pacific union college
TRANSCRIPT
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PacificUnionCollegeAngwin,CA94508
ThePsychologyMajorHandbook
2015‐16
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TableofContentsI. Introduction 2
II. ThePsychologyMajor:GraduateSchoolPreparation(TrackI) 3
A. RequiredCoursesforthePsychologyMajor 4
B. RecommendedCoursesforthePsychologyMajor1) WithintheDepartment 6
2) OutsidetheDepartment 6
C. GradePointAverage 7
D. GraduateRecordExam(GRE) 7
E. RecommendationLetters 9
F. WhatGraduateSchoolsareLookingfor 9
G. Research 10
H. ExtracurricularActivities 11
I. VolunteerandWorkExperience 11
J. PersonalStatement 12
K. FinancialAid 12
L. TimetableforGraduateSchoolPreparationandApplication 13
III. ThePsychologyMajor:Pre‐MedorPre‐Dent(TrackII) 17
IV. ThePsychologyMajor:PreparationforCareersthatdonotRequireGraduateTraining(TrackIII) 18
A. BachelorLevelJobs 18
B. SkillsandKnowledgeValuedbyProspectiveEmployers 21
V. Sources:InformationonPsychologyCareersandGraduateSchool 22
VI. AppendixA:StandardRecommendationForm 23
VII. AppendixB:SampleLetter 26
VIII. AppendixC:GraduateProgramsList 27
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I.Introduction
Thepurposeofthishandbookistohelpstudentsgetthemostoutoftheirpsychologymajor,andtogetanearlystartonplanningforacareerorgraduateschool.Notallmajorswillchoosetoattendgraduateschool,butweprovideinformationandresourcesheresothatstudentshavetheoptiontogotogradschooliftheyeventuallydecideto.Wealsoprovideinformationoncareersstudentscangointowithonlyabachelorsdegreeinpsychology,andwhatuniqueskillsemphasizedinapsychologymajoraremostdesirabletoemployers.Finally,weprovideinformationforstudentswhowanttobeaphysician,dentist,orlawyerandstillmajorinpsychology.
Thishandbookisnotacomprehensivesourceofinformation.ThePUCCatalog,theacademicadvisor,thepsychologygraduateprogramstowhichstudentsmightapply,thePUCCounselingandCareerDevelopmentCenter,thewebsitesoftheAmericanPsychologicalAssociation(www.apa.org)andtheAssociationforPsychologicalScience(www.aps.org),andthevariouspreprofessionaladvisors(ifapplicable)areallimportantadditionalresources.OneparticularlyvaluablesourceforinformationongraduateschoolsandcareersinPsychologyis:Keith‐Spiegel,P.(2000)CompleteGuidetoGraduateSchoolAdmission.2nded.Erlbaum:NY.Alotofusefulinformationforpsychologymajorsisalsoavailableonline.
Itisthestudent’sresponsibilitytogettheinformationtheyneedandtothentaketheappropriateaction.
AcademicSuccess:Therearefourbasicguidelinesfordoingwellincollege:• Attendeveryclass• Readassignmentspriortoattendingclass• Getadequate(7‐8hours)sleep/night• Gettoknowyourteachers
Thefirsttwooftheseareobvious(butoftenignored).Thelasttwoarecrucial.Mostcollegestudentsliveinprofoundandchronicsleepdebt;researchclearlyshowsthatsleep‐deprivedstudentsdonotdoaswelloncollegetasksastheirmorerestedpeers.Maketimeforadequatesleepinyourscheduleandyouwillsignificantlyimproveyourchancesforsuccess.
OneofthemainadvantagesofattendingasmallliberalartscollegelikePUCistheopportunitytogettoknowyourteacherswell.Makeityourbusinesstoasktheteacherofeveryclassyoutakeeveryquarteratleastonequestionafterclass.Arecent
graduatingseniortoldusthatthemostimportantsinglepieceofadvicehewouldgivetonewfreshmenpsychologymajorsistogetinvolvedearlyoninthelifeofthedepartmentcommunity.Thismaymeanworkinginthedepartmentorhelpingoutonafacultyorstudentresearchproject.ItmayalsomeanbeingactivelyinvolvedinPsiChi,thenationalhonorsocietyforpsychologystudents,attendingavespersorvideonightinateacher’shome,orjust“hanging‐out”intheDepartmentorgoingupandaskingateacheraquestionafterclass.
ImportanceofGeneralEducation:Whilethemajorisanimportantingredienttoafuturecareerinpsychology,asolidliberalartseducationisevenmoreimportant.BesuretoplaceahighvalueonyourGEcourses.Ifyouqualify,considertheHonorsProgram.Aftercompletingthegeneraleducationprogram,youwillbebetterableto:
1) thinkindependentlyandcritically2) communicateeffectivelyorallyandin
writing3) participateinalifeofChristianservice4) recognizeyourownassumptionsandseeall
sidesofanissue55) enjoyculturalexperiences6) understandGod,yourself,andtheworld
Ofcourse,thepsychologymajorwillhelpwiththesegoalsaswell,andweseeourmajorasanimportantpartofasolidliberalartseducation.
Tosumup,remembertheacronym"RIG":
Responsibility:Theresponsibilityisyourstogettheinformationnecessarytobesuccessfulincollegeandtoactonthatinformation.
Involvement:Getinvolvedwithotherstudentsandfacultyinyourdepartment.You'llbesurprisedatwhatyoucanlearnininformalsettings.
GeneralEducation:Generaleducationclasses are a vital part of your PUC experience and Psychology Major.
II. ThePsychologyMajor:GraduateSchoolPreparation(TrackI)
Apersondoesnotbecomeapsychologistupongraduatingfromcollegewithamajorinpsychology.Adoctoraldegree(usually4‐5yearsbeyondcollege)istheterminaldegreeforthosewantingtobecomeapsychologist.YoucanbecomealicencedtherapistwithaMastersdegreeineitherpsychologyormarriageandfamilycounselingintwoyearsaftercollege.
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Beginningundergraduatesareoftenoverwhelmedbytheideaofgraduateschool.Theythinkeitherthatitwillbetoohard,ortoolong,orboth.Noteverybodyhastogoto“GradSchool”ofcourse,andtherearemanycareeroptionsworkingwithpeopleopentopsychologymajorswhochoosenottocontinuetheireducationaftercollege.Wedofindthoughthatmanyundergraduateswhoneverwouldhavedreamedtheycouldgotograduateschoolwhentheywerefreshmenwindupbothwantingtogo,andsuccessfullygettingacceptedintoexcellentprogramsbythetimetheyareseniors.WedoourbesttomakesurethatanyPsychologyMajoratPUCwhochoosestowillhavetheoptionofgoingtoGradSchoolbythetimetheygraduate.
Itiscommonforundergraduatepsychologymajorsstartoutwitha"clinicalbias."Thisistheassumptionthattheywanttobeclinicalpsychologists,withoutfullyconsideringmanyoftheotheroptionsinthefield.Psychologymajorsshouldbeawareofthevarietyofsubfieldswithinpsychology.Almosthalfofalldoctorallevelpsychologistsneverpracticetherapyorcounseling.Thereareavarietyofwaystoearnalivingwithinthefieldofpsychology,andafteracarefulgatheringofthefactsyoumustdecidewhichareabestfitsyourinterests,personality,andlifesituation.Youshouldlearnasmuchaspossibleabouttheoptionsavailabletoyoubeforeyoursenioryearofcollege.Thepublication,Psychology,CareersfortheTwenty‐FirstCentury,putoutbytheAmericanPsychologicalAssociationandavailableinthePsychology&SocialWorkDepartmentisagoodplacetostart.
Followingisapartiallistofareasinwhichpsychologistscanchoosetoconcentrate:
• ClinicalPsychology• CommunityPsychology• CounselingPsychology• DevelopmentalPsychology• EducationalPsychology• EnvironmentalPsychology• ExperimentalPsychology• ForensicPsychology• HealthPsychology• Industria‐OrganizationalPsychology• Neuropsychology/Psychobiology• PsychologyofWomen• PsychologyofAging• SchoolPsychology• SocialPsychology• SportsPsychology
ClinicalCareers:Studentswhoareinterestedinacareerasclinical,counselingorschoolpsychologistsstillneedaverysolidfoundationin
experimentalandquantitativemethods‐thisisthefoundationforallofpsychology.Inadditiontothecoursesrequiredforthemajor,studentsinterestedinclinicalorappliedcareers shouldalsoseriouslyconsidertakingthefollowingelectivecourses:AbnormalPsychology,PrinciplesofCounselingandFieldWorkinPsychology.
GraduateSchoolRequirements:Graduateschooladmissionisacomplexanddemandingprocess.Anumberofcriteriaareimportantforgainingadmission,amongwhichthemostimportantare:comprehensiveknowledgebaseinpsychologyandrelatedmethods;undergraduateGPA;scoresontheGraduateRecordExam(GeneralandPsychology);Recommendationletters;ResearchexperienceandPracticalexperience(paidandvolunteer).
A.RequiredCoursesforthePsychologyMajor:
GeneralPsychologyI(PSYC121)4qtr.hours
Asurveyofthefieldofpsychology,thiscourseisofferedeveryquarterandshouldbetakenthefirstyear.Thiscourseisprerequisiteforallotherpsychologycourses.
PsychologySeminar(PSYC122)3qtr.hours
Anintroductoryseminarwhichexploresanddiscussespsychologicalissues.ThiscourseisofferedWinterQuarterandshouldbetakenbytheendofthefreshmanyearandnolaterthanthesophomoreyear.
Prerequisite:PSYC121.
IntroductiontothePsychMajor(PSYC130)1qtr.hourIntroductiontothebasicskillsneededtobesuccessfulinmajorcourses;anoverviewofcareerandgraduateschooloptions.ThiscourseisofferedWinterQuarter,andshouldbecompletedbeforetheendofthesophomoreyear
Prerequisite:PSYC121.
