Why Go To Graduate School? Matching Career Goals to Training. Think Beyond Getting Accepted. Getting In, Getting Through, Getting Out - Western Psychological Association, April 25-28, 2019
Finding Fit - A Strategic Approach to Applying to Graduate Psychology Program...spagball
Why Go To Graduate School? Matching Career Goals to Training. Think Beyond Getting Accepted. Getting In, Getting Through, Getting Out - Midwest Psychological Association, April 11-13, 2019
This document provides guidance on strategically applying to graduate psychology programs. It discusses determining one's career goals and interests in research, services, or both. It outlines different degree types and subfields and how to match goals to training programs. The document stresses understanding what is required to get into, through, and out of a program, and finding a good fit rather than applying widely. It provides tips on coursework, tests, letters, interviews, and resources for learning about programs. The key message is that applicants should take a strategic approach to ensure they apply to programs that meet their interests and prepare them for their desired career.
Finding Fit - A Strategic Approach to Applying to Graduate Psychology Program...spagball
Why Go To Graduate School? Matching Career Goals to Training. Think Beyond Getting Accepted. Getting In, Getting Through, Getting Out - Eastern Psychological Association, March 2,2019
This document provides guidance on applying to graduate psychology programs through PSYCAS, the centralized application service. It discusses determining one's career goals and interests to identify suitable programs. The key steps in the application process are outlined, including completing the application form, submitting transcripts and reference letters, and meeting programs' deadlines. Emphasis is placed on strategically targeting a manageable number of well-fitting programs where the applicant has a strong chance of acceptance and meeting requirements to complete the degree.
Finding Fit: A Strategic Approach to Applying to Graduate Psychology Programs...Amanda Macchi, MPH
This presentation provides a strategic approach to applying to graduate psychology programs. It addresses your interest in graduate school, your training focus, matching careers goals to your training and thinking beyond getting accepted.
Learn what data the American Psychological Association (APA) has on graduate programs in psychology, and how to use the APA’s Graduate Study Online to answer your questions and more as you search for the best psychology graduate program to fit your needs.
The document outlines three key challenges in educational research and training evaluation: having unclear or conflicting aims and questions; using inappropriate research methods that do not adequately answer the questions or capture relevant data; and errors in data analysis and ineffective communication of findings. These challenges can be overcome by ensuring aims and questions are specific, agreed upon, and achievable; using flexible methods matched to the research question that consider participation; and keeping analysis focused on the research aims to effectively communicate results.
Data-Driven Student Success Programming in Residence Life - ACUHO-I 2013Ryan O'Connell
Here are a few suggestions for how to sensitively and helpfully discuss non-cognitive assessment results during a mock intervention conversation:
- Focus on strengths and growth areas, not weaknesses. Point to skills and mindsets that can be further developed.
- Emphasize that the results are meant to foster self-awareness and connection to resources, not label or judge. Everyone has room to grow.
- Suggest campus activities, services or people who could provide support in areas identified. Offer to make introductions if wanted.
- Ask open-ended questions to understand the student's perspective and priorities before advising. Listen actively.
- Recommend following up to check progress, but avoid an evaluative
Finding Fit - A Strategic Approach to Applying to Graduate Psychology Program...spagball
Why Go To Graduate School? Matching Career Goals to Training. Think Beyond Getting Accepted. Getting In, Getting Through, Getting Out - Midwest Psychological Association, April 11-13, 2019
This document provides guidance on strategically applying to graduate psychology programs. It discusses determining one's career goals and interests in research, services, or both. It outlines different degree types and subfields and how to match goals to training programs. The document stresses understanding what is required to get into, through, and out of a program, and finding a good fit rather than applying widely. It provides tips on coursework, tests, letters, interviews, and resources for learning about programs. The key message is that applicants should take a strategic approach to ensure they apply to programs that meet their interests and prepare them for their desired career.
Finding Fit - A Strategic Approach to Applying to Graduate Psychology Program...spagball
Why Go To Graduate School? Matching Career Goals to Training. Think Beyond Getting Accepted. Getting In, Getting Through, Getting Out - Eastern Psychological Association, March 2,2019
This document provides guidance on applying to graduate psychology programs through PSYCAS, the centralized application service. It discusses determining one's career goals and interests to identify suitable programs. The key steps in the application process are outlined, including completing the application form, submitting transcripts and reference letters, and meeting programs' deadlines. Emphasis is placed on strategically targeting a manageable number of well-fitting programs where the applicant has a strong chance of acceptance and meeting requirements to complete the degree.
