Council of Undergraduate Psychology Programs
Links and Resources
- Program Review Resources. George Goedel distributed this list of resourses at his CUPP sponsored session in Toronto in August 2003.
- Sample recruitment letter. George Goedel sent this letter to introductory Psychology students with high grades to recruit them into his program.
- CUPP poster award call for posters. Linda Walsh included this call for papers on the MPA website in Fall 2003 and 2004.
- CUPP Creative Department or Program poster abstracts from MPA
- Grad Prep Quiz. Greg Neimeyer offers a test to asses student readiness for graduate school.
· CUPP's
Resources for Undergraduate Psychology Programs (resources related to curriculum, advising, student
opportunities, standards, assessment, program review, mentoring faculty, tenure
and promotion, the chair's work)
Program Review for Psychology
George D. Goedel
Northern Kentucky University
CUPP Discussion Session
Friday, 08/08/03
3:00pm-3:30pm
CUPP Suite
Crowne Plaza Toronto Centre Hotel
APA, Toronto
Resources taken from;
Pusateri, T.P, Poe, R.E, Addison, W. & Goedel G.D.(in press). Designing and Implementing Psychology Program Reviews. In D. S. Dunn, C. M. Mehrotra, and J. S. Halonen (Eds.). Measuring up: Assessment challenges and practices for psychology . Washington, DC: American Psychological Association.
Online Resources for Preparing Self-Study Reports (links were operational in April 2003)
Sample Guidelines for Assessment, Student Learning Outcomes, and Academic Program Review
Arizona State University: http://www.asu.edu/graduate/news_publications/apr/APRtoc.html
Ball State University: http://web.bsu.edu/IRAA/AA/WB/contents.htm
California State University - Chico: http://www.csuchico.edu/community/assessment.html
Concordia College: http://www.cord.edu/dept/assessment/ahbcontents.html
East Tennessee State University: http://www.etsu.edu/outcomes/academic_program_review.htm
George Mason University: http://assessment.gmu.edu/AcadProgEval/index.shtml
James Madison University: http://www.jmu.edu/assessment/
North Carolina State University: http://www2.acs.ncsu.edu/UPA/assmt/index.html
San Francisco State University: http://www.sfsu.edu/~apd/5thcycle4.html
Southeast Missouri State University: http://www2.semo.edu/provost/aspnhtm/busy.htm
Southern Illinois University - Edwardsville: http://www.siue.edu/~deder/assess/
Southwest Missouri State University: http://www.smsu.edu/Assessment/
Texas A & M University: http://www.tamu.edu/marshome/assess/Manual.html
University of Central Florida: http://www.oeas.ucf.edu/
University of Colorado at Denver: http://www.cudenver.edu/academicaffairs/APR.htm
University of Saskatchewan: http://www.usask.ca/vpacademic/spr/selfstudyguidelines.html
University of Texas System: http://ntmain.utb.edu/assessment/
University of Washington: http://depts.washington.edu/grading/slo/SLO-Home.htm
University of Wisconsin-Madison: http://www.ls.wisc.edu/handbook/ChapterFive/chV-4.htm
Western Carolina University: http://www.wcu.edu/facctr/assessment.html
Lists of Web Resources Related to Assessment
APA’s Assessment CyberGuide for Learning Goals and Outcomes in the Undergraduate Psychology Major: http://www.apa.org/ed/guidehomepage.html
American Association for Higher Education: http://www.aahe.org/assessment/web.htm
Texas A & M University: http://www.tamu.edu/marshome/assess/oabooks.html
Departmental Consulting Services (for External Reviewers)
Council on Undergraduate Research: http://www.cur.org/consulting.html
Office of Teaching Resources in Psychology: http://www.lemoyne.edu/OTRP/memberservices.html#dcs
Documents on Student Learning Outcomes for Introductory Psychology and Undergraduate Psychology Majors
APA’s High School Standards for Introductory Psychology: http://www.apa.org/ed/natlstandards.html
APA Task Force Report: http://www.apa.org/ed/pcue/reports.html