IntroductiontoStatistics(STAT222)4qtr.hours
ThisisarequiredGEcourseforalPUCstudents,andisalsoprerequisiteforseveralrequiredpsychologymajorcourses.BesttakenintheSpringofthefreshmanyear,unlessmathisasignificantchallenge.
Prerequisite:MATH096(orAlgebraIIinhighschool,andENGL101).
ChildDevelopment(PSYC235)3qtr.hours
Agoodcoursetotakethebeginningofthesophomoreyear.
Prerequisite:PSYC121.
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ChildDevelopmentLab(PSYC235L)1qtr.hour
Concurrentregistrationinthislab,whichwillgivehandsonexperienceinresearchwithchildren,isrequiredforPsychologymajorswhotakePSYC235.
SocialPsychology(PSYC264)4qtr.hours
Asophomoreorjuniorlevelcourse.Threelecturesandonelaboratoryperweek.
Prerequisite:PSYC121.
PsychologicalTesting(PSYC257)4qtr.hours
Thepurpose,contributionandproblemsofpsychologicaltesting.Emphasisonbothpsychometricsandclinicalcharacteristicofcorestandardizedtests.RequiredLab.
Recommendedprerequisite:STAT222.
ResearchDesign(PSYC322)4qtr.hours
Inthiscourseyoulearnhowtofindtheanswerstointerestingpsychologicalquestions.Thiscoursehasarequiredlabwhereyoulearnhowtousethecomputer(SPSS)inyourpsychologicalresearch.ItistaughtFallquarterandshouldbetakeninthejunioryearifyouareplanningforgraduateschool.
Prerequisite:MATH222
ExperimentalPsychology(PSYC323)4qtr.hours
YouwillactuallyconductthestudyproposedinResearchDesign.Afterstatisticsthesetwocourses,PSYC322andPSYC323,arearguablyyourmostimportantonesintermsofgraduateschoolpreparation.TaughtWinterQuarter,itshouldbetakeninthejunioryearifyouareplanningforgraduateschool.
Prerequisite:PSYC322.
PsychologyofPersonality(PSYC344)4qtr.hours
AsophomoreorjuniorlevelcoursetaughtAutumnQuarter.
Prerequisite:PSYC121.
Colloquium(PSYC394).2qtr.hour/3qthoursofcreditrequired
Sixquarters(1.2totalcredithours)ofColloquiumarerequiredofallmajors.Thisincludes3presentationsaquarterontopicsofcurrentinterestinthefieldofpsychologyandsocialwork.ColloquiumistakeninboththeSophomoreandJunioryears.
Prerequisite:Sophomorestatus.
PhysiologicalPsychology(PSYC436)4qtr.hours
ThisisasophomoreorjuniorlevelcourseofferedFallQuarter.
Prerequisite:PSYC122.
LearningandMemory(PSYC445)4qtr.hours
ThisisajuniorlevelcoursetaughtSpringQuarter.
Prerequisite:PSYC121.
GenderIssues(PSYC390)3qtrhours
Thisisasophomoreorjuniorseminar.Eitherthiscourseor“Racial”&EthnicRelationsisrequired.
“Racial”&EthnicRelations(SOCI355)3qtrhours
Thisisasophomoreorjuniorcourse.EitherthiscourseorGenderIssuesisrequired.
PsychologyofReligion(PSYC435)3qtrhours
Thisisajuniororseniorcourse.EitherthiscourseorSacred&ProfaneinSocietyisrequired.
Sacred&ProfaneinSociety(SOCI435)3qtrhours
Thisisasophomoreorjuniorcourse.EitherthiscourseorPsychologyofReligionisrequired.
SystematicIssuesinPsychology(PSYC499) 3qtr.hours
Wehavethreecapstonecoursesinthesenioryear,andthisisthefirst.ThiscoursereviewsthepsychologymajorandhelpsyoupreparefortheGraduateRecordExam(GRE‐Psychology).
Reservedforseniorpsychologymajors.
HistoryandSystemsofPsychology(PSYC444)4qtr.hours
Thesecondseniorcapstonecoursereviewsanddiscussestheintellectualfoundationsofpsychology.
Prerequisite:PSYC121.
IssuesinReligion,EthicsandTheHumanSciences(PSYC490)4qtr.hours
Thethirdseniorcapstone,thisprovidesanexplorationofthetensionsbetweenyourprofessioninthehumansciencesandChristianity.
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IntroductiontoSociology(SOCI121) 4qtr.hours
StatisticalMethods(MATH322) 3qtr.hours
Whilethisisarequiredcognate,itisoneofthemostimportantcourseforgettingintograduateschool.DoyourbesttogetanAorBinthisclass.Graduateschoolsareinterestedinstudentswhoknowhowtousestatisticstohelpthemintheirresearch.ThiscourseshouldbetakeneitherbeforeorduringthequarterthatResearchDesignistaken.
Prerequisite:Math222.
RecommendedCognateBiologywithLab5qtr.hours
MoststudentswillfufillthiswithHuman Physiology(BIOL102),usuallytakeninthefirstor secondyear.ThiscoursewillalsofulfillaGEScience requirement
ElectivePsychologyCourses:StudentspursuingaB.S.willtakeanadditional
11hoursofPsychologyunits;thosepursuingaB.A.willfulfilltheforeignlanguagerequirement.NotethatHumanDevelopment(PSYC234)doesnotapplytowardapsychologymajor.Studentsconsideringcareersinclinical/counselingpsychologyshouldprobablytakeAbnormalPsychology,PrinciplesofCounselingandFieldWorkinPsychology.
Usuallytakenthefirstorsecondyear.
RequiredCognates:CulturalAnthropology(ANTH124) 4qtr.hours
Note: Students who have established residenceat PUC must take all upper division psychology major requirements at the upper division, even if taken and then transfered in from other institutions.
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SampleCurriculumFirstYear A W SGeneralPsychology 4PsychologySeminar 3IntrotoPsychMajor 1IntrotoStatistics 4IntrotoSociology 4CollegeEnglish 4 4GenEd/Electives 8 8 8
16 16 16
SecondYear A W SColloquium .2 .2 .2ChildDevelopment 4CulturalAnthropology 4StatisticalMethods 3PsychologicalTesting 4SocialPsychology 4GenderIssues/RaceRelations 3AdditionalPsychology 4‐8* 3‐4** 3‐4***GenEd/Electives 0‐4 8 10
16.216.2 16.2
ThirdYear A W SColloquium .2 .2 .2ResearchDesign 4ExperimentalPsychology 4LearningandMemory 4AdditionalPsychology 4‐12****3‐8** 3‐8***GenEd/Electives 0‐8 4‐9 4‐9
16.2 16.2 16.2
FourthYear A W SSystematicIssues 4HistoryandSystems 4IssuesinRe.Ethics 4AdditionalPsych**** 0‐3GenEd/Electives 9‐12 12 12
16 16 16
B.RecommendedCourses
1. WithintheDepartment:
FieldWorkinPsychologySeminar(PSYC481)1qtrhr
Aweeklyseminarfocusedonethicalandprofessionalissues.RequiredforFieldWorkstudents.Notethereareseveralprerequisitesforthiscourse(seeCatalog).
FieldWorkinPsychology(PSYC491)Placementinalocalhumanserviceagency(3‐6
clockhoursperweek).PSYC481coorprerequisite.Canberepeatedforamaximumof3credits
GraduateSchoolApplicationSeminar(PSYC398)1qtr.hr
Thiscourseprovidescrucialinformation, practiceandsupportforjuniorsplanningon applyingtograduateschoolinthefalloftheirsenior year.
2. OutsidetheDepartment:
CollegeAlgebra(MATH106)4qtr.hours
ThisisagoodreviewfortheGREgeneraltestandshouldbetakeninthejunioryear.
OrganizationalBehavior(MGMT465)3qtr.hours
BasicallyanorganizationalpsychologycoursetaughtWinterQuarter.
IntroductiontoChristianEthics(RELT216)3qtr.hours
Psychologistsareoftenconfrontedwithethicallydemandingsituations.
Miscellaneous• AsecondlanguagesuchasSpanishis
stronglyrecommendedforpsychologistsgoingintothehelpingprofessions.
• Spendingayearabroadtolearnaboutanothercultureisalsoveryhelpful.
• English102shouldbecompletedbytheendofthefreshmanyear.
• EligiblestudentsshouldstronglyconsidertheHonorsProgramasanalternatetothestandardGEpackage.
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C.GradePointAverage:
ThecollegeGPAisthesinglemostimportantfactorforadmissiontograduateschool.Graduateprogramsareinterestedinselectingapplicantswhowillbesuccessful.Itisabasicruleofassessmentthatthebestpredictoroffuturebehaviorispastbehavior.Thus,thebestpredictorofeventualsuccessingraduateschoolispreviousperformanceinanacademicsetting.CollegeGPAisevidencenotjustofacademicability,butofacademicandpersonaldisciplineandcommitment.Astudentwhoisacademicallygifted,buttoolazyordisorganizedtoturnassignmentsinontimeisunlikelytodowellingraduateschool,wheretheemphasisisontheabilitytomotivateanddisciplineone'sself.
Graduateadmissiondecisionsarenotbasedsimplyongrades,butincludeavarietyofcriteria,soitisimpossibletostateaminimumGPAthatwillguaranteeadmission.Somestudentswithrelativelylowgradesgetaccepted,whileotherstudentswithveryhighgradesdonot.However,someroughguidelinescanbegiven.
