with career preparedness is to weave it into the undergraduate psychology curriculum. Halonen and Dunn (2018) provided myriad of ideas to do so within existing course. This ensures that students have the opportunity to learn about professional development topics in a formalized way that is appropriate for undergraduate psychology majors. ...
... The traditional approach to career preparation in psychology is to develop courses that specifically focus on professional development issues. Institutions may incorporate some career preparation in introduction to the major courses as Halonen and Dunn (2018) described or fully design courses to prepare students for life after graduation. Although beneficial (Roscoe & McMahan, 2014;Thomas & McDaniel, 2004), psychology programs offer careers in psychology courses only 37% of the time (Norcross et al., 2016), and how many of those are required is unknown. ...
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.
... In fact, some educators propose that career issues should be embedded in beginning, middle and ending courses (Bailey et al. 2017); while other scholars suggest that specific career exploration courses be developed and implemented in the psychology curricula (Loher & Landrum, 2010). Halonen and Dunn (2018) suggest that career issues be embedded in throughout the psychology curricula, specifically addressed in professional development seminars, and explored in capstone courses as best practices for assisting students transition to the workforce. ...
... Almost all students matched to counselingclinical placements were offered positions at the end of their fieldwork. Students are likely to obtain gainful employment at the end of their fieldwork, thus reinforcing the idea that embedding professional development issues in undergraduate coursework is a promising teaching-learning strategy (Halonen & Dunn, 2018). ...
A total of 306 students participated in a practicum/internship (P/I) program. Retention and employment outcomes suggest that students are likely to continue at the university after being exposed to career issues in beginning psychology courses and they are likely to obtain employment in ending psychology courses. Students also made improvements in their racial-cultural identity development, racial, cultural, and social justice attitudes, and problem-solving, civic responsibility, and community engagement skills from the beginning to the end of the program. Sixty-eight percent of students evaluated the course as challenging and 54% of them felt prepared to transition to the workforce or graduate school by the end of the program. Field supervisors also made favorable appraisals of student work performances. Implications for infusing career issues in beginning, middle, and ending courses in an undergraduate liberal arts curriculum are discussed.
... Psychology as a discipline has been under threat for some time, and this situation is well-documented (Halonen & Dunn, 2018). Although psychology is one of the most popular majors in college with 117,440 bachelor's degrees awarded in (National Center for Education Statistics, 2017 and an introductory psychology course is taken by 1.2 to 1.6 million students yearly (Gurung et al., 2016), the field has not successfully measured what majors learn or effectively assessed the impact of the course. ...
... The good news is that senior psychology majors and introductory psychology students score higher on all measures than individuals with no college psychology. In the face of documented assaults on the field of psychology (Halonen & Dunn, 2018), these results are important and vital to supporting the need for courses in the discipline even among those students going directly into the workforce. Instead of being obvious or commonsense, empirically demonstrating the importance of taking even a college introductory psychology class (over not taking one) has not been done before and goes toward making a case for increasing how well we teach the course (APA, 2014). ...
We compared the performance of senior psychology majors, introductory psychology students, and similarly aged individuals with no college psychology on seven different outcome measures including multiple-choice knowledge tests, attitudes, and open-ended scenarios requiring qualitative responses. On all measures, both senior psychology majors and introductory psychology students significantly outperformed individuals with no college psychology. However, the absolute magnitude of introductory psychology student performance would be depicted as a failing grade at most institutions (i.e., below 60% correct). We discuss this pattern of results in the context of judging the effectiveness of the major, the role of the introductory psychology course, and judging the effectiveness of the assessment/outcome measures utilized.
... According to this model, a four-year undergraduate psychology degree should focus on the scientific principles underpinning the discipline and the development of generic competencies, such as the ability to conduct valid research, think critically, behave ethically, communicate effectively, and demonstrate psychological literacy (Cranney et al., 2009;Provost et al., 2010). These competencies position graduates for employment in a range of industries (Appleby, 2018;Halonen and Dunn, 2018), though not for immediate employment as a registered psychologist (Littlefield, 2016). Most Australian psychology undergraduates do not continue into graduate school, which is the key pathway for employment as a psychologist (Hamilton et al., 2018). ...
... Undergraduate psychology degrees train generic skills, including collaboration, communication, and problem solving, that are valued by employers in a range of industries (Halonen and Dunn, 2018;Hamilton et al., 2018). Further, the benefits of interdisciplinary collaborations are becoming more widely recognized as necessary in undergraduate psychology degrees, to mirror the multidisciplinary nature of many workplaces (Cranney and Dunn, 2011). ...
Unlike disciplines which focus on skill development from year one of a bachelor’s degree, training in psychology in Australia follows the scientist-practitioner model. According to this model, an undergraduate psychology degree should focus on the scientific principles underpinning the discipline and provide a foundation for the development of professional skills in graduate school. However, most Australian psychology undergraduates do not continue into graduate school, and concerns have been raised about their lack of applied skills and work-readiness. Work-integrated learning (WIL) refers to strategies aimed at providing students with practical experiences (e.g., fieldwork, placements, and internships) directly related to their course of study. The objective of WIL is to increase work-readiness. Accreditation standards coupled with the norms of the discipline have historically prevented the inclusion of typical WIL experiences in Australian undergraduate psychology degrees. However, one particular type of WIL activity—the undergraduate research experience (URE)—is particularly suited to psychology. In a typical URE, students collaborate with faculty to conduct research designed to make an original contribution to their field. The current study is a qualitative investigation of stakeholder perceptions of a competitive summer URE program ran from 2012 to 2016. Six faculty members and seven undergraduate students were engaged in semi-structured interviews about their URE experiences. Constructed themes broadly reflected the benefits and challenges of the program and included work-readiness and additional research experience, networking and teamwork, publication, quality of experience and equity of opportunities. Faculty members and students spoke favorably of their UREs in most cases, although issues of administration and financial concerns were mentioned consistently, as were concerns about the length, timing, and nature of projects. Students reported skill development and networking as two of the key benefits of their participation in the program, and article publication was seen as particularly beneficial to career prospects. Our findings suggest that student co-authored publications resulting from UREs are possible, but careful thought is required to optimize their likelihood. Overall, this research adds to a growing literature suggesting that UREs can confer a range of benefits to Australian psychology schools related to increased research capacity and student satisfaction.