California State University Report: http://www.lemoyne.edu/OTRP/teachingresources.html#outcomes
Statistics Related to Psychology Majors
APA Research Office (Enrollment and employment of psychology graduates): http://research.apa.org/
APA Survey of Undergraduate Departments of Psychology: http://research.apa.org/9899undergrad.html
National Center for Education Statistics: http://nces.ed.gov/pubs2001/2001177.pdf
Psychology Knowledge-Based Tests
Area Concentration Achievement Test - Psychology: http://www.collegeoutcomes.com/ACATS/psych.htm
Major Field Achievement Test - Psychology: http://www.ets.org/hea/mft/psychol.html
Examples of Psychology Program Review Self-Studies
Old Dominion University: http://web.odu.edu/webroot/orgs/AO/assessment.nsf/pages/PsychologyBS_page
State University of West Georgia: http://www.westga.edu/~psydept/programreview.htm
Western Carolina University: http://www.wcu.edu/stratplan/PrgrmRvw/Psychology.htm
Sites related to Graduate Study in Psychology
APA's site on graduate study in psychology: http://www.apa.org/ed/graduate/
Council of Graduate Departments of Psychology (COGDOP): http://psych.psy.wfu.edu/COGDOP/
APA's report, "Analyses of Data from Graduate Study in Psychology, 1999-2000": http://research.apa.org/grad00contents.html
APA's site on accreditation guidelines and procedures: http://www.apa.org/ed/accreditation/
National Association of School Psychologists (NASP) standards for School Psychology: http://www.nasponline.org/certification/index.html
Print Resources for Preparing Self-Study Reports
Borden, V.M.H., & Rajecki, D.W. (2000). First-year employment outcomes of psychology baccalaureates: Relatedness, preparedness, and prospects. Teaching of Psychology, 27(3), 164-168.
Friedrich, J. (1996). Assessing student’s perceptions of psychology as a science: Validation of a self-report measure. Teaching of Psychology, 23(1), 6-13.
Halpern, D.F., & Reich, J.N. (1999), Scholarship in psychology: Conversations about change and constancy. American Psychologist, 54(5), 347-349.
Korn, J.H. (1999). Recognizing teaching as teaching. American Psychologist, 54(5), 362-363.
McDonald, D.G. (1997). Psychology’s surge in undergraduate majors. Teaching of Psychology, 24(1), 22-26.
McGovern, T.V. (1993a). The past and future of the undergraduate psychology curriculum. The Psychology Teacher Network, 3(1), 2-4, 6.
McGovern, T.V. (1993b). The past and future of the undergraduate psychology curriculum. The Psychology Teacher Network, 3(2), 2-4.
McGovern, T.V., Furumoto, L., Halpern, D.F., Kimble, G.A., & McKeachie, W.J. (1991). Liberal education, study in depth, and the arts and sciences major-psychology. American Psychologist, 46(6), 598-605.
Messer, W.S. (1997). Undergraduate psychology curricula in North Carolina. Teaching of Psychology, 24(2), 127-130.
Messer, W.S., Griggs, R.A., & Jackson, S.L. (1999). A national survey of undergraduate psychology degree options and major requirements. Teaching of Psychology, 26(3), 164-171.
Myers, D.G., & Waller, J.E. (1999). Reflections on scholarship from the liberal arts academy. American Psychologist, 54(5), 358-361.
Perlman, B. & McCann, L. (1993). The place of mathematics and science in undergraduate psychology education. Teaching of Psychology, 20(4), 205-208.
Sheehan, E.P. (1993). Assessment in the major: A model psychology program. College Student Journal, 27, 256-258.
Stache, C., Perlman, B., McCann, L., & McFadden, S. (1994). A national survey of the academic minor and psychology. Teaching of Psychology, 21(2), 69-74.
Recommended Materials to Include in the Department’s Self-Study Report
General Information About Department
Mission/Vision statement (including program goals, objectives)
History of the department
External and internal patterns of administration
Budget information
The Faculty
Current faculty vita (including rank, years of service, research productivity, etc.)