Finding Fit: A Strategic Approach to Applying to Graduate Psychology Programs...Amanda Macchi, MPH
This presentation provides a strategic approach to applying to graduate psychology programs. It addresses your interest in graduate school, your training focus, matching careers goals to your training and thinking beyond getting accepted.
Learn what data the American Psychological Association (APA) has on graduate programs in psychology, and how to use the APA’s Graduate Study Online to answer your questions and more as you search for the best psychology graduate program to fit your needs.
The document outlines three key challenges in educational research and training evaluation: having unclear or conflicting aims and questions; using inappropriate research methods that do not adequately answer the questions or capture relevant data; and errors in data analysis and ineffective communication of findings. These challenges can be overcome by ensuring aims and questions are specific, agreed upon, and achievable; using flexible methods matched to the research question that consider participation; and keeping analysis focused on the research aims to effectively communicate results.
Data-Driven Student Success Programming in Residence Life - ACUHO-I 2013Ryan O'Connell
Here are a few suggestions for how to sensitively and helpfully discuss non-cognitive assessment results during a mock intervention conversation:
- Focus on strengths and growth areas, not weaknesses. Point to skills and mindsets that can be further developed.
- Emphasize that the results are meant to foster self-awareness and connection to resources, not label or judge. Everyone has room to grow.
- Suggest campus activities, services or people who could provide support in areas identified. Offer to make introductions if wanted.
- Ask open-ended questions to understand the student's perspective and priorities before advising. Listen actively.
- Recommend following up to check progress, but avoid an evaluative
The document provides guidance on obtaining a first academic position, including strategies for the application process and interviews. It discusses the key components of the academic application, such as cover letters, CVs, teaching/research statements, and letters of recommendation. The document advises tailoring the application based on the type of institution and emphasizing accomplishments, research plans, and teaching potential. It also reviews what search committees look for in candidates and provides tips for phone and on-site interviews, including giving teaching and research presentations and engaging in social interactions. Candidates are advised to thoroughly research the department and institution.
The document provides guidance on obtaining a first academic position, including strategies for the application process and interviews. It discusses the key components of an academic application, such as cover letters, CVs, teaching and research statements, and letters of reference. It also outlines what search committees look for in applications and interviews. The document emphasizes tailoring applications to the specific position and institution, doing thorough research, and making a strong impression during on-campus interviews.
Enduring Impact: What can we learn about ePortfolios by listening to program ...Gail Matthews-DeNatale
This document discusses research into how alumni of a fully online master's program in education described their experiences using ePortfolios. The researcher interviewed alumni to understand how they described their ePortfolio experience and what was distinctive about their ePortfolio learning. Key discoveries included that alumni felt the ePortfolio helped with self-directed learning by allowing them to integrate personal and educational aspects of their life. Alumni also noted the ePortfolio gave them flexibility in how they perceived their audience for their work.
The document discusses an assignment given to students in the Master of Education program at Northeastern University aimed at helping students personalize and set competency goals. The assignment requires students to research competencies needed in their field, self-assess their current abilities, and develop a personalized competency model (PCM) outlining goals and strategies. Excerpts from student reflections show how the assignment helped one student identify project management skills needed for her dream job and exposed areas of weakness for another student to focus her learning. The summary concludes that one student applied for and was selected to her dream job after completing the assignment.
Improving and Demonstrating Impact for Youth Using Qualitative DataDetroitYDRC
This workshop provided an overview of how to use qualitative data for improving and demonstrating the impact of youth development programs. Tips for collecting, analyzing and using qualitative data are provided. Examples of creative ways to visualize qualitative data are also shared.
This document outlines the agenda for Session 4 of a leadership programme focusing on evaluating impact. It includes:
1. Checking in on participants' feelings and learning from a critical incident assignment.
2. Reviewing homework on leadership styles research and self-evaluations shared with coaches.
3. A guest speaker discussing three areas of impact - personal growth, pupil outcomes, and systemic capacity - and how to identify success criteria and gather evidence through both qualitative and quantitative evaluation strategies.