... When it comes to promoting career development for psychology students, it is recommended that a career-focused curriculum be included throughout all levels of the undergraduate experience (Ciarocco et al., 2016;Halonen & Dunn, 2018). For example, psychology faculty are usually encouraged to not only discuss course content but also integrate pertinent career information where applicable. ...
College students majoring in psychology often lack knowledge concerning the amount of education required for their desired career goals. For example, many psychology majors do not realize the necessity of attending graduate school to pursue certain careers. The present study sought to assess the effectiveness of a brief intervention designed to increase knowledge about postbaccalaureate education and careers in psychology and other related fields. Forty-eight psychology undergraduate students attended a graduate school information session in the spring of 2023. During the session they received information about various graduate degrees in psychology and how to prepare application materials. All students completed a knowledge test and career decision-making scale before and after the session. Results showed a significant increase in knowledge about graduate school and career self-efficacy after the session. The session was especially beneficial in reducing knowledge equity gaps based on racial identity and generation status. These findings underscore the potential of brief, cost-effective interventions to enhance career readiness. Educational institutions, especially those who primarily serve students from underrepresented backgrounds, should consider implementing similar programs to support students pursuing careers in psychology or related fields that require postbaccalaureate education.
... By bridging the gap between theory and practice, PJBL prepares students for their future careers. It allows students to develop a portfolio of skills and experiences that can be showcased to potential employers (Halonen & Dunn, 2017). Through PJBL, students gain practical experience and build a strong foundation of skills and accomplishments, making them attractive candidates in the job market. ...
This study explores the benefits and challenges of Project-Based Learning (PjBL) in higher education. The research methodology employed a review study, utilizing various tools, methods, and software such as databases, citation management software, and data analysis software. The main findings of this study highlight the multifaceted benefits of PjBL in higher education, including enhanced student engagement, interdisciplinary collaboration, and authentic problem-solving. Implementing PjBL in higher education also presents challenges. These include faculty resistance and readiness, complexities in curriculum design and assessment, time and resource constraints, and the need for effective project management strategies. Strategies to address these challenges are discussed, including faculty training and support, curriculum alignment, assessment rubrics, and project management frameworks. This study’s findings can be useful in higher education institutions across various disciplines and areas, providing insights for educators, administrators, and policymakers who seek to integrate or enhance PjBL approaches in their curriculum. This study contributes to the existing knowledge on PBL in higher education by providing a comprehensive exploration of its benefits and challenges. It advances the understanding of how PjBL promotes active engagement, interdisciplinary collaboration, and authentic problem-solving, ultimately bridging the gap between theory and practice in education.
... The identified benefits of these highimpact experiences including skill-building and job-related utility may be marketed by both undergraduate psychology programs and career centers. Psychology instructors may work to convey the career-related benefits of internship and research experiences within their courses, for example, by helping students understand how current tasks apply or transfer to their career goals (see Halonen & Dunn, 2018, for a review of strategies). Should a program not have an undergraduate internship established, the reader may consult Reis-Bergan (2015) for more information about points to consider when developing an internship program. ...
Background: Faculty tout the value of undergraduate internships and research experience, but the long-term benefits are unclear for students pursuing different careers. Objective: We assessed the self-perceived benefits of internships and research experiences for alumni pursuing different careers, as well as how enduring these perceived benefits were. Method: Psychology alumni (N = 498) rated their skills garnered as an undergraduate, the usefulness of their psychology training, and overall satisfaction with their psychology education. We examined the effects of internships and research experience on their ratings and how ratings varied by chosen post-graduation path and graduation year. Results: Both internships and research experiences were associated with higher ratings of skills, greater perceived usefulness of their psychology degree, and higher satisfaction with their education even decades later. Alumni entering the workforce found internships more beneficial than did those entering graduate or professional programs. Those who had both an internship and research experience perceived significantly greater benefits than those who had only one type of experience. Conclusion: Undergraduate internships and research experiences have enduring positive impacts but are differentially useful depending upon the alum's chosen career path. Teaching Implications: Faculty should encourage students to pursue experiences most beneficial for the student's career trajectory.
... Preparation for employment is a concern for all psychology students, so a range of career outcomes should be viewed as valid and valued. Halonen and Dunn (2017) advance that "all careers are related to psychology" (p. 42). ...
Psychological literacy is a term to describe the core attributes that psychology graduates should possess upon completion of an undergraduate degree. This article explores the perceptions and practices of 18 higher education psychology educators (Australia, U.S.,
and U.K.), in relation to the concept of psychological literacy. Participants perceived that psychologically literate graduates should be proficient in scientific research methods (n = 17), critical and evaluative thinking (n = 16), applying psychological knowledge
(n = 15), written communication skills (n = 15), and data/statistical analysis (n = 13). Participants also outlined barriers to student skill development and scalability concerns. Findings from this study were compared to existing work with other stakeholder groups (psychological literacy researchers and students). Previous research in this area indicated that the concept required redefining. As such, this article provides a revised definition of psychological literacy, based on multiple stakeholder perspectives. Future recommendations include more programmatic planning to increase skill development opportunities, delineation of skills that are psychological rather than generic attributes, and increasing awareness of psychological literacy among educators.
... Many universities have first-year courses that help students transition from high school to college, but few offer the same transitioning help from college to the workforce, aside from services provided in campus career centers (Ciarocco, 2018). One way to address this gap is to help students professionalize their undergraduate experience (Halonen & Dunn, 2018). By this we mean helping students to understand the transferable skills they are acquiring through completion of the psychology curriculum. ...
In ethics courses, students need to begin or continue their transformation from smart, motivated people to ethical, self-reflective professionals. This chapter focuses on some principles and strategies to achieve that goal, including backward design, developing an effective course atmosphere, the nature of teaching and learning ethics, and skill development. Rather than thinking first about classroom activities, reading assignments, and topics, instructors who use backward design start with consideration of the goals they wish their students to achieve, then move on to how they will assess whether students meet those goals. Only then can they design specific, effective activities and assignments for a course. We explore several other principles and assumptions relevant to the teaching of ethics. We do this by presenting an instructor’s observations and reflections on his graduate ethics course, followed by three graduate students’ views of (a) the course and (b) how the instructor attempted to actualize these principles.