Allocation of faculty lines
Teaching loads (including any release time for research, service activities)
General information regarding salary (e.g., averages by rank; recent trends in salary)
Evaluation process for promotion and tenure
Students
Student/faculty ratio for the psychology department
Number of majors per program (including any recent trends)
Student profile and demographics
Academic Support
Staff support (e.g., secretary, graduate assistants, work study students)
Technology support
Library resources, including budget for psychology periodicals and books
External support (e.g., faculty development office, center for teaching and learning)
The Curriculum
Degree programs (including requirements for major, minor, options)
Course listings, descriptions
Department’s contribution to general education
Course offerings required/recommended in other programs
Service learning opportunities
Enrollment patterns
Facilities/Equipment
Allocation, utilization of physical space for teaching, research
Computer support for faculty
Technology support for teaching and research
Availability of computer labs for students
Academic Assessment
Current assessment plan, including goals, objective, outcomes
Recent assessment reports, including measures of student learning, satisfaction
External Relations/Fund Raising
Alumni outreach efforts (e.g., alumni newsletters)
Faculty, student involvement in local community and professional organizations
Local (i.e., department fund raising efforts)
Recommended Materials to Provide to the External Reviewer(s) Prior to the Site Visit
Information about the larger institution (to place the program review in an appropriate context):
- College/University undergraduate & graduate bulletins (as appropriate)
- College/University statement(s) of mission, vision, and/or goals statement
- Documents related to the institution’s expectations for program review and/or long-range planning
Information
about the department:
Departmental
self-study report (which may itself include some of the following materials)
Departmental
statement(s) of mission, vision and/or goals
Curriculum vitae of
the department’s faculty members (including part-time and adjunct faculty)
Sample course syllabi from classes recently taught by each faculty member
Course offerings/enrollments within the department for the past several semesters (~4 years)
A list of relevant journal subscriptions and electronic search engines in the campus library
Annual reports or minutes of department meetings for the past 1-2 years
Report of alumni placements for the past several years (~4 years)
Departmental brochures
Graduation checklists and/or advising sheets
Previous self-study reports or reports from external reviewers
Reports from the department (e.g., assessment studies, proposals for new majors/programs)
Institutional and
departmental Web sites
The external reviewer may find relevant materials about the institution and department by visiting the institution’s Web site. Some of the materials described above are often available at these Web sites (e.g., bulletins, mission/goals statements, course descriptions/syllabi, course offerings/enrollments)
Recommended Schedule of Events for the Site Visit by the External Reviewer
DAY
1: Mid-afternoon
Initial meeting with representative(s) of the administration. (45 minutes – 1 hour)
Tour of facilities (1 to 2 hours, depending on the extent and location of facilities)
- Offices of the department’s faculty members
- Offices of the department’s support staff: e.g., secretarial/clerical, laboratory, technology, student help
- Classrooms frequently used by the department: Include technology classrooms if appropriate
- Laboratory facilities used by the department
- Campus library: Particularly library areas and resources relevant to departmental needs
- Offices of other departments or support services with which the department interacts: e.g., instructional technology center, faculty development center, counseling center
- Common areas used by the department (e.g., hallways, bulletin boards, meeting rooms)
DAY 1: Evening
Dinner with the department or key members of the department
OPTION 1: Review with a preliminary oral report provided at the end of Day 2
DAY
2: Morning and Early afternoon (until approximately 2 PM): Interviews
Individual/group interviews with the department’s faculty members. (30 – 45 minutes each)
Group interview with students (approximately 1 hour)
Interviews with other relevant campus representatives (20 minutes – 1 hour)
- Faculty members from other departments with which the department interacts, and/or
- Secretarial/clerical/technology/library support staff relevant to the department’s needs
Meeting with the department chair
DAY
2: Mid- to late afternoon (approximately 2 PM – 5 PM): Reviewer’s preliminary
oral report
Developing the preliminary oral report (30 minutes – 1 hour)
Final meeting with the department (1 hour)
Final meeting with appropriate representative(s) of the administration (30 minutes – 1 hour)
OPTION 2: Review without a preliminary oral report
DAY
2: (until approximately 5 PM): Interviews
Individual/group interviews with the department’s faculty members. (30 – 45 minutes each)
Group interview with students (approximately 1 hour)
Interviews with other relevant campus representatives (20 minutes to 1 hour)
- Faculty members from other departments with which the department interacts, and/or
- Secretarial/clerical/technology/library support staff relevant to the department’s needs
Final meeting with the department chair
2) Sample recruitment letter. George Goedel has sent this letter to introductory Psychology students with high grades to recruit them into his program.