Thereareactuallythreedifferent"GPAs"thatmaybeconsideredbyagraduateschool.First,andmostimportant,isthecumulativeGPA,whichisthegradepointaverageforallclassestakenatthecollegelevel(yes,thisincludesthat7:40a.m.surveyofmusicclassyousleptthroughyourfreshmanyear!).StudentshopingforadmissiontoaPh.D.programwoulddobesttoaimforacumulativeGPAofatleast3.5bytheendoftheAutumnQuarterofthesenioryear.(SinceapplicationdeadlinesforgraduateschoolaregenerallyduebyJanuary,winterandspringquartergradesforthesenioryeararenotavailableforconsiderationbyacceptancecommittees.)Still,wehaveseenmanyPUCseniorpsychologymajorswithGPAsbetween3.0and3.5getintodoctoralprograms,sodon’tgetgiveupifyoucan’tmakeitto3.5.Inaddition,admissioncommitteeswilllookattwootherindexesofacademicsuccesstohelptheminterpretthecumulativeGPA.ThesearethepsychologyGPA(justpsychologyclasses)andtheGPAforthelasttwoyearsofcollege.Thesestillwon'thelpstudentswhosecumulativeGPAismuchunder3.0,buttheymayhelpconvinceanadmissionscommittee(inadditiontogoodGREscores,lettersofrecommendation,andotherevidence)thatastudentwithaborderlinecumulativeGPAhasreallymaturedandisreadyforgraduate‐levelwork.
Master'sprogramsaresomewhatlesscompetitive,sostudentscanbeadmittedwithlowerGPAs.Oftenstudentswhoarenotreadytomakethelong‐termcommitmenttograduateschooldemandedbythePh.D.,orwhoareunabletogainadmissiontoaPh.D.programdirectly,findthe
master'sprogramtobeagoodalternative.Increasingly,studentsareusingthemaster'sdegreeasasteppingstonetodoctoralprograms.Ofcourse,thecareergoalsofmanystudentswillmakethemaster'sdegreetheirfirstchoice(MarriageandFamilyCounseling,forexample).Again,minimumGPAsguaranteeingadmissioncannotbegiven,butstudentsplanningonadmissiontoaMaster'sprogramshouldaimforacumulativeGPAof3.0.
InspiteoftheimportanceplacedonGPA,itwouldbeamistakeforstudentstoviewagoodgradeastheprimarygoalofeachcollegeclass.Gradesarenotanendinthemselvesbutareareflectionofadeepercommitmentonthepartofthestudenttoacademicexcellence.Studentsforwhoman"A"isthesolereinforcerforlearningmay,throughsheerbruteforce,gainadmissiontograduateschoolbutwillhavewastedtheeffort.Graduatestudyisbestsuitedforthosewhogenuinelyvalueandenjoylearning.Thecapableundergraduatestudentwhobothtakescollegeclassesseriouslyandisabletodevelopasenseofpleasureinlearningshouldbeabletoearnthekindsofgradesnecessarytocompeteforadmissiontograduateschool.
D.GraduateRecordExam(GRE):
ThereareactuallytwoGREtestswhichneedtobetakenpriortoapplyingtograduateschool:theGeneralandtheSubjectGRE.
TheGeneralGREissimilarinnaturetothecollegeaptitudetests(SAT,ACT)moststudentstookattheendofhighschool,thoughofcourseitismoredemanding.Itconsistsofthreesections:Verbal(e.g.,vocabulary,reasoning,readingcomprehension);Math(e.g.,algebraandgeometry);andAnalytic(e.g.,problemsolving).
ThegeneralGREis(alongwithcollegeGPA)oneofthetwomostimportantcriteriausedinselectingstudentsforgraduateschool.Itcanbeusedasa"cross‐check"onGPA,sinceeverystudentisaskedtorespondtoitemsofroughlythesamelevelofdifficulty,whereasan"A"atoneschoolmaybetheequivalentofa"B"atanotherschool.IncombinationwiththecollegeGPA,standardizedtestslikethesecanbehelpfulinidentifyingstudentswhowillbesuccessfulingraduateschool,buttheyarefarfromperfect(correlationbetweencombinedGREandGPAwithgraduateschoolperformanceisaround.40,Anastasi,1989).
Therearespecialskillsthatcontributetosuperiorperformanceonobjectivetestswhichmaybeonlymoderatelyrelatedtotheskillsneededtodowellingraduateschool.Thisiswhyother,moresubjective,
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methodsofassessmentarealsousedintheselectionprocess(e.g.,lettersofrecommendation,personalstatements).However,giventhatmostgraduateprogramshavemanymoreapplicantsthanavailableslots(theratiorangesfrom2:1to200:1),mostbutnotallprogramshaveestablishedminimumGREscores.Thesescoreswillvarydependinguponthecompetitivenessoftheschoolandthespecificprogramwithineachschool,buttendtorangebetween600and700(verbal=80thto95thpercentile;quantitative=65thto85thpercentile).
BecauseoftheimportanceoftheGeneralGREtest,itisessentialthatstudentstaketheirpreparationforitseriously.ItisagoodideathatstudentstaketheGeneralGREbyOctoberoftheirsenioryear.Year‐roundcomputer‐basedtestingisavailableattestcentersworldwide.GetmoreGREinformationonlineat:http://www.gre.org/.
Studentsarestronglyencouragedtosetasidetimefordisciplinedstudyinpreparationforthistest.Acarefulreviewofalgebraandgeometryisamust.(Takingacollegelevelmathclasseveryyearisnotabadidea).ThereareseveralgoodGREreviewbooksavailableatmostbookstores.Theseincludemathandvocabularydrillsandreview,pluscopiesoffull‐lengthpracticetests.Itisessentialthatstudentstakeseveralpracticetestsunder"real"conditions,timedandclosedbook.Muchoftheskillinvolvedindoingwellontestslikethesehastodowithknowinghowfasttowork,whichquestionstoinvestmoretimeon,and,mostimportantly,whatstrategiestouseinattackingthedifferenttypesofproblems.Theseskillscanbesignificantlyenhancedthroughexperienceandpractice.
TheSubjectGRE,alsocalledthePsychologyTest,isasetofapproximately200to225multiplechoicequestionscoveringtheentirefieldofpsychology.Graduateschoolsuseitasastandardmeasureoftheapplicant'sknowledgeofthefield.Notallprogramsrequirethistest,butmanydo,andthosethatdonotmaybeinfluencedbyahighscore.Whenusedminimumscoresrangefrom600to700(60thto90thpercentile).AllpsychologymajorsatPacificUnionCollegearerequiredtotaketheAdvancedGREattheendoftheAutumnQuarterofthesenioryear.
Inarealsensetheentirepsychologymajorisapreparationforthistest.Studentswhodidwellintheirpsychologycourses,especiallythosewhowereintrinsicallyinterestedinlearning,notjustintheminimumnecessaryforagoodgrade,willbeinabetterpositiontodowellonthistest.Inthe
AutumnQuarterofthesenioryearallmajorstakethecourse"SystematicIssuesinPsychology,"whichisinpartacomprehensivereviewofthesubjectareasinpsychology,usingahigh‐levelgeneralpsychologytextbook.ThisclassshouldhelpthestudentpreparefortheSubjectGRE,althoughtheresponsibilityforpreparingrestswitheachstudent.
E.RecommendationLetters:
Lettersofrecommendationaretakenveryseriouslybygraduateschooladmissioncommittees.TheyareaprimarysourceofinformationregardingthosequalitiesandabilitieswhichcannotbemeasuredobjectivelythroughGPAortestscores.Graduateschoolsarelookingforapplicantswhoarepersonallymature,responsible,motivated,committedtoandpersonally"turned‐on"bypsychology,andwho,ingeneral,willmakeapositivecontributiontotheiracademiccommunity.Responsible,enthusiasticparticipationinclassisoneofthebestwaystogetgoodrecommendationletters,(SeesampleRecommendationForminAppendix).
Mostprogramswillaskforthreeorfourlettersofreference.Theseshouldbefromeithercollegeprofessorsorsupervisorsfromapsychologyrelatedwork,volunteerorresearchexperience.Atleasttwoofthelettersshouldbefrompsychologists.Don'tassumethatpeoplewillwriteyouapositivereference;politelyaskthemiftheyfeelthattheyknowyouwellenoughtowriteapositiveletter.PotentialreferencesshouldbecontactedearlyintheAutumnQuarterofthesenioryear,andshouldbeprovidedwithyourresume,alistofclassestakenfromthem(withgradesearned)andaddressed,stampedenvelopes.Giveyourletterwritersalistofalloftheschoolsyouareapplyingto(alongwithanyspecializedrecommendationforms)atonce.Donotgivethemtwothisweek,anotherthenextweek,andthreemorethethirdweek.Allowatleastthreeweeksfromthetimeyouaskforthelettertothetimeitisactuallymailed.Remember,facultyareprobablywritinglettersforotherstudents,andtheendofthequartertendstobeabusytimeforfaculty,too.
OneoftheadvantagesofasmallliberalartscollegelikePUCisthatstudentshavetheopportunitytogettoknowtheirprofessorspersonally.Thisisimportant,sinceagoodletterofrecommendationisnotjustpositive,butconcreteandspecific.Aletterreading"Joeisanenthusiastic,matureandsuperiorstudent"ismuchlesseffectivethanonethatreads"Jenniferisthekindofstudentateacherrelishes.InmySocialPsychologyclasssheregularlyaskedmeforoutsidereferences,andwouldcomebymyofficetodiscussherinterestincognitivedissonanceresearch."Inorderforteacherstowrite
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effectiveletterslikethis,studentsmusttakeadvantageofsmallclasssizestosharetheirinterestsandpersonalities.
Ontheotherhand,negativeimpressionsareeasily,ifsubtly,communicatedatasmallschool.Consistentlysleepingthroughclass,turninginsloppyorlateassignments,orgettingbywithminimumeffortarerememberedandinterpretedbyfacultyasimmaturity,lazinessorapathy.Thetemptationmayariseto"fakegood"andattemptasuperficialinterestorcommitment.Notonlyisthisusuallyeasilyseenthrough,butitisfoolishlycounterproductive.Ifoneisnotgenuinelyinterestedinsomeareaofpsychology,thenwhyfakeit?Amorecommonproblemisthestudentwhoisgenuinelyinterestedandexcitedbysomeareasofpsychology,butisshyoruncomfortableaboutsharingthisinterestwithateacher.Studentsareencouragedtotakeasmallrisk,eitherinclass,duringofficehours,oratoneofthemanyopportunitiesforinformalteachercontact(clubfunctions,chapel,Sabbathschool,etc.)andallowthebehavioralsciencefacultytogettoknowthem.Thiswillnotonlyresultinmoreconcrete,andthereforehelpfullettersofrecommendation,butwillgreatlyenhancethelearningcommunityofourdepartment.