4. An activity to discuss appropriate methods to measure impacts in each area, followed by examples of strategies.
5. Homework focusing on research methods and sharing findings with coaching groups.
Information Literacy For the Information Literate Rajen Ruth R Pagell
Information Literacy for the Information Literate is part of the UNESCO Train the Trainers program
with Rajen Munoo
Now available as an article:
Information literacy for the information literate: A model and case study from the Wuhan UNESCO training the trainers in information literacy program
The International Information & Library Review, Volume 42, Issue 2, June 2010, Pages 84-90
Ruth A. Pagell, Rajen Munoo
This document provides guidance for developing an information literacy course. It discusses understanding learners' needs, setting objectives, creating an outline, selecting teaching methods, developing materials, assessing learning, and marketing the course. A case study applies these factors to designing a course called "First Steps in Becoming a Super Searcher" for library professionals. The document emphasizes reflecting on teaching experiences to continuously improve information literacy instruction.
This document provides information and advice for applying to graduate school programs in psychology. It discusses factors to consider in deciding if graduate school is right, including whether the desired career requires an advanced degree and if research is enjoyed. The application process is outlined in 8 steps: researching schools and potential supervisors, contacting supervisors, taking the GRE, writing a statement of interest, contacting references, ordering transcripts, submitting reminders and applications. Tips are provided for standing out like gaining research experience. Life as a graduate student and differences from undergraduate are reviewed.
This document provides guidance for Bryant University students considering graduate school. It outlines 5 key steps: 1) Determine if graduate school is the right decision and timing; 2) Clarify goals and intended field of study; 3) Research potential programs; 4) Create an application checklist; and 5) Plan financing. The document offers extensive advice for each step, including determining prerequisites, the application process, timelines, and resources for researching programs and finding funding.
This document provides guidance for Bryant University students considering graduate school. It outlines important questions to consider about motivation, goals, and affordability. It recommends researching programs and careers, speaking to advisors, and developing application materials like statements of purpose over a year in advance. The ideal timeline suggests starting research in junior year and applying in senior year. Resources like the Amica Career Center, faculty, and graduate fairs can help with the process.
Advising First-Generation College Students: Piloting a Mentoring and Summer B...Dr. Molly Morin
This presentation was shared at the NACADA 2013 Region 9 Conference and provides an overview of how the Promising Futures Program, a first-generation college student support program that I created and directed, piloted a summer bridge program and faculty/staff mentoring program to promote first-generation student success.
This document provides guidance on writing an effective personal statement for university applications. It should be no more than 700 words. The personal statement allows applicants to explain their interest and suitability for the course or program. It should include why the applicant wants to study the subject, their relevant knowledge and experiences, and long-term goals or career ambitions. Skills and experiences from both academic work and extracurricular activities can be discussed. The statement should demonstrate passion for the subject and convince the admissions committee the applicant will be a strong student. Thorough proofreading is important to avoid errors that could hurt chances of acceptance.
This document provides guidance for Bryant University students considering graduate school. It outlines key questions to consider about motivation, goals, and affordability. It recommends researching programs in depth, developing application materials like statements of purpose and recommendation letters, and establishing a timeline. The ideal timeline begins research in junior year and application submission in senior fall. Financial aid options and additional resources for exploring graduate programs are also listed.
Au Psy492 E Portfolio Template For Slide Share[1]saradavenport
Sara Davenport is seeking admission to a graduate social work program to focus on mental health services for the elderly. She has 20 years of experience in senior management and marketing but recently shifted careers to become director of a holistic health practice. Her portfolio highlights her education and experience in psychology as well as her commitment to serving others and lifelong learning.
The Student Success Program at the University of Arizona's Honors College conducted an assessment of its program in Spring 2016. The assessment found that:
1) Students reported an overall positive experience with the Student Success Program based on survey responses, with average scores in the high "A" range.
2) The most helpful aspects of appointments according to students were engagement conversations and resources provided.
3) While most students felt nothing needed to be improved, some suggested better connecting their major to career goals and improving appointment scheduling.
4) In response, the Student Success Program will overhaul its intake process, consider altering third-year appointments, increase collaboration with academic advisors, and conduct a more comprehensive assessment.
This document summarizes an agenda for a meeting on March 7th, 2018 from 3:00-4:30 PM EST. The agenda includes: welcoming participants and reviewing the agenda, sharing resources, discussing common application and interview scenarios, reviewing contracts and agreements and onboarding processes, and discussing curriculum development and mapping. It also includes frequently asked questions about the application and interview process, details about offering contracts, and considerations for curriculum development such as identifying competency domains.