... A recent special section of the journal Teaching of Psychology (2018) focused on some of the activities that psychology programs have designed to help students make the jump to the postcollege environment, such as conversations and advising about careers inside and outside the classroom (Schwartz et al., 2018;Strapp et al., 2018;Vespia et al., 2018); making connections between current students and alumni through alumni panels (Lawson, 2018); curating career information on the web (Golding et al., 2018); embedding career issues in advanced classes (Halonen & Dunn, 2018); and creating a specific careers course (Ciarocco, 2018). ...
Graduating students sometimes struggle to match the skills they have learned in college with qualifications in job advertisements. In the present study, we assessed the extent to which employers and students agree on which skills are essential in new hires, and we tested whether the skills and knowledge students think are important for post-college success can be influenced by the way the psychology major is framed. Participants viewed a 1-min video where they heard a target student describe her path through the psychology major framed in one of two ways: either as a list of courses she took or as a set of learning goals she achieved. Participants then responded to two open-ended questions about what they should focus on now for postcollege success, as well as how they thought a potential employer would evaluate the target student. Results revealed some overlap between students’ responses and those from a nationwide sample of employers. Con- versely, some skills that employers consider essential were rarely mentioned by students. Further, when participants heard the major described as a list of courses they were more likely to note “professionalism” as an important skill to hone for post-college success than when they heard the major described as a set of learning outcomes. These results suggest that a relatively small number of students know some of the skills that employers want in new hires, and the way the major is framed to students by faculty and advisors might influence the particular skills and knowledge on which they focus.
... This is useful information, given that the majority of psychology graduates do not go on to careers directly involved in psychology (Hamilton et al., Students' understanding of psychological literacy 2018;. In a time when the value of psychology undergraduate degrees is being called into question (Halonen & Dunn, 2017), having a literacy specific to psychology graduates may help them stand out compared to graduates in other fields. In the future, it may be beneficial to repeat the current survey with students from other disciplines, and with a UK cohort, replacing 'psychological' with the relevant subject literacy, to see if they score similarly on the Likert scales, or if psychology students do rate these skills more highly than students from other disciplines. ...
Psychological literacy is a concept in psychology learning and teaching in Higher Education (HE) that considers how psychology students can intentionally apply psychological knowledge to personal, professional and societal goals. However, despite its prevalence among psychology Higher Education scholars and developers, it is unclear whether psychology students are aware of psychological literacy. In this mixed methods study, psychology undergraduates studying in the UK (N=117) were asked to rate the core eight competencies of psychological literacy, as outlined by the QAA (2019) subject benchmark statement. Overall, we found that students were mostly unaware of the term ‘psychological literacy’. However, students did value the attributes that it includes. When asked to define the term, students typically referred to the capacity to understand subject-specific knowledge, with some students discussing the application of this knowledge to everyday life too. Implications for the development of psychological literacy as an emergent pedagogic practice are discussed
... The nature of good capstone design has been addressed in a variety of disciplines, and psychology has generated many effective strategies (e.g., Halonen & Dunn, 2018). Of course, the only way to know what students know and what they can do is through assessment, and capstone experiences provide a distinctive and important opportunity to gather assessment data while promoting student growth. ...
Capstone experiences figure prominently in the undergraduate landscape. In this article, we review the benefits of capstone design for all stakeholders in the process. We elaborate examples of effective capstone design, including assessment strategies, emphasizing the use of research team participation, integrative senior seminars, internships and community service projects, and portfolios. We also recommend some guiding principles to enhance the quality of capstone assessment planning.
... A course designed to address the intersection of clinical and comparative psychology could be on the level of an advanced psychology course and, more specifically, a capstone course. Halonen and Dunn (2018) recommended that advanced psychology major courses focus on career preparation and the inclusion of capstone courses. These are courses typically integrative and allow students to combine knowledge gained from different areas (Charlton & Lymburner, 2011;Cranney & Dunn, 2011;Cranney & Botwood, 2012). ...
It has been established that comparative psychology is in danger of becoming a footnote in the history of psychology. Six pieces of evidence to support this problem are few graduate psychology programs; little of no mention in introductory psychology textbooks or courses; insufficient number of undergraduate courses in comparative psychology; few teaching exercises; declining membership in Division 6 of APA; no recent textbooks in comparative psychology. Therefore, this article sought a viable solution to promote comparative psychology’s interconnections to different psychology areas. Specifically, a solution for combining comparative psychology into clinical fields by creating a course that combines comparative and clinical psychology was conceptualized. The rationales, history, barriers, benefits of creating a comparative and clinical psychology course were all examined to make a case for this solution. Concrete approaches to a course development covering domains such as cognitive, behavioral analysis, and scientific reasoning were presented. Also, the consideration of a ‘capstone course’ that is approached from the perspective of ‘challenge-based learning’ was recommended. This capstone course could offer students flexibility and promote problem-solving and innovative-think skills needed for careers. The rationales and recommendations covered in the article established that providing a course on comparative and clinical psychology can actually facilitate students to think differently about psychology and how exactly the different areas of psychology interconnect. In conclusion, it was determined that developing a course on the connectedness of comparative and clinical psychology is one way to help strengthen comparative psychology’s rightful place in the broad field of psychology.
... For instance, school psychology student organizations can collaborate with other professional student organizations (e.g., National Student Speech Language Hearing Association) and diversity-related organizations and clubs (e.g., LGBTQA, Black Student Union) by creating social events for students and faculty advisors to learn more about the field of school psychology and allied disciplines. Practicing school psychologists or field-based supervisors can serve as guest speakers to advanced psychology courses, undergraduate conferences, and professional student organizations to aid in career planning (Halonen and Dunn 2018). While there has been lack of research citing the effectiveness of implementing collaborative activities as a means of recruiting school psychology students, these opportunities serve to increase exposure of the profession to prospective applicants and faculty, since there has been limited outreach to psychology departments and CLD students (Beeks and Graves 2017). ...
The critical shortage of school psychologists across the nation has been a long-standing issue, along with the need to diversify the profession. While recruitment efforts have attempted to attract culturally and linguistically diverse (CLD) students into school
psychology programs, novel practices integrating social justice advocacy and interdisciplinary collaborative training may aid in both recruitment and retention efforts. Broadly, graduate programs in education and psychology disciplines are ripe with
opportunities to collaborate in a coordinated effort to meet the complex educational and mental health needs of diverse children and adolescents. The purpose of the manuscript is to (1) outline and address barriers relating to the critical shortage of CLD school psychologists, (2) promote integration of social justice advocacy and interdisciplinary collaborative training, and (3) provide strategies and recommendations to recruit and retain CLD students in graduate training programs.