Mr. Joe Student
400 Piaget Avenue
Highland Hts., KY 41099
Dear Joe,
Congratulations! Your outstanding performance this past fall term in PSY 100 was recently brought to my attention and I would like to take a moment to acknowledge your achievement. Introduction to Psychology is one of the more difficult courses in general studies and your academic performance was significant, for it placed you in the upper 10% of all students taking this course. You are to be commended for all of your hard work this semester and your efforts to perform at your very best. We all wish we had more students in our classes with your motivation and dedication to academic success.
It also appears that you have a real interest and talent in psychology. For that reason, I would encourage you to consider psychology as a major. Career opportunities for graduates with majors in psychology are excellent and wide ranging. Although many of our graduates go on to further their education at the graduate level, to work as psychology professionals or in other areas such as medicine and law, many others have found very rewarding careers in a variety of fields with their bachelor’s degree. Psychology majors are equipped with critical thinking and problem solving skills along with social interaction or people skills which are very much valued in the market place. We believe that psychology is among the most flexible of the undergraduate majors in the College of Arts and Sciences and provides the academic background important for many different job opportunities. For example, we currently have graduates working in management positions with large firms such as Delta Airlines, Microsoft, Fidelity, and Proctor and Gamble. Other graduates have found fulfilling careers as research associates for pharmaceutical companies, in marketing and advertising, in departments of human resources or personnel , in a variety of responsible government agency positions, as vocational or chemical dependency counselors, and many other areas. One of our graduates is even a Special Agent in the U.S. Secret Service assigned to the Presidential Protection Division.
If you are undecided about about a major, I would invite you to stop by our department to talk with our faculty about psychology and with some of our current majors. We would love the opportunity to show you what a really terrific department we have and convince you that psychology may be your academic home. We have a wonderful faculty with outstanding credentials from around the nation who have won awards for their excellence in both teaching and research. Their diverse interests provide opportunities for you to take course work not only in core areas of our discipline but also in Health Psychology, Human Engineering, Forensic Psychology, Addictive Behaviors, Humanistic Psychology, Environmental Psychology and more. Very few undergraduate programs in psychology offer the diversity of course work as ours. In addition, our students have numerous opportunities to work one-on-one with faculty on independent study projects or faculty research and to present their work at local and regional psychology conferences. Our student organizations, the Psychology Club and Psi Chi (National Honor Society in Psychology), have received national awards and are very active in programing a variety of social and academic events throughout the year.
If you have already decided on a major (other than psychology), perhaps you will consider psychology as a strong minor to complement your future career plans. If you have access to a computer and get a chance, you might visit our website at www.nku.edu/~psych/ and get to know us a little better that way. Should you have any questions, also feel free to simply send me an e-mail at goedel@nku.edu.
Whatever you decide, your recent academic performance in Introduction to Psychology continues to stand out as a significant achievement. Once again, my congratulations.
Sincerely,
George D. Goedel, Ph.D.
Professor and Chairperson
Department of Psychology
3) CUPP poster award call for posters. Linda Walsh included this call for papers on the MPA website in the Fall, 2003 and 2004.
CALL FOR POSTER PROPOSALS FOR “THE CREATIVE DEPARTMENT OR PROGRAM” AND ANNOUNCEMENT OF A NEW POSTER AWARD
To celebrate its 25th anniversary, the Council of Undergraduate Psychology Programs (CUPP), an organization that encourages communication about issues related to excellence in undergraduate programs in psychology, is pleased to announce the offering of a new poster award at regional conferences. The annual award will go to the best poster reporting on an activity or effort within any department which enhances undergraduate education in psychology. Examples might include new advising efforts, development of undergraduate resources, experiential learning or pre-professional opportunities, administrative efforts that enhance the undergraduate program, or offering of special sessions or activities that benefit undergraduate psychology students. The poster author will receive a $100 award and the department will receive a year's membership in CUPP and will be recognized in the CUPP newsletter and on the CUPP website. CTUP-MPA Region has graciously agreed to allow these "Creative Department" posters to join the regular Creative Classroom Poster Session.