The document summarizes the outcomes of an academic coach position at Loyola University Chicago. It outlines that the coach created and presented workshops on topics like time management, test preparation, and study skills. The coach also collaborated with other campus offices and developed new programming initiatives. Workshops were well-attended initially but attendance decreased later in the semester. The coach co-led workshops with other departments and presented in classes to promote services. Overall, the coach helped students develop independent thought around their education and what it takes to be successful through workshops.
This document provides guidance for facilitators and presenters on organizing educational webinars and workshops for the Southern California Clinical and Translational Science Institute’s Workforce Development core. It includes a planning resource to collect information on session details like learning objectives, assessments, and follow-up questions in order to track participant learning and report metrics to NIH as a grant requirement. Facilitators are asked to complete the planning resource and return it prior to their session for marketing, incorporating follow-up survey questions, and planning longer-term follow-up with participants.
The document discusses the Individual Development Plan (IDP) tool for graduate students. The IDP is designed to (1) identify career goals and objectives, (2) assess skills relative to goals, and (3) develop a plan to acquire needed skills. It serves as a planning and communication tool between students and mentors. Effective implementation of an IDP involves regular self-assessment, writing and revising the plan with mentor input, and surveying potential career paths.
The document provides guidance on obtaining a first academic position, including strategies for the application process and interviews. It discusses the key components of the academic application, such as cover letters, CVs, teaching/research statements, and letters of recommendation. The document advises tailoring the application based on the type of institution and emphasizing accomplishments, research plans, and teaching potential. It also reviews what search committees look for in candidates and provides tips for phone and on-site interviews, including giving teaching and research presentations and engaging in social interactions. Candidates are advised to thoroughly research the department and institution.
The document provides guidance on obtaining a first academic position, including strategies for the application process and interviews. It discusses the key components of an academic application, such as cover letters, CVs, teaching and research statements, and letters of reference. It also outlines what search committees look for in applications and interviews. The document emphasizes tailoring applications to the specific position and institution, doing thorough research, and making a strong impression during on-campus interviews.
Enduring Impact: What can we learn about ePortfolios by listening to program ...Gail Matthews-DeNatale
This document discusses research into how alumni of a fully online master's program in education described their experiences using ePortfolios. The researcher interviewed alumni to understand how they described their ePortfolio experience and what was distinctive about their ePortfolio learning. Key discoveries included that alumni felt the ePortfolio helped with self-directed learning by allowing them to integrate personal and educational aspects of their life. Alumni also noted the ePortfolio gave them flexibility in how they perceived their audience for their work.
The document discusses an assignment given to students in the Master of Education program at Northeastern University aimed at helping students personalize and set competency goals. The assignment requires students to research competencies needed in their field, self-assess their current abilities, and develop a personalized competency model (PCM) outlining goals and strategies. Excerpts from student reflections show how the assignment helped one student identify project management skills needed for her dream job and exposed areas of weakness for another student to focus her learning. The summary concludes that one student applied for and was selected to her dream job after completing the assignment.
Improving and Demonstrating Impact for Youth Using Qualitative DataDetroitYDRC
This workshop provided an overview of how to use qualitative data for improving and demonstrating the impact of youth development programs. Tips for collecting, analyzing and using qualitative data are provided. Examples of creative ways to visualize qualitative data are also shared.
This document outlines the agenda for Session 4 of a leadership programme focusing on evaluating impact. It includes:
1. Checking in on participants' feelings and learning from a critical incident assignment.
2. Reviewing homework on leadership styles research and self-evaluations shared with coaches.
3. A guest speaker discussing three areas of impact - personal growth, pupil outcomes, and systemic capacity - and how to identify success criteria and gather evidence through both qualitative and quantitative evaluation strategies.