... Research conferences that offer the opportunity for student participation provide students a forum for presenting their research findings, a chance to "complete the research cycle," a boost to their professional development, and a way for students to share complex ideas and research findings . Research presentations are an important part of the credentials needed for admission into graduate programs (Stoloff et al, 2015), while quantitative literacy and the ability to communicate effectively are skills valued by future employers as well (Appleby, 2018;Halonen & Dunn, 2018). Other benefits to students include heightened self-efficacy, independence, collegiality and a sense of personal identity (Stuber-McEwen & Thielen-Belveal, 2008). ...
Tara Kuther, STP’s E-book Editor (e-books@teachpsych.org), is pleased to announce a new e-book available on the STP website:
Administration of a Student Friendly Psychology Conference: Challenges and Opportunities
Direct link: http://teachpsych.org/ebooks/studentfc
We are pleased to announce the Society for the Teaching of Psychology’s (STP) publication of Administration of a Student Friendly Psychology Conference: Challenges and Opportunities, edited by William Douglas Woody and Richard L. Miller.
The book contains 13 chapters that provide evidence-based guidance from a collection of experienced administrators of student-centered conferences. It opens with a discussion of the importance of student-friendly conferences in psychology and then presents specific recommendations for developing, promoting, and administering a student-centered convention. The first three chapters describe the functions of professional conferences that provide undergraduate students the opportunity to participate and then present recommendations for students and faculty who engage in collaborative research for presentation. The following two chapters address the Secretary and Treasurer roles in a student-centered convention. The remaining seven chapters address the leadership roles and responsibilities that provide direct support for the conference, including Convention Coordinator, Program Chair, Convention Manager, Diversity Chair, Awards Chair, the Teaching Conference Coordinator, and the regional Vice-President of Psi Chi. The book concludes with a chapter that reviews student-friendly conferences accessible to students in psychology.
This book, like all of STP’s e-books, is free and downloadable at http://teachpsych.org/ebooks/index.php.
... Research conferences that offer the opportunity for student participation provide students a forum for presenting their research findings, a chance to "complete the research cycle," a boost to their professional development, and a way for students to share complex ideas and research findings . Research presentations are an important part of the credentials needed for admission into graduate programs (Stoloff et al, 2015), while quantitative literacy and the ability to communicate effectively are skills valued by future employers as well (Appleby, 2018;Halonen & Dunn, 2018). Other benefits to students include heightened self-efficacy, independence, collegiality and a sense of personal identity (Stuber-McEwen & Thielen-Belveal, 2008). ...
Tara Kuther, STP’s E-book Editor (e-books@teachpsych.org), is pleased to announce a new e-book available on the STP website:
Administration of a Student Friendly Psychology Conference: Challenges and Opportunities
Direct link: http://teachpsych.org/ebooks/studentfc
We are pleased to announce the Society for the Teaching of Psychology’s (STP) publication of Administration of a Student Friendly Psychology Conference: Challenges and Opportunities, edited by William Douglas Woody and Richard L. Miller.
The book contains 13 chapters that provide evidence-based guidance from a collection of experienced administrators of student-centered conferences. It opens with a discussion of the importance of student-friendly conferences in psychology and then presents specific recommendations for developing, promoting, and administering a student-centered convention. The first three chapters describe the functions of professional conferences that provide undergraduate students the opportunity to participate and then present recommendations for students and faculty who engage in collaborative research for presentation. The following two chapters address the Secretary and Treasurer roles in a student-centered convention. The remaining seven chapters address the leadership roles and responsibilities that provide direct support for the conference, including Convention Coordinator, Program Chair, Convention Manager, Diversity Chair, Awards Chair, the Teaching Conference Coordinator, and the regional Vice-President of Psi Chi. The book concludes with a chapter that reviews student-friendly conferences accessible to students in psychology.
This book, like all of STP’s e-books, is free and downloadable at http://teachpsych.org/ebooks/index.php.
... Although our findings spotlight the many challenges departments face in providing stu- (Halonen & Dunn, 2018). Another powerful, and inexpensive, way to create a robust graduate school advising program is to develop relationships with local graduate programs. ...
High-quality advising helps undergraduate students gain admission to graduate programs in psychology. Yet, little is known about the current practices psychology departments use to advise students about applying to graduate school. We conducted the present research to better understand these practices. Psychology department chairs from across the United States (N = 176) completed an online survey asking about their department’s advising practices and advising challenges. The results show that most departments provide students with useful resources about applying to graduate school but that few departments have formal mechanisms in place to help students become competitive applicants for psychology graduate programs. Participants frequently expressed the need for their departments to develop more systematic approaches for delivering information and assistance to students regarding graduate school. Our findings provide insight into current advising practices in psychology departments, challenges that departments face in providing effective advising to their students, and practical strategies that departments can implement to enhance advising effectiveness.
... This is a graduate attribute for undergraduate psychology courses on both sides of the Atlantic (American Psychological Association., 2016;British Psychological Society, 2017). The ability to communicate effectively is a skill valued by employers (Appleby, 2018), and the communication skills of psychology graduates can advantage them relative to majors from other disciplines when competing for graduate level positions in many different industries (Halonen and Dunn, 2018). Preparing a talk for a lay psychology audience, rather than for assessment or a limited lab-group, provides students with experience of communicating complex ideas concisely and at a more general level of abstraction. ...
The benefits associated with regularly engaging undergraduate psychology students in authentic research are widely recognized (Miller et al., 2008) and reflected in the learning goals and graduate attributes/requirements specified by psychology course accreditors worldwide. For example, UK accreditation standards (British Psychological Society, 2017, p. 12) state that students should graduate from an undergraduate psychology course able to demonstrate a range of research skills, and that such skills are best developed via engagement in a diversity of empirical experiences across the duration of the course. In the UK, the last and largest of these experiences is the undergraduate dissertation or research thesis project (Brewer et al., 2012). Accreditation is similar in the US (American Psychological Association., 2016) where psychology majors will have designed and conducted multiple research studies prior to graduation (Perlman andMcCann, 2005; Stoloff et al., 2015). Although less ubiquitous in the US than in the UK, capstone research projects are growing in popularity, particularly in liberal arts colleges (Schermer and Gray, 2012; Chew, 2015).