Submit poster proposals for THE CREATIVE DEPARTMENT OR PROGRAM to the CUPP Midwestern Coordinator using the instructions listed below.
Submit to: Linda L. Walsh
Associate Professor of Psychology
University of Northern Iowa
Baker Hall 334
Cedar Falls, IA 50614-0505
Email submissions are encouraged and welcomed at
Please include:
1. Title of department activity or effort
2. Author, affiliation, address, phone, and e-mail address
3. A 100 to 200 word description of a department effort or activity and how it has enhanced the undergraduate program.
4. Background information on the undergraduate psychology program (type of institution and enrollment, size of department, number of psychology majors, presence of graduate programs in psychology, and any other information necessary to set the context for the department activity
5. Evidence (quantitative or qualitative) of the effectiveness of this effort
6. Constraints if another department were considering using this approach. (e.g., cost, time, space, staff, software or other materials, outside resources or contacts, etc.)
CUPP Creative Department or Program poster abstracts from MPA 2004
CUPP Midwest Region 2004 Creative Department or Program Poster Award Competition at MPA
Linda L. Walsh, CUPP Midwestern Coordinator
Session Organizer and Moderator
The Council of Teachers of Undergraduate Psychology (CTUP) at MPA graciously allowed the Council of
Undergraduate Psychology Programs (CUPP) to sponsor this new poster session and competition in conjunction with
their long-standing and popular Creative Classroom Poster Session at MPA. STP has sponsored an award for the best
Creative Classroom poster; in the same way, beginning this year, CUPP will sponsor an award for the winning Creative
Department or Program poster ($100 and a one-year free department membership in CUPP).
Abstracts of the 2004 Creative Department or Program Posters
Improved Advising at a Comprehensive University *
EMILY J. JOHNSON & BETSY L. MORGAN, University of Wisconsin La Crosse
johnson.emi2@uwlax.edu
Our department initiated an advising coordinator position, increased freshmen outreach,
an on-line tutorial and increased communication with students to improve advising. In
1993, 38% of a sample of seniors rated advising as good or excellent, whereas in 2003
the percentage had risen to 70%.
Psychology Student Center
AMANDA K. HENDRICKSON, University Of Wisconsin Stout
psytutor@uwstout.edu
Organized by psychology students and faculty advisor, the Psychology Student Center's
services include tutoring, peer advising, make-up exams, G.R.E information, proof
reading, and basic study skills. The Psychology Student Center offers these free tutorial
services to enhance overall education in psychology in a stimulating environment for
students.
Research Abroad: Creating Opportunities for Undergraduates *
KATHLEEN STETTER, SUSAN MCFADDEN, & KELLY CAREW, University Of
Wisconsin Oshkosh
stetter@uwosh.edu
Two experiences which combine study abroad and research are described. The University
of Wisconsin Oshkosh Department of Psychology offers two trips in alternating years:
one to Belize, Central America, to study howler monkeys; and one to Salvador, Brazil, to
conduct cross-cultural research with Brazilian psychology majors as partners.
Senior Thesis Research for All Psychology Majors
MURDOCK, G., BABBITT, B., CATHEY, C., COLE, A., COLE, C.,
GRIFFIN, B., HUFFMAN, L., & MCDERMID, R., Missouri Southern
State University
murdock-g@mssu.edu
Senior thesis is the capstone experience for all majors. Students take 11
hours of preparatory coursework, covering statistical analysis, research
design and scientific writing. The culmination is an APA style manuscript
and an oral presentation. Alumni report that thesis has enhanced their
skills for the workplace and graduate study.
Teaching practicum for advanced undergraduate students
AMYKAY COLE & K. CASEY COLE, Missouri Southern State University
cole-a@mssu.edu
Advanced undergraduate students gain teaching experience and provide mentoring to less
advanced students by assisting a faculty member in one class. Student responsibilities
include presenting information in class and providing study sessions as well as office
hours. Benefits include developing presentation skills as preparation for graduate school
and providing a positive student model.