4. An activity to discuss appropriate methods to measure impacts in each area, followed by examples of strategies.
5. Homework focusing on research methods and sharing findings with coaching groups.
Information Literacy For the Information Literate Rajen Ruth R Pagell
Information Literacy for the Information Literate is part of the UNESCO Train the Trainers program
with Rajen Munoo
Now available as an article:
Information literacy for the information literate: A model and case study from the Wuhan UNESCO training the trainers in information literacy program
The International Information & Library Review, Volume 42, Issue 2, June 2010, Pages 84-90
Ruth A. Pagell, Rajen Munoo
This document provides guidance for developing an information literacy course. It discusses understanding learners' needs, setting objectives, creating an outline, selecting teaching methods, developing materials, assessing learning, and marketing the course. A case study applies these factors to designing a course called "First Steps in Becoming a Super Searcher" for library professionals. The document emphasizes reflecting on teaching experiences to continuously improve information literacy instruction.
This document provides information and advice for applying to graduate school programs in psychology. It discusses factors to consider in deciding if graduate school is right, including whether the desired career requires an advanced degree and if research is enjoyed. The application process is outlined in 8 steps: researching schools and potential supervisors, contacting supervisors, taking the GRE, writing a statement of interest, contacting references, ordering transcripts, submitting reminders and applications. Tips are provided for standing out like gaining research experience. Life as a graduate student and differences from undergraduate are reviewed.
This document provides guidance for Bryant University students considering graduate school. It outlines 5 key steps: 1) Determine if graduate school is the right decision and timing; 2) Clarify goals and intended field of study; 3) Research potential programs; 4) Create an application checklist; and 5) Plan financing. The document offers extensive advice for each step, including determining prerequisites, the application process, timelines, and resources for researching programs and finding funding.
This document provides guidance for Bryant University students considering graduate school. It outlines important questions to consider about motivation, goals, and affordability. It recommends researching programs and careers, speaking to advisors, and developing application materials like statements of purpose over a year in advance. The ideal timeline suggests starting research in junior year and applying in senior year. Resources like the Amica Career Center, faculty, and graduate fairs can help with the process.
Advising First-Generation College Students: Piloting a Mentoring and Summer B...Dr. Molly Morin
This presentation was shared at the NACADA 2013 Region 9 Conference and provides an overview of how the Promising Futures Program, a first-generation college student support program that I created and directed, piloted a summer bridge program and faculty/staff mentoring program to promote first-generation student success.
This document provides guidance on writing an effective personal statement for university applications. It should be no more than 700 words. The personal statement allows applicants to explain their interest and suitability for the course or program. It should include why the applicant wants to study the subject, their relevant knowledge and experiences, and long-term goals or career ambitions. Skills and experiences from both academic work and extracurricular activities can be discussed. The statement should demonstrate passion for the subject and convince the admissions committee the applicant will be a strong student. Thorough proofreading is important to avoid errors that could hurt chances of acceptance.
This document provides guidance for Bryant University students considering graduate school. It outlines key questions to consider about motivation, goals, and affordability. It recommends researching programs in depth, developing application materials like statements of purpose and recommendation letters, and establishing a timeline. The ideal timeline begins research in junior year and application submission in senior fall. Financial aid options and additional resources for exploring graduate programs are also listed.
Au Psy492 E Portfolio Template For Slide Share[1]saradavenport
Sara Davenport is seeking admission to a graduate social work program to focus on mental health services for the elderly. She has 20 years of experience in senior management and marketing but recently shifted careers to become director of a holistic health practice. Her portfolio highlights her education and experience in psychology as well as her commitment to serving others and lifelong learning.
The Student Success Program at the University of Arizona's Honors College conducted an assessment of its program in Spring 2016. The assessment found that:
1) Students reported an overall positive experience with the Student Success Program based on survey responses, with average scores in the high "A" range.
2) The most helpful aspects of appointments according to students were engagement conversations and resources provided.
3) While most students felt nothing needed to be improved, some suggested better connecting their major to career goals and improving appointment scheduling.
4) In response, the Student Success Program will overhaul its intake process, consider altering third-year appointments, increase collaboration with academic advisors, and conduct a more comprehensive assessment.
This document summarizes an agenda for a meeting on March 7th, 2018 from 3:00-4:30 PM EST. The agenda includes: welcoming participants and reviewing the agenda, sharing resources, discussing common application and interview scenarios, reviewing contracts and agreements and onboarding processes, and discussing curriculum development and mapping. It also includes frequently asked questions about the application and interview process, details about offering contracts, and considerations for curriculum development such as identifying competency domains.