... They comprise a substantial part of most undergraduate psychology curricula (Norcross et al., 2016), and are prominently represented in the graduate attributes and course learning outcomes specified by psychology accreditation organisations around the world (e.g., American Psychological Association, 2016; Australian Psychology Accreditation Council, 2018;British Psychological Society, 2017). The quantitative research skills of psychology graduates are valued by employers (Appleby, 2018), and put psychology majors at an advantage relative to majors from many other disciplines when competing for graduate level positions in a wide range of industries (Halonen & Dunn, 2018). ...
Quantitative research methods underpin psychological literacy and evidence-based practice in psychology. Despite this, many students struggle to identify appropriate statistics for different types of research questions and data types. StatHand (see https://stathand.net) is a free application that facilitates this statistical decision making process by prompting students to focus systematically on each structural characteristic of their research design. A total of 217 undergraduate psychology students were randomized to use one of four decision making aids: StatHand on an iPad, a familiar textbook, a familiar paper decision tree, or the textbook and decision tree combined. Participants were then asked to identify suitable statistics for five research scenarios. Students assigned to use StatHand demonstrated higher decision making accuracy than users of the three alternative aids (δ = .50 to .64). StatHand users also experienced lower cognitive load, higher confidence in the accuracy of their decisions and greater satisfaction with their assigned aid than one or more of the other groups. However, it took the StatHand users longer to make their decisions. Finally, there was strong evidence to support the hypothesis that StatHand is instructionally efficient, and that its use requires less effort to promote higher performance relative to the other three aids (δ = .49 to .70). StatHand can be incorporated into a variety of classroom learning activities, and educators are encouraged to consider how they can use it most effectively.
... Maynard, Maynard, and Rowe (2004) described an assignment for introductory psychology courses that required students to research career opportunities within a specific subfield of psychology and share this information with others in the course. Halonen and Dunn (2018) present a number of other ways to incorporate career themes into existing courses. An option that requires more extensive faculty resources is to offer an entire course on careers in psychology either online or on campus (e.g., Brinthaupt, 2010;Case, Miller, Hensley, & Jackson, 2014;Ciarocco, 2018;Roscoe & McMahan, 2014;Ware, 1988). ...
This article describes how my psychology department utilizes our alumni to educate current and prospective students about careers in psychology. I explain how we developed an alumni careers website and on-campus alumni careers sessions for students. High school students and our psychology majors reported that they found this information valuable, but they also valued a broader list of psychology job titles. Nevertheless, students appreciated the fact that the alumni careers information was more reflective of real-world jobs of our university’s graduates as compared to the list of job titles.
... However, some students may not recognize the value of career planning in the first few years of college. Career courses with assignments (see Halonen & Dunn, 2018) that require development of a career time line may help students realize the importance of career development across several years. Plans could be adjusted to fit the individual needs of the student (e.g., a 4-year plan for first years or 2-year plan for transfer students), highlighting relevant tasks for each year based on career development models (Hartung & Niles, 2000;Kramer, 2000) and resources provided by the campus career center. ...
This study investigated the accuracy of psychology majors’ expectations regarding careers. Psychology majors, including 101 women and 35 men (Mage = 23 years; standard deviationage = 6.25), indicated a desired career and estimated the level of education needed and the expected annual salary for the career. Students’ expectations were compared with Bureau of Labor Statistics data. Students completed the Career Decision-Making Self-Efficacy Scale Short Form to assess the career efficacy and expectations. Students overestimated education needed for a career, but salary estimates did not differ from market statistics. Students’ confidence in career choice and expected income was related to career efficacy. Results highlight the importance of career advising and support for psychology students entering the job market.
... Majoring in psychology is not without its detractors in the United States. In a highly visible case drawing national attention, the Board of Governors of the State University System of Florida questioned whether there were too many psychology majors (Halonen, 2011;Halonen & Dunn, 2018). Leading Florida educators collaborated to answer that question with respect to the popularity, utility, and rigor of the psychology major. ...
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.
The undergraduate psychology major is often one of the most popular choices for bachelor's degree-seeking students. Although national and international organizations are devoted to broad interests, there does not seem to be much coordinated effort—on any level—to comprehend and advocate on behalf of psychology baccalaureates. In this review article, we expand on psychology workforce literacy, focusing on a psychology major's ability to navigate the college-to-career transition. Psychology workforce literacy is more than exploring and knowing the options with a psychology bachelor's degree. It is also about self-confidence to make meaningful decisions about the next steps in one's career path, and many of these ideas emerge from the career development literature. We present ideas about how faculty can prepare undergraduate students with psychological workforce literacy knowledge and skills, curriculum options, and the pedagogical/assessment supports that faculty will need to know that their efforts are effective.
Background
More students with a bachelor’s degree in psychology are seeking graduate studies, though many lack knowledge about the admission process.
Objective
We created a brief educational presentation to increase student knowledge of the application process, positive outcome expectations for obtaining a master’s degree in psychology, and intention to apply.
Method
We recruited N = 55 undergraduate psychology majors at a public university in Texas. We randomly assigned participants to either a 52-min written or video version of the educational presentation.
Results
Repeated measures analysis of variance revealed that participants increased their positive outcome expectations for a master’s degree in psychology and increased their perceived knowledge of the application process. Our qualitative content analysis revealed improvements in participants’ objective knowledge of what to include in a curriculum vitae and personal statement, who to ask for a letter of recommendation, and what resources exist for funding graduate school.
Conclusions
Professors could consider using evidence-based, brief educational presentations in mentoring undergraduate students on career goals including graduate study in psychology.
Teaching Implications
Additional training may be required to help educational professionals to incorporate evidence-based career planning during key stages of students’ undergraduate psychology study.
Empirical research comprehension is important for undergraduate students in many scientific domains. In the present pair of classroom studies, students completed a series of either three or nine structured reading worksheet assignments (RWs) designed to implement deliberate and distributed practice of research article comprehension. In line with our previous work (Kershaw et al., 2018; 2020), students improved across the course of the semester on multiple article comprehension tasks. Extending previous work, students demonstrated greater learning of course concepts that were reinforced by RW assignments compared to course concepts that were presented in lecture alone. Our findings suggest improvement in research article comprehension can occur after a relatively small number of practice sessions. Further, our findings are in line with past literature that learning is best when information is reinforced in multiple contexts. Implications for instruction are discussed.