F.WhatGraduateSchoolsareLookingfor(andwhattheyarenotlookingfor)
GraduateSchoolsuseG.P.A.andGREscorestoidentifyarelativelylargegroupofapplicantswhohaveagoodchanceofsucceedingwithadvancedacademicstudy.Themorecompetitiveschoolswillusefairlyhighcut‐offs,lesscompetitiveschoolswillusesomewhatlowercut‐offs.Thisprocessstillleavesmanymorequalifiedstudentsthananyoneprogramcanaccept;Howdotheymaketheirselectionsfromthisgroup?Nooneknowsthepreciseanswertothisall‐importantquestion,sinceeveryacceptancecommitteehasitsownproceduresandcriteria.However,Dr.PatriciaKeith‐Spiegel,inherinvaluablebookTheCompleteGuidetoGraduateSchoolAdmission(1991)hassummarizedtheresultsfrom
numeroussurveyssheconductedwithactualselectioncommitteesthatprovidessomeexcellentinsight.Everystudentconsideringapplyingtograduateschoolisstronglyencouragedtopurchase,oratleaststudy,thisbook(availableintheBehavioralScienceDepartment).Whatfollowsbelowisaselectionofimportantpositiveandnegativetraitswhichhaveasignificantimpactonanapplicant'schancesofgettingacceptedtograduateschool.(Notethatthislistiscompiledfromseveraldifferentlistssuppliedby
Keith‐Spiegel,andthatthecharacteristicswillhavedifferentrankingsthanthosegiveninherbook.)
PositiveQualities:
1. Applicantislistedasaseniorauthorofaresearcharticlepublishedinarefereedscholarlyjournal.
2. ApplicantissoleauthoronapaperpresentedatAPA,APSorWPA.
3. Applicant'spersonalstatementrevealsasustainedandfocusedinterestinanareaappropriatetoyourprogram.
4. Applicantwritesverywell
5. Applicantincludesaresearchpaper(independentstudyproject)insubmittedapplicationpackagethatisrelevanttoyourprogramfocus.
NegativeQualities:
1. Academicdishonesty
2. Applicationmaterialspreparedincarelessmannerandrevealnumerousspellingandgrammaticalerrors
3. Applicationturnedinlate.
4. Applicanthandsinassignmentslate
5. Applicantmissesclassesfrequently
6. Applicantsleepsduringlectures
7. Applicanttalkstoneighborsduringlecturepresentation
G.Research:
Severalrecentsurveysofgraduateschooladmissioncommitteeshaveshownthattheresearchexperienceofundergraduatestudentsisthesinglemostimportantfactorwhendistinguishingbetweenqualifiedapplicants.Inotherwords,whenchoosingbetweentwoapplicantswhobothhaveGPAsabove3.5,GREscoresabovethe90thpercentile,andpositivelettersofrecommendation,theapplicantwithmoreresearchexperience(asopposedtothehigherGPAortestscore)ismorelikelytobeselected.Researchexperiencecanalsosignificantlyhelptheapplicantwhosegradesortestscoresmaybealittlebelowtheaveragegraduateschoolapplicant.
AnotheroneofthestrengthsofthepsychologymajoratPUCisthatwerequireallofourstudentstotakeathree‐quarterresearchsequenceofcourses(Statistics,ResearchDesignandExperimental
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Psychology).The"StatisticalPackagefortheSocialSciences"(SPSS),apowerfulcomputerbasedprogramforthestatisticalanalysisofresearch,istaughtinresearchdesign.Masteryofthisprogramislookeduponquitefavorablybygraduateschooladmissioncommittees.Studentsplanningongraduateschoolarestronglyadvisedtocompletethissequencebytheendoftheirjunioryear.Bytheendofthissequencethepsychologystudentwillhavedesigned,carriedoutandwrittenuptheirownpsychologyexperiment.Theywillalsohavepresentedtheirresearchatanon‐campus,studentresearchsymposiumsponsoredbyPSICHI.Ifthisprojectiscarriedoutthoughtfullyandcarefully,studentsshouldhaveagoodprobabilityofgettingtheirresearchacceptedforpresentationattheWesternPsychologicalAssociationConventionandmaypossiblysubmititforpublicationinapsychologicaljournal.Eitherthepresentingorpublishingofresearchisasignificantaidinthegraduateschooladmissionprocess.Studentsarealsoencouragedtoattendseveralpsychologyconventions,evenwhennotpresentingthemselves,bothtoexposethemselvestonewresearchinpsychologyandtolearnaboutpsychologyasaprofession.
Studentsinterestedinfurtherresearchexperiencemayconsiderapplyingtothehonorsprogramintheirfreshmanorearlyintheirsophomoreyear.
Thisprogramisdesignedtoenrichthestudiesofacademicallymotivatedandqualifiedstudents.Manyofthegeneraleducationrequirementsaremetbytakingthecorehonorsclasses,whichfollowmoreofaseminarformat.Inthesenioryearstudentscompleteanhonorsresearchproject.Thebenefitsofthisprogramincludeanenhancedliberaleducationexperience,asecond,structured,researchexperience,andthedesignation"WithHonors"onthediplomaandtranscript.Allofthesewilladdtothecredentialsofthepotentialgraduateschoolapplicant.EntrancerequirementstothehonorsprogrammaybefoundintheschoolBulletin.
Interestedstudentsmaywanttoseekresearchexperienceontheirown,eitherduringthesummeratcolleges,universitiesorhospitalsnearhome,orbyassistingaPUCprofessorwithhisorherownresearch.Studentswithsuchaninterestareencouragedtodiscussitwiththeiradvisor.
H.ExtracurricularActivities:
Studentinvolvementinout‐of‐classactivitieshastwosignificantconsequences.First,it
contributestothedevelopmentofourdepartmentcommunity.Everyyeartheuniquepatternofpersonalitiescreatedbyourstudentsandfacultymakespossiblespecialandimportantopportunitiesforintellectual,socialandspiritualgrowth.Liberalartseducationisnotlimitedtowhatgoesonintheclassroom.Oftenthemostimportantlearningexperiencesforbothstudentandteacheroccurininformaldebatesordiscussionscarriedoninhallwaysandofficedoorways,sharedjoyinavideoorasoftballgame,orspiritualcommunioninasongorprayer.Studentsareencouragedtojoinandparticipateintheacademic,socialandspirituallifeofthedepartmentoutsideoftheclassroom.
Asecondbenefitofextracurricularparticipationistheopportunityitaffordsforallowingfacultytogettoknowstudentswellenoughtowritehelpfulrecommendationletters.Studentswhoactivelyparticipate,orevenbetter,serveasofficers,inthedepartmentalclubsandorganizationsgivefacultymuchmorespecific,concretedataonwhichtobasesuchletters.
PSICHIisthenationalhonorsocietyinpsychology.Membershipinitisrecognizedworldwideasasignofacademicachievementandcommitmenttoacademicexcellence.PUCisoneofonlytwoSDAcollegestohaveachapterofPSICHIoncampus.Membershiprequirementsincludeaminimumof12psychologyunitsandacumulativeGPAof3.5.Activitiesincludespecialinterestseminarsandsymposiums,supportandinformationrelatingtocareerandgraduateschoolselection,viewinganddiscussionofpsychologicallyrelevantvideosandplays,attendanceatpsychologicallecturesandconventions.
StudentsarealsoencouragedtojointheAmericanPsychologicalAssociationasastudentaffiliate.Thiscosts$25.00ayearandincludesasubscriptiontoAmericanPsychologist,thebasicjournaloftheAmericanPsychologicalAssociation,andtheAPAMonitor,theAPA'snewspaper.ApplicationformsareavailableattheDepartmentofPsychology&SocialWorkoffice.Inaddition,themotivatedstudentisencouragedtopickapsychologicaljournalcoveringaparticularsubjectofinterest(socialpsychology,childdevelopment,psychotherapy,etc.)andreadthroughcurrentissuesastheycometothelibrary(usuallyeverymonth,oreveryquarter).Thiswillhelpkeepthestudentup‐to‐dateoncurrentresearchinthefield,suggestareasfortheirownresearch,andperhapsevensuggestgraduateprogramstoapplyto.Discussingthesearticleswithdepartmentfacultyhelpsfocusimportantquestions,andallowsprofessorstobecomeawareofyourinterestsandmotivation.
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I.VolunteerandWorkExperience:
Studentsareencouragedtoseeksomesortofpracticalexperienceduringtheircollegeyears.Thisdoesmorethandeepenclassroomlearningorimprovethegraduateschoolapplication(althoughitwilldobothofthese).ItservestoemphasizeoneoftheprimarygoalsoftheDepartmentofPsychology&SocialWork.Educatedstudentsarethosewhonotonlycanuseknowledgetounderstandtheirworld,buthavethecommitmenttousetheirknowledgetomakeitbetter.TheAngwincommunityoffersseveralopportunitiesforinterestedstudentstoworkingrouphomesforemotionallytroubledchildren.OtherworkorvolunteeropportunitiesmaybeavailableattheSt.HelenaHospital,NapaStateMentalHospital,andthesuicidepreventionline.Inaddition,theStudentAssociationoftenmakesavailableopportunitiestoworkwiththehomelesspopulationinSanFranciscoorprisoninmatesinVacaville.
Interestedstudentsshouldtakethecourse“PsychologyFieldwork”intheFallquarter.Aftercompletingtheweeklyseminar,studentsmayrepeattheagencyplacementseveraltimes.
Inadditiontothesecommunityserviceopportunities,theDepartmentofPsychology&SocialWorkhiresseveralstudentseveryyeartoworkassecretary/readersandlaboratoryassistants.Thesejobsgivestudentsagreaterexposuretopsychology,experienceinresearchandteaching,andallowdepartmentfacultytogettoknowthembetter.Thesepositionsusuallygotostudentswhohavedemonstratedmaturity,independence,self‐motivationandacademicaccomplishment.Interestedstudentswhofeelthemselvestobequalifiedshouldinquirewiththedepartmentchair.