Integrating Research into the Curriculum to Foster Intellectual Development
Regardless of the Career Path
JOHN H. KRANTZ, STEPHEN DINE YOUNG, ELLEN ALTERMATT, & WILLIAM
ALTERMATT, Hanover College
krantzj@hanover.edu
Our curriculum integrates the research process into all aspects of the curriculum as a
means of teaching all students the "process of inquiry"--i.e., how to formulate questions
based on theoretical concepts; how to answer these questions using appropriate methods;
and then critically analyses methods and results.
Psychology Majors Show What They Know: The Senior Assignment
SUSAN L. THOMAS & BRYCE F. SULLIVAN, Southern Illinois University Edwardsville
suthoma@siue.edu
The Senior Assignment (SRA) is a scholarly inquiry between students and faculty members
that results in a research presentation at either departmental sessions or at the annual
meeting of the MPA. Students have shown through the SRA that they are quite
sophisticated in their critical thinking, research and presentation skills.
* 2004 Winning posters (2 posters tied for first place!)
Graduate School Preparation material
Graduate Preparation Survey
(Neimeyer et al.)
Age_________ Sex: M F
Ethnicity African American Asian Hispanic Caucasian Other
If you classify yourself as other, please explain____________________________
Major_________
Year in School Freshman Sophomore Junior Senior
Overall GPA: _______ (e.g. 3.50)
Are you planning to go to graduate school in psychology?
Yes_____ No_____ Undecided_____
If yes, are you considering pursuing a
Masters degree M.S. or M.A._____ or Doctoral Degree Ph. D_____ Psy. D_____
If yes, what are of study are you planning to do graduate work in? ________________________
If no, what do you plan to do after graduating with your B.S. degree?_________________________________________________________________________________________________________________________________________
Have you taken or attended a graduate preparation course Yes_____ No_____
Have you taken or attended a seminar or getting into graduate school meeting? Yes_____ No_____
If yes, please explain_________________________________________________
In preparing for graduate school in psychology, which of the following have you done? Check all that apply.
Visited your psychology department academic advisor_____
Read books on preparing for graduate school in psychology_____
Talked to your professors a few times_____
Visited your University Career Resource center_____
Have an ongoing relationship with a faculty advisor or mentor_____
Are you a member of Psi Chi or the Psychology Club at your University?
Psi Chi Yes_____ No_____
Psychology Club Yes_____ No_____
How many semesters of research have you completed?__________
Are you involved in volunteering in the mental health community?
Yes_____ No_____
Do you plan on writing a senior thesis? Yes_____ No_____
Do you have any publications? Yes_____ No_____
If yes, how many ? __________
Have you presented at any conferences? Yes_____ No_____
If yes, how many ? __________
How clear are your career goals in relation to your post graduate plans in psychology?
very unclear 1 2 3 4 5 very clear
GRAD PREP QUIZ
For the first ten items, please rate how confident you are in relation to each of the following aspects of graduate school preparation and application.
Not Confident 1 2 3 4 5 Highly Confident
1. Are you confident that you can write an effective personal statement for your application to graduate school?
2. Do you know what information your resume' should contain?
3. Do you know who to ask for letters of recommendation, and the kind of information those letters should contain?
4. Do you know how to get to the "interview" stage in the graduate admission's process?
5. Have you ever been interviewed over the telephone?
6. Can you identify at least five questions you will likely be asked during interviews?
7. Do you know how to assess your strengths and to
find the best graduate program for your
interests?
8. Do you know how to find out about various funding options, like
graduate assistantships, fellowships or
scholarships?
9. Can you identify three or more things you can do after you submit your
applications that can substantially improve your chances of getting admitted?
10. Can you identify three or more differences between clinical and counseling psychology?
11. Which of the following best describes the difference(s) between a Ph.D., and a Psy.D.?
a. a Ph.D. is a research degree and a Psy.D. is a practice degree
b. a Ph.D. program can be APA-approved whereas a Psy.D. cannot
c. a Ph.D. can be licensed to practice psychology but a Psy.D. cannot
d. all of the above
12. Which of the following is the most likely starting salary for a
beginning professor in psychology?
a. $45,000
b. $60,000
c. $75,000
d. $85,000
13. Approximately what percentage of undergraduates in psychology go onto complete a graduate degree in the field?
a. 10% b. 20%
c.