Background
American Psychological Association Guidelines for Undergraduate Education (2013) encourage workforce preparation among undergraduate students, and the field of psychology has implemented this recommendation in various ways.
Objective
The present study investigated what sources undergraduate psychology students use to find information about and experiences they seek in preparation for their future careers, and what characteristics are associated with this process.
Method
Undergraduate participants ( N = 354) described the number and type of sources from which they sought information and experiences on careers, and also provided demographic information (e.g., academic achievement).
Results
Participants primarily used the Internet, advice from friends/family, and a career orientation course to find information, with higher academic achievement predicting the use of more sources. They sought a variety of experiences to enhance career opportunities (e.g., volunteering), with academic achievement and class standing as positive predictors of seeking more of such experiences.
Conclusion
To maximize students’ success, psychology departments should show students everything that the department and university have to offer by way of career information and preparation.
Implications
Departments should encourage students to use resources within the psychology department, include career information in orientation courses, in addition to regularly encouraging familiarity with on campus career centers.
Background
Case studies are often used to supplement lecture material to students of psychology. Recent research on the use of online support forums has been shown to be more effective in increasing student attainment of course learning objectives than the use of case studies.
Objective
The current research replicated two studies on the use of online support forums and extended this work to chronic pain and compared midterm exam scores from two different semesters when case studies and online support forums were used as a supplementary learning exercise.
Method
Following a lecture on chronic pain students were randomly assigned to either the case study or online support forum condition and asked to rate their experience based on four learning objectives.
Results
Students who took part in the online support forum learning exercise rated the four learning objectives higher and obtained higher marks on a midterm exam than students in the case study exercise.
Conclusion
Reading people’s personal accounts of their experience with chronic pain through online support forums is more effective in increasing student understanding of the effects of chronic pain than the traditional case study.
Teaching Implications
Implications for teaching material that is highly emotional are discussed.
Background
Psychology students can and sometimes do develop skills and career readiness in their courses, but these outcomes are rarely made explicit.
Objective
This research jointly examines how two potential factors may improve student skills and career readiness: explicit instruction on skill development in an advanced laboratory course, coupled with an embedded staff person from the institution’s career center.
Method
Changes in self-reports of skills and career readiness from pretest to posttest were examined for the course designed to improve these outcomes, as well as in a comparison group of similarly qualified students.
Results
Students in the course targeting skill development and career readiness improved on these outcomes over time. The comparison group did not improve.
Conclusion
These findings show promise for the impact of direct skill instruction and embedded staff on student career–related outcomes.
Teaching Implications
Instructors would serve their students well by pointing out the skills they are developing, when they are developing them, and their usefulness. Other implications for embedding staff, including feasibility, are discussed.
LGBT college students need mentorship regarding their career development from their faculty members. This paper provides an informed approach, grounded in Social Cognitive Career Theory and supported by empirical research, for faculty members to provide effective career guidance specifically tailored for LGBT students. Goals and recommendations for career advising with LGBT students are provided using an SCCT-informed approach, given the unique needs and experiences of LGBT students. Explanations of how SCCT offers a relevant understanding to faculty members, as well as instructions for how to appropriately advise LGBT students in their career development is provided. Conclusions and future directions are also discussed.
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.
Evidence-based career development courses can enhance college students’ preparation in successfully applying the knowledge and skills gained in undergraduate psychology coursework to the world of work. Given that fewer than 40% of colleges and psychology departments offer such courses, research can inform improved practice in this area. This article examines 208 published articles from over 45 years about the development and effectiveness of these courses with special attention to those appearing in the past 5 years. The review is delineated in two parts. Part One includes 62 reports of undergraduate career courses in psychology and other disciplines, the development and management of career courses, main elements of a career course, and career courses internationally. Part Two includes reviews of 116 studies regarding the effectiveness of career courses and summarizes eight meta-analytic studies of these interventions. A review of these research results is framed in terms of career course outputs and outcomes. Output studies used measures developed by psychologists of career thoughts, career decision-making skills, career decidedness, vocational identity, and the like. In this analysis, we found 93% reporting positive gains in measured variables, and 7% reporting no changes. We also reviewed results of career course outcomes such as persistence (retention) in college, graduation rate, cumulative GPA, and job satisfaction or satisfaction with field of study. In this analysis we found 95% reporting positive gains in measured variables, and two reporting no changes. These reports can inform the work of teachers in psychology and other disciplines.
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.
Background
First-generation (FG) college students have been a popular subpopulation to study within educational literature as these students experience many unique challenges in their academic careers causing them to drop out within their first year. This gives courses with high first-time freshman numbers such as introductory psychology courses a unique opportunity to reach many of these students.
Objective
The purpose of this study is to examine new perspectives of FG students that may further explain hindrances to retention and achievement.
Method
One hundred and ninety-three undergraduate students in an introductory psychology course completed surveys on task values in reference to psychology content at three different time points across the semester. Students’ exam scores were also reported as a measurement of academic achievement.
Results
Analyses showed that FG college students reported higher levels of cost value and growth in cost value across the semester compared to non-FG college students.
Conclusion
FG college students experience academic challenges that may be related to their valuing of their educative experience in psychology courses.
Teaching Implications
Educators should actively attempt to alleviate academic obstacles facing FG college students by increasing access to the professor, ease of access to help, and assignment clarity.
Career development is an essential component of graduate employability, particularly for students undertaking degree programs that are not aligned to a specific vocational outcome. For undergraduate career development to be effective, it should be embedded into the curriculum and involve the academic teaching staff. This approach enhances the relationships between academics and students, and improves student course engagement. Thus, it is imperative that we understand academics’ perceptions and current teaching practices associated with their students’ career development as we strategize how to better prepare graduates for work. This research explored the views of academics on supporting their students’ career development in three non-vocational undergraduate health science degree programs (Biomedical Science, Nutritional Science and Psychology) at an Australian university. A constructionist qualitative inquiry framework was utilised, with semi-structured focus groups. Framework thematic analysis was utilised for the focus group transcripts. Three major themes (attitudes and beliefs, teaching and learning approaches, and challenges), and ten sub-themes were identified. Similar views identified across academics included that students’ careers education should be the responsibility of all university staff as well as the students, that academics have limited knowledge of the employment outcomes of their graduates, and that employability skills development should be embedded into the curriculum. There were divergent views on the expertise of academics to provide careers advice, with academics in two degree programs lacking confidence with careers advising as they had limited employment experience beyond research and teaching. This research provides insight into academics’ views and attitudes about supporting their students’ career development and has broader implications for curricular development and academic roles.