J.PersonalStatement:
Everygraduateprogramwillrequireanautobiographicalessay,describingthestudent'sbackground,interestsandcharacteristicswhichsuggestsuccessforgraduateschoolandforapsychologicalcareer.Everyprogramwillhaveitsownuniquerequirementsforthisessay,butingeneralitwillaskthestudenttosynthesizeacademic,extracurricularandpersonalinformationinawaythatcommunicatesdesirabilityforselection.Thisessayshouldbetakenveryseriously,andwrittenverycarefully.Thestudentshouldshowearlydraftstofriendsandfamilywhoknowthemwell,andtopsychologyprofessors(andperhapsEnglishprofessors)whocanofferhelpfulfeedback.
K.FinancialAid:
Graduateschoolisveryexpensive.Evenstateschoolscancostseveralthousanddollarsayearintuition,pluslivingexpensesandbooks.Privateschoolscancostmuchmore.Whilefinancesneedtobetakenseriously,studentsareencouragednottoletcostbethefactorthatpreventsthemfromapplyingtoaprogramtheyareinterestedin.FinancialAidisusuallyavailable,intheformoffellowships,grants,loansandwork.Itisrarethatstudentscan'tworkoutthefinancialarrangements.
L.TimetableforGraduateSchoolPreparationandApplication:
FreshmanYear
1. TakeFreshmanlevelrequiredintroductorypsychologyandcognatecourses.
2. ConcentrateonGeneralEducationclasses,andtaketheseseriously!Remember,thefirstpurposeofcollegeistobecomeliberallyeducated,andGraduateSchoolsarelookingforthesekindsofapplicants.HistoryofWesternArtisasimportantasGeneralPsychology.DONOTSHYAWAYFROMMATH,SCIENCEANDWRITINGCLASSES.
3. Ifyoumeettherequirements,seriouslyconsidertheHonorsprogram.Thiswillgreatlyenhanceyourliberaleducation,andprovideyouwithanotheropportunitytodoresearchinyoursenioryear.
4. Takecareofyourgradepointaverage.Don'tgetdepressedover"C's,"butconcentrateonimprovingyourgradeseveryquarter.Remember,youareaimingforaminimumGPAbetween3.2and3.5,soeventuallyyouwillneedtogetmostly"B's"and"A's."
5. Getinvolvedinthelifeofthedepartmentcommunity.JointheBehavioralScienceClub.
6. Attendactivitiesandvolunteertoworkonspecialprojects,evenifit’sjustorganizingfoodorcarwashes.Don'tworryifyoudonotfeellikeoneofthe"insiders"justyet,thatwillcomeintime.Thefacultyandolderstudentswanttogettoknowyou(and,youwantthemtoknowyou!)
7. Talktofacultyandolderstudentsaboutcareeroptionsinpsychology.
8. ApplyforstudentmembershipintheAmericanPsychologicalAssociationandtheWesternPsychologicalAssociation
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SophomoreYear
1. StartafileboxinwhichyouwillputimportantinformationfromGradSchool.Savenotesonyouractivitiesandaccomplishmentsforyourresume.Locateandsaveinformationonpossibleinterestareasinpsychology(researchand/orclinical),copiesofjournalarticles,etc.Savethesyllabifromyourmajorcoursesand(veryimportant!)saveyourtextbooks.Also,savecopiesofmajortermandresearchpapers.
2. Takeupperdivisionpsychologycourses,andnoticespecificresearchareasyoumightbeinterestedin.Talktoprofessorswhomayhavespecialknowledgeoractiveresearchinterestinthoseareas.
3. Regularlyreadcurrentissuesofapsychologyjournalinanareayouareinterestedin.Notecurrentresearchmethods,problemsandtopics.
4. JoinPSICHI(ifeligible).
5. AttendtheWPAconventioninthespring.Meetcurrentgraduatestudentsandtalktothemabouttheirexperience,askforadvice.Payattentiontothecontentandstructureofresearchpresented(especiallypostersessions).Startthinkingaboutthekindsofgraduateprogramsyoumightbeinterestedin.
6. Ifyouareinterestedinclinicalorcounselingareasofpsychology,trytoarrangeforsomeclinicallyrelatedexperienceforthissummerornextyear.Examplesincludepsychiatrictechnicianororderly,grouphomeworker,preschoolassistant,crisislinevolunteer.Lookforasettingwhereyoucandemonstrateyourinterpersonalmaturityandskills,andgetsupervisedbyapsychologist(oratleastsomelicensedmentalhealthworker).
7. Reviewyourprogresswithyouradvisor.WillyourGPAbeover3.0bytheendofyoursophomoreyear?Ifnot,assessthereason(motivation?,studyskills?etc)andworkonimprovement.
SummerBetweenSophomoreandJuniorYear
1. ConsidertakingoneortwoGeneralEducationCoursesinsummerschool.
2. Ifyouneedtowork,trytofindajobthatrelatesinsomewaytoyourareaorpopulationofinterest(e.g.children).
3. Ifyouarethinkingofacareerinhuman
services,consideravolunteerplacementforafewhoursaweekinacommunityagency.
JuniorYear
1. Starttheresearchsequence(ResearchDesignandExperimentalPsychology).Developasenseofthejoyofdiscoveryinresearch;itwillmakethingseasierforyou,andyouwilldoabetterjob.IfyoudoagoodjobonyourresearchprojectyouwillbeabletosubmititforpresentationattheWPAconvention.
2. Considergettinginvolvedinanotherresearchproject,eitherassistingwithafacultyproject,designingyourown(underfacultysupervision),orworkingwithsomeoneoffcampus.Youmaydothisduringtheschoolyear,orduringthesummer.
3. Continuetakingupperdivisionpsychologycourses.Considertakingelectivemathandsciencecoursesabovethegeneraleducationrequirements.ConsiderespeciallyatleastthefirstcourseinCollegeAlgebra(MATH111).Thiswillimprovethequalityofyourapplication,andmostimportantly,helpyoupreparefortheGRE.
4. CheckwithyouradvisorandtheGraduationAnalysttomakesureyouareontherighttrackforgraduation.
5. StudythebookGraduateStudyinPsychology,publishedbytheAPA(acopycanbefoundintheDepartmentofPsychology&SocialWork).Startidentifyingprogramsyoumightbeinterestedinattending.Payattentiontothecompetitivenessoftheprogram,thestrictnessoftheadmissioncriteria,theemphasisinthetraining.Makealistofprogramsyouareinterestedin(includeabroadvariety‐Ph.D.andmasters,moreandlesscompetitive,appliedandexperimental.Youwillnarrowitdownlater).
6. TaketheGraduateSchoolApplicationSeminarintheSpringquarter‐thiswillgiveyoucrucialsupportinpreparingtoapplytogradschoolinthenextFall.
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SummerBeforeSeniorYear
1. Requestinformation(bulletins,brochures,financial‐aidforms,applicationformsandlistoffacultyresearchinterests)fromprogramsyouareconsideringapplyingto(seesampleletterinAppendixB).Remember,fromnowon,everycontactyouhavewithagraduateschoolwillcontributetotheirimpressionofyou.Thisincludesphoneconversationswithsecretariesandlettersrequestinginformation.Alwaysbepoliteand"mature"onthephone.Alwaysneatlytypeandproofreadletters.Don'tbeconservative,contactatleast25differentschools!Reviewandorganizetheinformationcarefullyasyougetit.Lookforprogramsthathavea"goodnessoffit"withyourinterestsandqualifications.Trytoidentifyprogramsandfacultythatspecializeinareasyouhavespecialinterestorexperiencein.
2. Ifyoudidn'ttakethegeneralGREinthespring,besuretoregisterfortheOctoberadministration(registerthroughthePUCcounselingcentertoguaranteeanon‐Sabbathadministrationdate).Ifyoutookitinthespringbutdidn'tdoaswellasyouwouldlike(i.e.,yourscoresarebelowtheminimumlistedforgraduateprogramsyouareinterestedin)registertotakeitagain.Ineithercase,STUDY!STUDY!STUDY!(YouwillbetakingthePsychologyGREinDecember.)
3. TheactualapplicationprocesswilltakeupmuchofyourtimeduringAutumnQuarter.Itwillalsocostmoney($50to$75perapplication).Youwillbeencouragedtoapplytoatleast10programs,sothecostforapplicationfeesalonewillbearound$700.Youwillalsoprobablywanttovisitsomeoftheschoolsyouareapplyingto,andthiswillalsocostmoney.Don'tletmoneystopyou!Allschoolshaveaprocessforwaivingapplicationfeesforstudentswithdemonstrablefinancialneed.Findoutifyouqualify.Spendsometimethissummergettingmoneytogetherfortheapplicationprocess.Work,talktoparents,church,etc.Acoupleofhundreddollarssoundslikealotofmoneyrightnow(anditis),butcomparedwiththebenefitsassociatedwithreachingyoureducationalgoals,itisworthit.
SeptemberandOctoberofSeniorYear
1. Withtheconsultationandconsentofyouradvisorordepartmentchair,reviseand
submityourresearchprojectfromlastyearforpresentationatthisyear'sWPAconvention.ThisprocesswillbeeasierifyouareamemberofPSICHI.DeadlineforsubmissionisusuallyinOctoberorNovember.
2. Take"SystematicIssuesinPsychology."ThisclasswillhelpyouprepareforthepsychologyGRE.Butremember,preparingforandapplyingtograduateschoolisyourresponsibility.
3. ConsidertakingalighterloadthanusualAutumnQuarter.Ifyouareseriousaboutapplyingtograduateschool,thetimeyouwillspendontheapplication,testpreparationandtakingprocesswillberoughlyequivalenttoa3‐hourcourse.
4. Prepareapersonalresume.Thiswillbegiventofacultywhowritelettersofrecommendationforyou,andwillalsobeincludedinyourapplication.