The document summarizes the outcomes of an academic coach position at Loyola University Chicago. It outlines that the coach created and presented workshops on topics like time management, test preparation, and study skills. The coach also collaborated with other campus offices and developed new programming initiatives. Workshops were well-attended initially but attendance decreased later in the semester. The coach co-led workshops with other departments and presented in classes to promote services. Overall, the coach helped students develop independent thought around their education and what it takes to be successful through workshops.
This document provides guidance for facilitators and presenters on organizing educational webinars and workshops for the Southern California Clinical and Translational Science Institute’s Workforce Development core. It includes a planning resource to collect information on session details like learning objectives, assessments, and follow-up questions in order to track participant learning and report metrics to NIH as a grant requirement. Facilitators are asked to complete the planning resource and return it prior to their session for marketing, incorporating follow-up survey questions, and planning longer-term follow-up with participants.
The document discusses the Individual Development Plan (IDP) tool for graduate students. The IDP is designed to (1) identify career goals and objectives, (2) assess skills relative to goals, and (3) develop a plan to acquire needed skills. It serves as a planning and communication tool between students and mentors. Effective implementation of an IDP involves regular self-assessment, writing and revising the plan with mentor input, and surveying potential career paths.
When preparing for an interview for a faculty position, you may encounter questions that directly apply to your experience as a faculty member, or question your ability to teach. Here are some tips to help you stand out from the crowd, and showcase your best skills.
The Individual Development Plan for Postdoctoral Professional Developmentauthors boards
Purpose of the Individual Development Plan
The Individual Development Plan (IDP) is a tool designed to assist with (1) assessing an individual’s skill set relative to their career goals; (2) identifying professional goals and objectives; and (3) developing a plan to acquire the skills and competencies needed to achieve short- and long-term career objectives. While the IDP is not new, its recognition as a best practice in postdoctoral professional development is fairly recent. The Federation of American Societies of Experimental Biology (FASEB) was an early proponent of using IDPs for postdoctoral career planning. Dr. Philip Clifford, Associate Dean of Postdoctoral Education at the Medical College of Wisconsin, played a key role in drafting and promoting the FASEB model of the Postdoctoral IDP. Because of its demonstrated usefulness in fostering professional development, the IDP is increasingly recognized as an important instrument for postdocs in a broad range of positions. A well-crafted IDP can serve as both a planning and a communications tool, allowing postdocs to identify their research and career goals and to communicate these goals to mentors, PIs, and advisors
The document provides guidance on applying for graduate school, including timelines for completing tasks such as taking standardized tests, securing letters of recommendation, writing a personal statement, and submitting applications. It also discusses factors to consider in choosing a graduate program and types of financial aid available, emphasizing the importance of fellowships. Completing the application process over the course of a year is recommended.
This document provides advice on how to get an academic job, including strategies for applying, preparing materials like CVs and cover letters, and responding to selection criteria. It recommends applying for many jobs over several years to gain experience, networking within one's field, developing a record of publications and teaching experience, and tailoring application materials to highlight how one's qualifications match the specific job description and institution. The document also discusses common selection criteria for academic positions and provides tips on effectively addressing criteria in cover letters and applications.
Jan 15 How Do You Know It Works Final Read Onlyfelicitymorgan
CANNEXUS 2010 presentation:
Measuring effectiveness of career interventions: presentation examines how we can measure effectiveness of a career intervention using a variety of methods, both objective and subjective. results, challenges and future directions are explored.
The document discusses assessment at Middlesex County College. It defines assessment as gathering data to improve student learning and outlines the assessment process of identifying learning outcomes, assessment techniques, gathering and using data. The purpose of assessment is to evaluate programs and courses, guide decision making to improve student learning, and communicate effectiveness. Sample learning outcomes are provided for biology, psychology, and dental hygiene programs and courses. Templates for defining learning outcomes and assessment plans are also included to help faculty develop and implement the assessment process.
This document provides information and tips for applying to graduate school. It discusses why students may want to attend graduate school and how graduate school differs from undergraduate studies by being more academically demanding and requiring a higher level of professionalism. The application process involves enhancing areas of weakness, obtaining strong letters of recommendation, meeting deadlines, and ensuring good fit between the applicant's interests and the program. Admissions committees look for academic aptitude, relevant experience, work experience, potential contributions, and writing ability. Overall, preparation, fit, and following instructions are emphasized for success.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
This document provides information and guidance for developing a strategic plan to prepare for a nurse educator role. It discusses conducting a personal needs assessment to identify strengths and weaknesses. A 3-5 year strategic plan should then be created, incorporating goals, objectives and plans to meet those goals based on the needs assessment and literature. The plan should cite at least three peer-reviewed journal articles from 2008 or later.