Psychology prioritizes students’ professional or career development by including it as one of the five undergraduate learning goals. Faculty advisors are critical to that development but likely feel less prepared for the role. Departments face challenges assessing associated student learning outcomes. We introduce an instrument programs can use to evaluate outcomes and advisors can use to measure students’ advising needs, perceptions, and preferences. We share results from an undergraduate sample (N = 91) to illustrate potential data and uses. For example, these students viewed faculty as knowledgeable career advisors and expressed confidence in their major selection but simultaneously reported feeling unprepared for postgraduation life and thought the major was not highly marketable. We offer specific recommendations for using such data to promote professional development.
The undergraduate curriculum in psychology profoundly reflects and shapes the discipline. Yet, reliable information on the undergraduate psychology curriculum has been difficult to acquire due to insufficient research carried out on unrepresentative program samples with disparate methods. In 2014, APA launched the first systematic effort in a decade to gather national data on the psychology major and program outcomes. We surveyed a stratified random sample of department chairs/coordinators of accredited colleges and universities in the United States that offer undergraduate courses and programs in psychology. A total of 439 undergraduate psychology programs (45.2%) completed the survey. This article summarizes, for both associate and baccalaureate programs, the results of the Undergraduate Study in Psychology. Current practices concerning the introductory course, the courses offered, core requirements, the psychology minor, and tracks/concentrations are presented. The frequency of formal program reviews and program-level assessment methods are also addressed. By extending prior research on the undergraduate curriculum, we chronicle longitudinal changes in the psychology major over the past 20 years.
The aim of this paper was to provide a brief overview of contemporary peer assessment literature and to report the findings of a project investigating the subjective experiences and attitudes of students and staff who participate in a peer assessment task. Twenty-four students, a lecturer and a subject coordinator participated in the study. Students completed pre-and post-peer assessment task surveys and the lecturer participated in a one-on-one interview. While students predominantly agreed that peer assessment was a positive and worthwhile experience, three themes emerged for future consideration, these are: validity and objectivity, confidence, and workload.
The pedagogical value of capstones has been regularly discussed within psychology. This study presents results from an examination of a national random sample of department webpages and an online survey that characterized the typical capstone course in terms of classroom activities and course administration. The department webpages provide an estimate for the presence of capstone courses within the major and some basic characteristics of the course. The survey results offer a more in-depth profile of the purpose and make up of typical capstone courses in psychology. Results suggest that institutions have multiple approaches to the capstone course, but that these differences are rarely associated with institutional size, type of funding, or degree offered. These results could be useful for departments considering the place of capstone course in their own major. Finally, they suggest some areas of future research such as the type, quality, and final outcomes of capstone projects and their relationship to learning goals.
The CyberGuide serves as a companion resource for implementing the APA Guidelines for the Undergraduate Major in Psychology. These resources should aid psychology departments and their faculty to design the most appropriate and effective assessment plans.
We have organized this Cyberguide into four parts that will assist departments in developing assessment plans:
I. Understanding Assessment: Departmental, Institutional, Educational, and Societal Perspectives
II. Designing Viable Assessment Plans
III. Sustaining an Assessment Culture
IV. Applying Assessment Strategies in Psychology
Few studies have employed experimental designs adequate for documenting the value added of studying abroad; that is, learning outcomes above and beyond that which may be achieved in domestic or traditional campus-based courses. Using a pre-/posttest, two-by-two factor design of course location (study abroad vs. home campus) by course subject matter (sustainability vs. nonsustainability), we found significant highest order interactions for three dependent measures of global citizenry. Results suggest that it is the combination of location (abroad) and academic focus that yields the greatest increases in specified learning outcomes for study abroad. Implications for political agendas, academic initiatives, and research directions are discussed.
This study evaluated the extent to which 14 research skills were enhanced by science undergraduates' participation in an undergraduate research experience (URE). Fifty-seven undergraduates self-rated their ability to perform the skills at the beginning and end of the URE. Faculty mentors' ratings of their respective interns' skills served as an objective measure of intern skill level. Mentor and intern data revealed that the URE enhanced some skills better than others. At the end of the URE, female interns rated their ability to understand concepts in their field significantly lower than did male interns. Female interns also tended to perceive less of an increase in their ability to formulate research hypotheses than did male interns. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Accountability pressures influence all levels of psychology instruc-tion. In this article we explore how to meet those pressures with in-tegrity, focusing on authentic assessment and teaching as a primary solution. We propose a rubric to describe the progress of students' acquisition of scientific inquiry skills applied to behavior and pro-vide an example of an authentic assessment that demonstrates use of the rubric. Application of the rubric can enhance active learning, promote more sophisticated scientific inquiry, improve metacognitive development, support program evaluation, and en-rich faculty development.
In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers. In this paper, we describe and critique three initiatives that experimented with future-learning oriented assessment within a faculty of education. These initiatives involved self- and peer-assessment in a mathematics education subject for first year pre-service teachers; peer assessment of individual contributions in a group project using a Wiki; and
self- and peer-assessment to help students learn about leadership. Based on our experiences, we conclude with suggestions of how others might also use self- and peer-assessment to work towards better short- and long-term learning outcomes in higher education.
Broadly speaking, it is well-documented what society and employers want from college graduates. Due to the unavailability of data, however, it is less clear what the specific expectations are regarding bachelor’s degree recipients in psychology. After reviewing the available data about employer concerns and needs, I highlight the potential benefits of a career development course in psychology, centering on the existing empirical evidence that supports beneficial student outcomes. Specific recommendations are offered at the conclusion of chapter, focusing on national needs and better coordination of efforts so that best practices can be identified and evidence-based success stories can be shared with students and instructors.
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.
This article describes how my psychology department utilizes our alumni to educate current and prospective students about careers in psychology. I explain how we developed an alumni careers website and on-campus alumni careers sessions for students. High school students and our psychology majors reported that they found this information valuable, but they also valued a broader list of psychology job titles. Nevertheless, students appreciated the fact that the alumni careers information was more reflective of real-world jobs of our university’s graduates as compared to the list of job titles.