5. Startnarrowingdownyourlistofgraduateschools.Lookforthat"goodnessoffit."Talkitoverwithfriendsandfacultywhoknowyou.Trytoapplytoatleast10,includingtwowhoserequirementsyoudefinitelymeet,twowhoserequirementsmayslightlyexceedyourqualifications,andtherestsomewhereinbetween.Remember,graduateschoolissocompetitivethatyouarenotguaranteedadmissioneventoschoolsyouarequalifiedfor(theyhavemanymorequalifiedapplicantsthanslots).
6. Requestastudentcopyofyourtranscriptsfromeveryundergraduateinstitutionyouhaveattended.Checktheseovercarefullyforerrors.Youhavetimetocorrectthesenow,butyouwon'tlater.
7. PlaninformativevisitstoschoolshighonyourlistduringAutumnQuarter.Don'tjustdropinunannounced;callaheadandaskiftheremightbeaconvenienttimeforyoutotalkwithafacultymember(specifysomeoneifyouhaveyoureyeonhis/herresearchinterest)andsomegraduatestudents.Thiswillnotbeanadmissioninterview,justachanceforyoutogetabetterfeelforthem.
8. RegisterfortheAdvancedGREofferedinDecember.(DothisthroughthePUCcounselingcenterinordertogetanon‐Sabbathadministrationdate.)Ifneeded,registertotaketheMillersAnalogiesTest(MAT).MoststudentstakethisatthecounselingcenterattheUniversityofCaliforniaatBerkeley.
9. Contactthoseindividualswhomyouplanon
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havingwriteyourlettersofrecommendation.(Youwillneedthreetofour,andtwotothreeofthesemustbepsychologists).Askthempolitelybutdirectlyiftheyfeeltheyknowyouwellenoughtowriteapositiveletter(seeHandbooksectiononrecommendationletters).Allowthreetofourweeksfromthetimeyouasktothetimetheletterisactuallysent.
NovemberofSeniorYear
1. Finalizethelistofschoolsyouwillapplyto.Checktheapplicationdeadlines,andpostthesewhereyouwillseethemfrequently(e.g.yourbathroommirror,coverofyournotebook).Makesureyouhavecompleteapplicationpacketsforalloftheseschools.
2. Writeyourpersonalstatement.Rewriteit.Showittosomepeople.Rewriteitagain.(SeeHandbookonpersonalstatement).
3. RequestthatyourGREandMATscoresbesenttoallschoolsyouhavedecidedtoapplyto.
DecemberofSeniorYear
1. Preparethefinalcopiesofyourapplicationmaterials.Thesemustallbecarefullyandflawlesslytyped.Makeacompletephotocopyofeachapplicationforyourrecords.Allapplicationsshouldbemailedinatleasttwoweeksbeforethedeadline.Makesuretoincludenecessaryapplicationfees,orarrangeforawaiverbasedonfinancialneed.
2. Haveyourtranscriptsfromallundergraduateinstitutionsbesenttoalloftheprogramsyouhaveappliedto.
3. Asyougetclosetoapplicationdeadlines,checkwithyourrecommendersandaskiftheyneedanymoreinformationtowriteyourletter(ofcourse,youarereallycheckingtoseeiftheyhavesentyourletter).
4. Twoweeksaftermailinginyourapplicationmaterials(oraweekbeforetheapplicationdeadline)checkwithyourschoolstomakesuretheyhavereceivedallofyourmaterials.Bepolite!
January‐AprilofSeniorYear
1. Getreadyforsomeanxiouswaiting.
Acceptanceoffersprobablywon'tcometillApril.Youmayhowever,getrejectedbeforethen.Rule#1:everybodygetsrejectedsomewhere,andmostpeoplegetrejectedfrommostprograms.Don'ttakeittoohard.
2. Findoutthepolicyofeachschoolyouappliedtoregardinginterviews.Someintervieweveryone,someonlyinterviewaftermakinga"firstcut,"someonlyinterviewthosewhorequestone,andsomedon'tinterviewatall.Readtheapplicationinformationfirstbeforecallingtofindout.Scheduleinterviewswhereappropriate,orbepreparedfor"surprise"telephoneinterviews.Anticipatelikelyquestionsandpracticeansweringthem.
3. Prioritizeyourschools,soyouwillknowhowto respondifyougetacceptedsomewhere.Ifschool#3acceptsyouearly,don'tbepressuredintoimmediatelyacceptingit.Thankthemsincerelyandpolitelyandtellthemyouwillgetbacktothem.Callschools#1and#2tocheckonyourstatus(areyoustillbeingconsidered?).BythebeginningofAprilyoushouldhaveheardonewayortheotherfromallofyourschools.Callanyschoolyouhaven'theardfromandcheckonyourstatus.Don'tacceptanyofferuntilyouaresureitistheschoolyouwillattend.NEVERacceptanofferfrommorethanoneschool.Onceyouacceptanoffer,promptlyturndownallotheroffers.ItisNOTappropriatetoacceptoneoffer,thenturnitdownwhena"better"offercomesaround.Makesureyouhaveconsideredallavailableoptionsbeforeacceptinganoffer.Keepinclosecontactwithyouradvisorduringthisprocess.Itisagoodideatoconsultwithyouradvisorbeforeacceptinganoffer.
4. Ifyouarenotacceptedatanyprogram,donotgiveuphope!Youstillhaveseveraloptions.Theseincludeapplyingtoamaster'sprogramataschoolstillacceptingapplicationsforthenextfall(youwillbeabletofindseveralofthese);takeayearoffandworkonimprovingyourapplication(GREscores,re‐takingcourseswithbadgrades,gettingresearchorclinicalexperience)andapplyagainnextyear;applyforgraduatestudyoremploymentinsomerelatedareaorfield.Consultwithyouradvisorimmediately.
III. PsychologyMajor:Pre‐MedorPre‐Dent(TrackII)
TheDepartmentofPsychology&SocialWorkhasmanystudentswhoarepreparingforanon‐psychologyprofessionsuchasmedicinebut
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whohavechosentomajorinpsychology.Manyprofessionalgraduateschooldesireapplicantswhohaveawell‐roundedbackgroundasopposedtonarrowinterests,andsincemostoftheseprofessionsarepeople‐oriented,apsychologymajorisaveryusefulmajortotheirchosencareer.ThePacificUnionCollegepremedhandbookpointsoutthatmostmedicalschoolsencouragetheselectionofnon‐sciencemajors.Ifyouareastudentwhowantstogointooneofthesenon‐psychologyprofessionsyetalsotakeamajorfromtheDepartmentofPsychology&SocialWork,youmaybeinterestedinthe“Psychology&Culture”emphasisofthePsychologyMajor.ThisoffersabroaderexposuretoavarietyofPsychologycourses,inadditiontocourseworkinSociologyandSocialWork.Italsoallowsabitmoreflexibility,whichmaymakeiteasiertoworkinotherrequiredpre‐professionalcourses.EitheremphasisofthePsychologymajorwillgowellwithpremed,predent,orprelawprograms;ifyouthinkyoumightwanttheoptionoflaterpursuingpsychologyingraduateschool,thenthepsychology&scienceemphasismightbeabetterchoice.
Premedpsychologymajorsshouldstayinclosecontactwiththepremedadvisor.Thepremedpsychologymajorshouldfocusthefirsttwoyearsonthepre‐medcoursesandalsoonpreparingtotaketheMCAT.Thepsychologycourserequirementscanbetakencareofasthepremedschedulepermits,withtherestofthesepsychologycoursesbeingtakenduringthelasttwoyearsofcollege.Thissamebasicadvicealsoholdsforthepredentalpsychologymajors.
Followingaresampleschedulesshowingamajorinpsychologywitheitheremphasisalongwiththepre‐medandpre‐dentcourses:
MajorinPsychology:PremedandPredent
FirstYear A W S
GeneralPsychology 4IntrotothePsychMajor 1
CollegeEnglish 4 4
BiologicalFoundations 5 5 5GeneralChemistry1 5 5 5
GeneralEducation 3 2 317 17 17
SecondYear A W S
IntroductiontoSociology 4PsychologySeminar 3IntroductiontoStats 4
ChildDevelopment2 4
OrganicChemistry 4 4 4GeneralPhysics3 4 4 4
GeneralEducation 3 2 9
171717
ThirdYear A W S
Colloquium .2 .2 .2
StatisticalMethods 3
CulturalAnthropology 4
SocialPsychology 4
AdditionalPsychology4 8
GeneralPhysics 4 4 4
GeneralEducation 5 2 13
171717
5 Biology should be taken the first year. Students without goodpreparation in chemistry should take Intro to Chemistry before theGeneral Chemistry sequence. Many premed majors take the entire year ofGeneral Chemistry in the summer after the freshman year.