The document provides information for honors advising for juniors at the college. It discusses:
1) Changes to the advising system including keeping student interest forms, appointing advising coordinators, holding group advising sessions, and reducing redundancy.
2) Requirements to remain in good standing such as maintaining a 3.2 GPA and the honors advisors who will review midterm grades.
3) Information and resources available on the honors advising website including advising forms, exception petitions, and registration times based on earned credit hours.
This document provides information on applying for fellowships and internships. It discusses the key characteristics of fellowships and internships, how students can benefit, tips for applying, what selection committees look for, how to write an effective personal statement, finding internship opportunities, and resources for funding fellowships and internships. The main points are that fellowships are typically paid and last 1-2 years while internships can be unpaid and of shorter duration, applying early and following instructions are important, and networking can increase chances of being accepted.
The document outlines the agenda for a learning collaborative session, including discussing health center highlights, priorities, and accomplishments. It also covers the interview and selection process, providing templates and guidance for recruiting candidates, conducting interviews, and selecting residents. The session aims to help participants organize their curriculum and develop structured interview protocols.
Professional learning for teachers involves engaging in a wide range of experiences to develop knowledge and ensure teaching practices remain current. When teachers undertake quality, sustained professional learning, they are better able to inspire students and provide high-quality education. Critical self-evaluation is an important part of professional learning as it involves deeply reflecting on one's practice, using evidence to identify strengths and areas for growth, and planning future learning goals. Effective professional learning should be challenging, collaborative, research-based, and aligned with professional teaching standards.
This document provides an overview of career planning services at St. Edward's University. It encourages students to start planning early by connecting with the Career and Professional Development office in their freshman year. The presentation introduces CAPD staff and the services they provide, including career counseling, internship resources, and online tools. It explains that choosing a major does not define one's career and emphasizes the importance of internships. The document also provides tips for students on developing career skills like networking and maintaining an online presence.
This document outlines a proposed research project on the impact of involvement in Greek life on career and life experiences after graduation from Arkansas Tech University. The project will survey recent Greek life-affiliated graduates using a mixed-methods survey to collect quantitative and qualitative data. The survey will assess skills gained from Greek life involvement in areas like leadership, teamwork, communication, and initiative and see how they relate to professional competitiveness after college compared to non-Greek peers. Insights hope to guide Greek life programming and assessment to better support career development and success.
Based on the scenario provided, Agency ABC's response for section A.1.3 would be a "2 - Somewhat Effective." While staff feel supported and are invited to paid trainings and workshops, the agency does not monitor annual PD requirements or have clear expectations. Monthly meetings focus more on planning and policy rather than skill-building. Performance reviews and supervision are also limited. Overall, the level of professional development and on-site support for continuing skills growth is somewhat effective but could be strengthened.
Overview Faculty Dev Prom & Tenure LG update 073117.pptxJoric Magusara
The document provides an overview of faculty development resources from the Office of Faculty Affairs and Development. It discusses faculty tracks, the importance of annual reviews, the promotion process, career development planning, mentoring, and wellness resources. Key points include learning about expectations, understanding the promotion process, developing career goals and plans, seeking mentors, preparing for annual reviews, and accessing wellness programs.
Not sure where to start with your internship search?
Do you feel like you're at a standstill and unsure about the next steps in your search?
Then join Career Services in this informational workshop and learn about:
The importance of internships
▪ Eligibility requirements
▪ Process for getting registered with Career Services
▪ Importance of resume and interview preparation
▪ Searching for an internship
Similar to Finding Fit - A Strategic Approach to Applying to Graduate Psychology Programs - April 26, 2019 (20)
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 5 provides strategies on how to demonstrate leadership skills in the context of teams.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 4 provides strategies on how team members can provide support/assistance to each other.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
This document provides an overview of situation monitoring and its importance for effective teamwork. It discusses three key aspects of situation monitoring: situation awareness, shared situation awareness, and integrating situational changes. Situation awareness involves understanding the status of oneself, teammates, and the environment. Shared situation awareness requires communication to develop a common understanding. The document also introduces the STEP mnemonic to help structure situation monitoring, focusing on self, teammates, environment, and progress. Effective situation monitoring allows teams to anticipate and respond to changes, ensure shared understanding, and accommodate students.