33%
d. 50%
14. On average, doctoral programs in clinical or counseling psychology
accept what percentage of their overall applicant pool in any given year?
a. roughly 3%
b.
roughly 10%
c.
roughly
30%
d. roughly 60%
15. The average GPA of all incoming doctoral students in all areas of
psychology is _______
a.
3.3
b.
3.5
c.
3.7
d. 3.9
16. What percentage of clinical and counseling psychologists go into
private practice?
a.
25%
b. 40%
c.
65%
d. 80%
17. Which of the following courses is required by the greatest number of
doctoral programs in clinical psychology prior to applying for graduate study?
a. statistics
b. experimental methods/research design
c.
abnormal
psychology/psychopathology
d. history and systems in psychology
18. For doctoral programs in clinical psychology, which of the following
factors is viewed as the most important type of undergraduate preparation
a. computer knowledge and skills
b. human service experience
c.
research experience
d. Psi Chi membership
19. Out of all the doctoral degrees in psychology awarded each year, Social
Psychology, Developmental Psychology, and Experimental Psychology each generate
about the same percentage; what percentage is that?
a. 3%
b. 7%
c. 15% d. 20%
20. The average GRE scores of first-year graduate students in psychology in master's program are _____, whereas the average scores for doctoral programs are _________. a. 880; 1290 b. 1010; 1340 c. 1196; 1278 d. 1033; 1206
21. On average, APA-approved doctoral programs in clinical psychology receive about _______ applications per year a. 85 b. 135 c. 230 d. 360
22. Which of the following types of programs has the strongest demonstrated commitment to multicultural issues? a. clinical psychology b. counseling psychology c. school psychology d. cognitive psychology 23. Regarding financial aid, approximately _____ percent of Psy.D. students receive assistantship or fellowship support, compared to roughly _____ percent of Ph.D. students a. 35%; 90% b. 50%; 50%
c. 50%; 70% d. 60%; 40%
24. If you wanted to become licensed to practice psychology you could you complete your degree in all of the following areas except a. Psy.D. in clinical psychology b. Ph.D. in school psychology c. Ph.D. in industrial/organizational d. In any of these areas
25. The average amount of time it takes to complete a doctoral degree in psychology, after completing the bachelor's degree, is approximately a. 2 b. 4 c. 6 d. 8
Please identify anything that you would like to know more about in relation to graduate school preparation, application, or training. List specific topics, ideas, or suggested areas of interest to you. Your comments will be helpful in developing programs designed to meet your need
Scoring the Grad Prep Quiz:
The Grad Prep Quiz (Neimeyer et al., 2003) consists of a 25-item self-report measure assessing an individual's degree of knowledge and preparedness regarding graduate study in psychology. The instrument includes items designed to assess self-efficacy and knowledge. The 10 self-efficacy questions are recorded on a scale of 1(not confident) to 5 (highly confident) e.g., "I know how to assess my strengths and to find the best graduate program for my particular interest." The 15 knowledge questions are presented in a multiple-choice format, e.g., "Which of the following best describes the difference(s) between a PhD and a PsyD? a) the PhD is a research degree and a PsyD is a practice degree, b) a PhD program can be APA-approved whereas a PsyD cannot, c) a PhD can be licensed to practice psychology but a PsyD cannot, d) all of the above. The Grad Prep Quiz generates two separate subscale scores, one for self-efficacy and one for knowledge. The first score is the sum of the responses to the 10 self-efficacy questions, (possible range from 0-50), with higher scores indicating stronger confidence in ones graduate preparation. The second score is the sum of the correct responses to the 15 multiple-choice knowledge items. Scores can range from 0 to 15, with higher scores reflecting higher levels of graduate school knowledge and preparedness. Psychometric data and an earlier version of the Grad Prep Quiz can be found in: Neimyer, Lee, Safersten and Pickett (2004) Effects of a Graduate Preparation Program on Undergraduate Psychology Majors. Teaching of Psychology, 31, 247-251.
Maintained by: Richard Wesp