6 If the Child Development Lab conflicts with a science lab, takePhysiological Psych or Personality.
7 Many premed students will take the entire year of physics in the summerafter their sophomore year.
8 Take two of Personality, Physiological or Child Development(whichever not already taken).
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FourthYear A W S
Colloquium .2 .2 .2
SystematicIssues 3
History/Systems
ofPsychology 4
IssuesinRel.Ethics... 4
ResearchDesign 4
Experimental
Psychology 4
GenderIssues
/RaceRelations 3
LearningandMemory 4
PsychofReligion
/Sacred&Profane3
PsychologyElectives* 4 4
GeneralEducation 2 4 216.216.217.2
IV. PsychologyMajor:PreparationforCareersthatdonotRequireGraduateTraining(TrackIII)
A.Bachelor'sLevelJobs
While careers as a psychologist or licensed therapist do require graduate school in addition to an undergraduatemajorinpsychology, there are careersinfieldsboth directlyandindirectlyrelatedtopsychology that are available to students with only an undergraduate degree.Itisagood ideatotakesomecoursesfromotherdepartmentsto betterprepareyouforthatcareer.Forexample,a psychologymajorisgoodpreparationforworkingin acompany'spersonneldepartment;however,a studentwouldbeevenbetterpreparedifs/hetook somemanagement/businesscourses.Accordingto Zeller(1988),apsychologymajorisgood preparationforthefollowinglistofbachelorlevel careers:
activitydirector
addictioncounselor
administrativeprogramassistant
admissionsmarketanalyst
admissions‐publicrelationsdirector
admissionsrecruiter
admissionsrepresentative
adolescentcaretechnician
adolescentchemicaldependencycounselor
advertisingtrainee
adviser‐educator
affirmativeactionofficer
agencyrepresentative
airlinereservationsclerk
alcoholcounseloralcoholismcounselor
alcoholismunitmanager
areaadministratorarenaandsportsfacilityinstructor
assistantresidencemanager
assistantyouthcoordinator
associationmanager
behavioranalyst
campstaffdirector
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caretaker
casetrackingspecialist
caseworker
centersupervisor
chemicaldependencyadvocate
chemicaldependencycoordinator
chemicaldependencycounselor
chemicaldependencysecretary
chemicaldependencytechnician
child‐carecounselor
child‐careworker
child‐developmentworker
child‐protectionworker
circulationmanager
clericalworker
collectionassistant
collector
collegeadmissionsrepresentative
communityactivist
communitycorrectionalserviceworker
communityoutreachcoordinator
communityorganizer
communityservicecoordinator
communityworker
complianceofficer
consultant
cottagetreatmentteam
counselor
counseloraid
counselor(drug)
counselor/therapist
countypersonnelofficer
crime‐preventioncoordinator
customerrelations
customer‐servicetrainee
dailylivingaid
day‐careaid
demonstrationcoordinator
deputyjuvenileprobationofficer
developmentalreadinginstructor
developmentofficer
directorofactivityandrecreation
directorofalumnirelations
directorofday‐carecenter
directorofdisplacedhomemakers
directorofhumanservices
directorofIndianeducation
directorofplannedparenthood
directorofplanning
directorofsecurity
directorofyouthservicebureau
drivinginstructor
drugcounselor
earlychildhoodspecialist
educationpreventionspecialist
educationdaytimecoordinator
educationalcoordinator
educationalrepresentative
educationalsalesperson
educationaltextbookrepresentative
employee‐assistanceprogramspecialist
employeecounselor
employmentcounselor
employmentrepresentative
executivedirector
exportordercoordinator
fieldrepresentative
foster‐homeparent
grantscoordinator
grouphomecoordinator
grouphomecounselor
grouphomeparents
groupleader
groupworker
headofalumniaffairs
headoffundraising
host/hostess
houseparents
human‐relationsdirector
human‐servicestechnician
infant‐stimulationteacher
informationspecialist
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informationreferralspecialist
in‐servicedirector
instructor
instructor,handicappedadultprogram
insuranceagent
interviewerinvestigator
juvenilejusticeplanner
juvenilepreventionprogramcoordinator
juvenilespecialist
living‐unitassistant
loadingdocksuperintendent
managementtrainee
marketingmanager
mentalretardationprofessional
mentalretardationunitmanager
neighborhoodoutreachworker
occupationalinformationdeveloper
parkandrecreationdirector
patientservicerepresentative
personnelanalyst
personnelcoordinator
personnelgeneralist
planner‐assistant
planner‐evaluator
privateschoolrepresentative
privatetutor
probationofficer
professionalworker
programconsultant
programcoordinator
programdirector
projectlearninginstructor
police‐trainingcoordinator
publicinformationofficer
rehabilitationaid
reliefhouseparents
researchanalyst/planner
researchassistant
researchtrainee
residencecounselor
residentaid
residentcaretaker
residentialassistant
residentialdirector
residentialservicecoordinator
residentialsupervisor
resourcedeveloper
retainmanager
salesperson
secretary
securityofficer
serviceadvisor
socialsecurityadjudicator
socialsecurityinterviewer
socialservicedirector
socialservicessupervisor
socialstudiesteacher
socialworker
socialworkercoordinator
statisticalassistant
studentactivitiesadviser
supervisor
supportservicemanager
taskforcecoordinator
temporaryadmissionsclerk
textbookcoordinator
trainer
trainer‐coordinator
veteran'sadvisor
volunteercoordinator
workactivityprogramdirector
youthworker
Ifyouhaveaninterestinfindingoutmoreaboutwhatkindsofcareersonecanenterwithabachelorsdegreeinpsychology,youwillwanttocheckthefollowingsources,allofwhichareavailableintheDepartmentofPsychology&SocialWork:
• Fretz,B.(1979)Wheretolookforpositions.inP.J.Woods(Ed.),ThePsychologyMajor:TrainingandEmploymentStrategies.Washington,D.C.,AmericanPsychologicalAssociation,pp.27‐29.
• Woods,PaulJ.,editor.(1987)IsPsychologytheMajorforYou?,Washington,D.C.,American
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PsychologicalAssociation.
• Woods,PaulJ.,editor.(1988)IsPsychologyforThem?AGuidetoUndergraduateAdvising.Washington,D.C.,AmericanPsychologicalAssociation.
• Zeller,M.J.(1988)Titlesofjobsinhumanservicesforstudentswithabachelor'sdegreeinpsychology,InP.J.Woods(Ed.),IsPsychologyforThem?:AGuidetoUndergraduateAdvising(pp.195‐196).Washington,D.C.,AmericanPsychologicalAssociation.
B.SkillsandKnowledgeValuesinBachelorLevelApplicantsbyProspectiveEmployers
Whatskillsandknowledgedoprospectiveemployersexpectbachelor'slevelpsychologymajorstohave?In1988EdwardsandSmithinterviewed118organizationsintheChicagoarea.Theseorganizationswereaskedtostatetheskills,knowledgeandpersonaltraitsthattheydeemedimportantforpsychologymajorsthattheywouldhireforpositionsrequiringsomeresearchduties.Theseemployersincludednon‐profitorganizationssuchascharitableorcommunityorganizations,governmentagencies,andcommercialfor‐profitcompaniesthatsoldaproductoraservicesuchasbankingoradvertising.Thefollowingisasummaryofthemostimportantskills,knowledge,andpersonaltraitstheprospectiveemployerssaidtheywouldliketoseeintheirbachelorlevelpsychologyemployees.
Skills
1. Writeproposalsandreports
2. Identifyproblemsandsuggestsolutionsbasedonresearchfindingsandknowledgeofbehavior
3. Conductinterviews
4. Dostatisticalanalysis
5. Designandconductresearchprojects
Knowledge
1. Attitudes,opinionformationandchange
2. Personnelselection
3. Howpeoplethink,solveproblemsandprocessinformation
4. Effectsofphysicalenvironmentonpeople'sfeelingsandactions
PersonalTraits
1. Abilitytoworkwithothersinateam
2. Motivationtoworkhard
3. Positiveattitudetowardwork
4. Organization,leadershipandflexibility
5. Communicateswell
Manyofthecoursesrequiredinourcurriculumaddresstheseobjectivesinadirectmanner.
Inasimilarstudythefollowingknowledgeandskillswerestatedasbeingmostimportantbyprospectiveemployers:
Skills
1. Workingwithfamilies
2. Interviewingandgroupprocesses
3. Writingpsychologicalreports
Knowledge
1. Normalpsychologicaldevelopment
2. Abnormalpsychology
3. Legal/ethicalissues
Again,manyofthecoursesinthepsychologycurriculumaddresstheseconcerns.
Insummary,you,thepsychologymajorshould:
1. Identifywhoyouareandwhatyourgoalsare.
2. Realizethatemployersdowantbachelorlevelpsychologymajors.
3. Acquiretheskills,knowledge,andpersonalqualitiesdesiredbytheprospectiveemployers.
4. Selectclassesthatareconsistentwiththe
careerpath.
5. Gatherresourcesaboutemploymentissues.
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V. Sources for Further Information on Psychology Careers and Graduate School
Altmaier,E.M.&Meyer,M.E.(1985).AppliedSpecialtiesinPsychology.NY:RandomHouse.
Baum,CynthiaG.(Ed.)(2000).GraduateStudyinPsychology.WashingtonD.C.,AmericanPsychologicalAssociation.
Buskist,WilliamandMixon,Amy,(1998).AllynandBaconGuidetoMaster’sProgramsinPsychologyandCounselingPsychology.Boston,AllynandBacon.
Degalan,JulieandLambert,Stephen,(1995).GreatJobsforPsychologyMajors.Chicago,VGMCareerHorizons.
Gifford,Robert(1991).AppliedPsychology:VarietyandOpportunity.Boston,AllynandBacon.
Kardas,EdwardP.(1999).PsychologyResourcesontheWorldWideWeb.NewYork,BrooksColePublishingCompany.
Keith‐Spiegel,P.(1991).TheCompleteGuidetoGraduateSchoolAdmission,PsychologyandRelatedFields.Hillsdale,NJ,LawrenceErlbaumAssociates.
Landrum,E.,Davis,S.,andLandrum,T.(2000).ThePsychologyMajor,CareerOptionsandStrategiesforSuccess.NewJersey,PrenticeHall.
Mayne,Tracy,&Sayette,Michael.(2000).InsidersGuidetoGraduatePrograminClinicalPsychology2000‐2001.NewYork,GulfordPress.
McLaughlin,Ann.(2000).OccupationalOutlookHandbook2000‐2001.Scottsdale,AssociatedBookPublishers,Inc.
Nettles,OlinJ.(Ed.)(1993).GettingIn:AStepbyStepPlanforGainingAdmissiontoGraduateSchoolinPsychology.WashingtonD.C.,AmericanPsychologicalAssociation.
Palmer,E.andThompson‐Schill,S.(1997).Barron’sGREPsychology4thEdition.NewYork,Barron’sEducationalSeries,Inc.
Psychology,CareersfortheTwenty‐FirstCentury,AmericanPsychologicalAssociation,WashingtonD.C.,1995.
Sternberg,RobertJ.(1997).CareerPathsInPsychology:WhereYourDegreeCanTakeYou.WashingtonD.C.,AmericanPsychologicalAssociation.
Woods,PaulJ.(1979).ThePsychologyMajor:TrainingandEmploymentStrategies.WashingtonD.C.,AmericanPsychologicalAssociation.