This article describes an undergraduate capstone course with practicum designed to integrate students' previous knowledge of psychology, research methods, and statistics and to apply this knowledge to the benefit of others. Specifically, students administered a 10-week reading intervention and behavior modification program to children with Reading Disorder. Students conducted assessments before and after intervention and statistically evaluated the effectiveness of their work. Students addressed ethical issues and collaborated with other professionals. Outcome data suggested the course was beneficial from pedagogical and service-oriented perspectives.
This study evaluated the extent to which 14 research skills were enhanced by science undergraduates' participation in an undergraduate research experience (URE). Fifty-seven undergraduates self-rated their ability to perform the skills at the beginning and end of the URE. Faculty mentors' ratings of their respective interns' skills served as an objective measure of intern skill level. Mentor and intern data revealed that the URE enhanced some skills better than others. At the end of the URE, female interns rated their ability to understand concepts in their field significantly lower than did male interns. Female interns also tended to perceive less of an increase in their ability to formulate research hypotheses than did male interns.
Scholarly writings provide guidance for delivery of an undergraduate program in psychology (e.g., APA, 2007; Halpern, 2010). Much of the emphasis in this literature has been on examination of the curriculum (e.g., McGovern, 1993; Stoloff et al., 2010), yet minimal research has been conducted to empirically link the overall undergraduate psychology major experience with outcomes. This article relates program characteristics (including curriculum, resources, and faculty engagement) to student success and satisfaction among students completing psychology major programs at 110 institutions in North America. It provides evidence that important factors that correlate with student success are an institutional focus on undergraduates, frequent experiential learning, and faculty engagement outside of the classroom. Students are more satisfied with programs in which they have more laboratory experiences and where they interact with faculty at student events. Adequate staffing of the psychology major program is important; beneficial activities may suffer when faculty are overwhelmed with too many students or competing obligations.
Introductory and capstone experiences in the undergraduate psychology program are crucial ways to engage students in their major and psychology department, impart realistic expectations, and prepare them for life beyond college. Providing the right orientation and capstone courses in psychology education is increasingly a concern of instructors, department chairs, program directors, and deans, and both types of courses have become important sources for gathering pre- and post-coursework assessment data for degree learning outcomes. The strategies presented here have been designed to help educators examine issues around teaching the introductory or careers course and developing a psychology-specific orientation program. The authors also provide concrete suggestions for building capstone experiences designed to fit the needs of a department, its pedagogical philosophy, or the educational agenda of the college or university. Undergraduate psychology curriculum designers and instructors can benefit from learning innovative and effective strategies for introducing the major to first-year students and, at graduation, for bringing closure, reinforcing the overall departmental learning outcomes, and helping students apply their disciplinary knowledge in capstone experiences and post-graduate life. In this collection of articles, psychology instructors involved in the improvement of teaching and learning review the research and share their own successes and challenges in the classroom. Discussions include effective practices for helping students become acclimated to and engaged in the psychology major, application of developmental knowledge and learning communities to course design, and use of quality benchmarks to improve introductory and capstone courses. Other chapters describe innovations in the design of stand-alone courses and offer concrete advice on counseling psychology graduates about how to use what they have learned beyond their higher education experiences.
In this chapter, the authors provide a rationale for the capstone experience as an essential component of the undergraduate major in psychology. They also provide an overview of capstone courses that are typically offered by departments. Ultimately, Dunn and McCarthy provide the theoretical foundations for such a course and they conclude with recommendations for how the capstone can be used as a summative assessment of the major.
Most psychology departments offer field placements that allow undergraduates to learn practical skills and test career options. The psychology curriculum should encourage community service placements because they are consistent with psychology's values, good for students, and beneficial to the community. To close the acknowledged gap between good intentions and volunteer action, our department has developed two models of community service: elementary school tutoring within a child psychology course and credit for individual placements in a variety of settings. We describe procedures followed, decisions made, and lessons learned in setting up these courses. Student testimony about the value of these experiences is offered. Encouraging volunteerism is well worth the effort of psychology departments.
An issues-oriented capstone course can help undergraduate psychology students appreciate the complexity of the discipline, integrate the material, and exercise the critical thinking skills they have learned throughout their courses in the major. Example issues for such a course include clashes between major theoretical approaches, ethical challenges, fundamental questions (e.g., nature-nurture), and contemporary debates (e.g., repressed memories).
Theories and research related to the unconscious can be found in every area of psychology, but there is no course devoted to the topic in the undergraduate curriculum. A capstone course on the unconscious is described. The course integrates topics across the major fields of psychology. Themes in the course include the existence of mental processes that individuals are not aware of, do not have access to, and are not able to control, and how these processes lead to efficiency and confabulation. Course topics related to these themes are organized into subsections including why psychology needs the unconscious, psychodynamic theories, the modern unconscious, and consciousness and free will. Suggestions are made for course readings, assignments, and activities.
In this chapter, the authors remind us that empirical research done in the context of controlled settings is what sets psychology apart from both the humanities and many of the other social sciences. Despite the fact that many undergraduate curricula are predicated on the idea that psychology is a science, not all departments or programs are able to offer students the opportunity to conduct an experimental research project from start to finish. There are many legitimate reasons that prevent departments from ensuring that all students perform some discipline-related empirical work. To address this problem, the authors provide detailed guidance for creating research teams within courses or departments. Besides exposing students to the rigors of psychological research, another benefit of the team approach is that faculty members can keep their methodological skills fresh even if their careers lead them to less-research intensive institutions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In this lead chapter, we synthesize important findings and recommendations from task force reports, spotlighting what must be basic reading for departmental program efforts in support of psychological literacy. Our goal is to broaden faculty horizons by describing exciting efforts on behalf of undergraduate psychology education. Finally, we evaluate the transdisciplinary and global conversations taking place in higher education in support of developing psychologically literate citizens. We organized the chapter as a progression of ideas from defining psychological literacy and its historical antecedents in American undergraduate education to the global disciplinary convergences around this concept to our interpretations of an emerging transdisciplinary narrative and creating the concept of a psychologically literate citizen—someone who responds to the call for ethical commitment and social responsibility as a hallmark of his or her lifelong liberal learning. To illuminate these two concepts, we created case study stories about students and faculty drawn from our collective experiences. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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