Woods,PaulandWilkinson,Charles,(1987).IsPsychologytheMajorforYou?WashingtonD.C.,AmericanPsychologicalAssociation.
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VI. AppendixASTANDARDRECOMMENDATIONFORM
TotheApplicant:Thisformshouldbegiventoprofessorswhoareabletocommentonyourqualificationsforgraduatestudyinpsychology.Youshouldnotrequestarecommendationfromanon‐academicpersonunlessyouhavebeenawayfromanacademicinstitutionforsometime.Fortheconvenienceofthepersoncompletingthisform,youshouldincludeastampedenvelopeaddressedtoeachgraduateprogramtowhichyouareapplying.
UnderthefederalFamilyEducationalRightsandPrivacyActof1974,studentsareentitledtoreviewtheirrecords,includinglettersofrecommendation.However,thosewritingrecommendationsandthoseassessingrecommendationsmayattachmoresignificancetothemifitisknownthattherecommendationswillremainconfidential.Itisyouroptiontowaiveyourrighttoaccesstotheserecommendationsortodeclinetodoso.Pleasemarktheappropriatephrasebelow,indicatingyourchoiceofoption,andsignyourname.
[ ] Iwaivemyrighttoreviewthisrecommendation.[ ] Idonotwaivemyrighttoreviewthisrecommendation.
Date______________ Applicant’ssignature______________________________________________
Name(print)______________________________________________________________________
Degreesought(checkone): Master’s[] Doctorate[]
RECOMMENDATION1. Ihaveknowntheapplicantfor_____years,_____months.
2. Iknowtheapplicant:slightly[] fairlywell[] verywell[]
3. Ihaveknowntheapplicant:[]Asanundergraduatestudent []Asateachingassistant[]Asagraduatestudent []Asanadvisee[]Other_____________________
4. Theapplicanthastaken:noneofmyclasses[]oneofmyclasses[]twoormoreofmyclasses
5. Indicatethepopulationwithwhichtheapplicantisbeingcomparedinthisrating:[]undergraduatestudentswhomIhavetaughtorknown.[]graduatestudentswhomIhavetaughtorknown.[]allstudents,graduateandundergraduate,whomIhavetaughtorknown.[]colleagueswhomIhaveworkedwith.
Originality[]Generatescreativeideasinclassdiscussions.[]Hasdevisedasurgicaltechnique,designedlaboratoryequipment,ordevelopedanunusualresearch
strategy.[]Hascompletedaninnovativeresearchproject.[]Haswonaprizeforcreativewritingorworkedontheschoolorlocalnewspaperasawriter.[]Hascreatedanoriginalworkofartormusic.[]Recastsoldproblemsinoriginalways.
SocialSkills[]Organizedasciencefairorsimilarspecialevent.[]Seemstobegoodathelpingpeoplewhoareupsetortroubled.[]Issoughtbystudentsorfacultyforadvice.[]Makesandkeepsfriendseasily.[]Participatesinvoluntarycommunityorsocialserviceactivities.[]Wasemployedasacaseaide,psychiatrictechnician,orstudentassistantinatelephonehotline
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LeadershipandPersuasiveSkills[]Isconvincingindiscussionsordebates.[]Leadsgroupdiscussionseasily.[]WasactiveintheDepartmentofPsychology&SocialWork.[]Waselectedanofficerofanorganizationortoapoliticaloffice.[]Volunteerstogiveoralreports.[]WasactiveinPSICHI.
OrderlinessandClericalSkills[]Alwayscompletesclassassignmentsorpapersontime.[]Schedulesownworkandfollowsthroughwiththeschedule.[]Hasworkedasadepartmentsecretaryorreader.[]Submitsworkthathasbeencarefullyproofreadandcheckedforspellingorcomputationserrors.[]Submitsneatlypreparedwrittenreports.
Independence[]Triestosolveproblemsindependentlybeforeseekingadvice.[]Performedresearchwithafacultymemberthatwasnotforcoursecredit.[]Completedanindependentprojectwithlittlefacultydirection.[]Requireslittledirectionfromfaculty.
CommitmenttoPsychology[]Attendedaregionalpsychologyconventionasanundergraduate.[]Attendspsychologydepartmentcolloquiums.[]Seeksoutpsychologicalliteraturebeyondcourseworkrequirements.[]Isinterestedinacareerofapplyingpsychology.[]Isinterestedinacareerofresearchinpsychology.[]Isinterestedinacareerofteachingpsychology.
7. GlobalRatings:ComparedtothepopulationindicatedinItem5,ratethisapplicantoneachcharacteristic.
Lower Upper Upper Upper Upper NoBasisforCharacteristic 50% 50% 25% 10% 5% ResponseAcademicAbilityGeneralKnowledgeScientificSkepticismOralExpressionSkillsWrittenExpressionSkillsOriginalitySocialAwareness/ConcernEmotionalMaturityDesiretoAchieveAbilitytoWorkwithOthersLeadershipSkillsPersuasiveAbilityIndependence/InitiativeProfessionalCommitmentResearchSkillsTeachingSkillsPotentialforSuccessCarefulnessinWork
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8. Istheapplicant'sacademicpotentialgreaterorlessthanthatindicatedbyher/hisgrades?InsertanXwhereappropriateonthescalebelow.
l____________l____________l____________l____________l____________l__________1much somewhat equal somewhat much nobasisless less greater greater forjudgment
9. Iftheapplicanthashadteachingexperience,howwouldyourateher/hispotentialforcollegeteaching?poor[] fair[] good[] excellent[] cannotdetermine[]
10. Iftheapplicanthashadresearchexperience,howwouldyourateher/hisresearchpotential?poor[] fair[] good[] excellent[] cannotdetermine[]
11. Howwouldyouratetheapplicant'spotentialforworkinappliedresearchsettings?poor[] fair[] good[] excellent[] cannotdetermine[]
12. Howwouldyouratetheapplicant'spotentialforclinicalorcounselingwork?poor[] fair[] good[] excellent[] cannotdetermine[]
13. Indicatethestrengthofyouroverallendorsementoftheapplicant.[] Notrecommended[]Recommendedwithsomereservations[]Recommended[]Highlyrecommended
14. Thespacebelowissuppliedforanyadditionalinformationyoumaywishtoprovide,suchasexplanationsofanyofthecriticalincidentschecked.Themostimportantinformationyoucanprovideaboutthisapplicantisinformationthatisnotreflectedintheapplicant'stranscriptandtestscores(i.e.,workdoneoutsideofclassandothercharacteristicsyoubelievearerelatedtosuccessingraduateschool).Attachadditionalpagesifnecessary.
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VII. AppendixB
SAMPLE"GRADUATESCHOOLINFORMATIONREQUESTLETTER"(Note:Anemailrequestforinformationispossibleatmanyinstitutions,andisfaster.Seehttp://www.mit.edu:8001/people/cdemello/univ.htmlforalistofgraduateprogramsinpsychology).
June5,2015
GraduateAdmissionsOffice205DavieHallCB#3270DepartmentofPsychologyUniversityofNorthCarolina,ChapelHillChapelHill,NC27599‐3270
DearMadamorSir:
IamjustcompletingmythirdyearasapsychologymajoratPacificUnionCollege,andIamintheprocessofgatheringinformationaboutprogramsinyourfieldofinterest,e.g.,HealthPsychology.Wouldyoupleasesendmethefollowingmaterials:
1. Agraduatecatalogandbulletinfromyourinstitution
2. SpecificinformationconcerningyourHealthPsychologyprogram(e.g.admissionrequirements,specialemphasisandopportunities,etc.)
3. Alistoftheresearchandclinicalinterestsofyourfaculty
4. Anapplicationforadmissionandfinancialaid
Iwouldappreciatereceivingthisinformationassoonaspossible.Thankyousomuchforyourassistance.
Sincerely,
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VIII. AppendixC
SelectedGraduateProgramsThatHaveAcceptedPUCDepartmentofPsychology&SocialWorkMajors (Revised9/16/15)
AdlerUniversityAndrewsUniversityAuburnUniversityArizonaStateUniversityBostonCollegeBostonUniversityBowlingGreenUniversityBrighamYoungUniversityCaliforniaSchoolofProfessionalPsychology CaliforniaStateUniveristyFullertonCaliforniaStateUniversitySanBernardino ChicagoSchoolofProfessionalPsychology ClaremontGraduateSchoolColumbiaUniversityEmoryUniversityFresnoStateUniversityFullerTheologicalSeminarySchoolofPsychology GeorgeWashingtonUniversityHastingsSchoolofLawHowardUniversityIowaStateUniversityLomaLindaUniveristyLomaLindaSchoolofMedicineLondonSchoolofEconomicsMankatoStateUniversityMcGeorgeLawSchoolMichiganStateUniversityNewYorkUniversityPalo Alto UniversityPepperdineUniversityPortlandStateUniversityPurdueUniversityRosemeadSchoolofProfessionalPsychology SacramentoStateUniversitySanDiegoStateUniversitySanJoseStateUniversitySanFranciscoStateUniversitySantaClaraUniversitySeattlePacificUniversitySyracuseUniversityUniversityofAlabamaUniversityofCaliforniaBerkeleyUniversityofCalifornia,IrvineUniversityofCaliforniaLosAngelesUniversityofCaliforniaRiversideUniversityofCaliforniaSanDiegoUniversityofCaliforniaSantaBarbara UniversityofCaliforniaSantaCruzUniversityofDenverUniversityofIdahoUniversityofEdinburghUniversityofMarylandUniversityofMinnesotaUniversityofNebraskaUniversityofNevada,RenoUniversityofNorthCarolina,ChapelHillUniversityofPennsylvaniaUniversityofSouthCarolinaUniversityofTennessee
UniversityofUtahUniversityofWashingtonUniversityofSouthernCaliforniaVirginiaCommonwealthUniversityVirginiaPolytechnicInstituteWashingtonStateUniversityYaleUniversity
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PacificUnionCollegeAngwin,CA94508
ThePsychologyMajor'sHandbookDepartmentofPsychology&SocialWork
2014‐15