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 2 provides strategies on how team members can communicate effectively.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 1 defines teamwork, the evidence-base of teamwork, and the four modules of TEACH Teamwork.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
High 5 En Español - Preguntas que los padres deben hacer cuando buscan un pro...spagball
Este documento ofrece 5 preguntas que los padres deben hacer cuando buscan un programa preescolar óptimo para su hijo. Las preguntas se enfocan en las interacciones entre los maestros, estudiantes y padres, así como en cómo los maestros dirigen el comportamiento y la comunicación en el salón de clases. Hacer estas preguntas ayuda a los padres a evaluar la calidad de las relaciones sociales y el aprendizaje en el programa preescolar.
From Classroom to Citation: A Scholarly path for psychologist educatorsspagball
This document provides an overview of MedEdPORTAL Publications and how it can benefit psychology educators. It discusses MedEdPORTAL's mission to promote educational scholarship through an open exchange of peer-reviewed teaching resources. It also describes the partnership between MedEdPORTAL and APA to extend this mission to psychology content. The document reviews the services MedEdPORTAL provides, including publishing various educational materials. It outlines the standards for submitting materials to MedEdPORTAL Publications, such as creating an Educational Summary Report. Key sections of the ESR are defined, including objectives, methods, results, and references. Next steps for utilizing MedEdPORTAL are also presented.
These are slides from a webinar from APA's Online Academy series. (http://apaonlineacademy.bizvision.com/)
Conducting psychological assessments can be one of the most ethically challenging areas of practice. Providing evaluations that are accurate, useful and consistent with the latest advances in research and theory are only a few of these challenges. This workshop will review several ethical issues of concern that graduate students who are engaged in assessment need to be attentive to. The ethical issues to be covered include informed consent, multicultural considerations, release of test data, third party requests for services, and assessment in the digital age. The workshop will be useful for identifying ethical pitfalls and for ensuring that diagnosis, and assessment are as valid and useful as possible for both clinicians and clients.
Guide to Establishing an Online Teaching Programspagball
More than a decade ago, the American Psychological Association (APA) Task Force on Distance Education and Training in Professional Psychology (2002).
As a response to how an institution might address concerns cited by the task force and as a resource for faculty members considering online teaching, the APA Committee of Psychology Teachers at Community Colleges (PT@CC) has created the Guide to Establishing an Online Teaching Program.
It is divided into three sections: Faculty Preparation for Online
Teaching, College Support for Online Teaching, and Online
Student Support Services.
Violence directed against K-12 teachers is a serious problem that demands the immediate attention of researchers, providers of teacher pre-service and in-service training, school administrators, community leaders, and policymakers.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2. Get out your smartphones!
I’m sure many of you brought them with you
today…
Yes, it’s ok…
3. Why Go To Graduate School?
What is your primary interest in going to graduate school?
1. Interest in establishing the psychology knowledge base, by doing research &
conducting experiments and asking questions of how behavior works;
OR
2. Interest in providing services to solve problems by applying psychological
knowledge and helping people to understand psychology’s impact in health,
learning, business, and policy;
OR
3. Interest in both: Engage in research to improve or refine existing knowledge in
health, learning, and behavior, and apply these principles
4. Training Focus: Degrees and Subfields
1. Disciplinary research training: Most often the PhD degree; some master’s-level
degrees (typically MS)
• Examples: cognitive sciences & decision making; developmental; and social
• APA accreditation: Not applicable (outside scope)
2. Professional service training: Most often PhD or PsyD; some Master’s-level
degrees (MA or MS)
• Examples: clinical; counseling, school; clinical health; and industrial/organizational
• APA accreditation: Applicable only to PhD and PsyD programs in clinical, counseling,
school and combinations of these areas.
3. Applied research and professional service training: Predominantly PhD or PsyD
• Examples: clinical, counseling, school, clinical health, industrial/organizational
• APA accreditation: Applicable to PhD and PsyD programs in clinical, counseling,
school and combinations of these areas.
5. Matching Career Goals to Training
How do I target programs that will meet my career and educational goals?
1. Identify your primary goals (interests) from the previous slides, use
resources to find about career options after graduate school, and think
about the training you will need
2. Read the program description and graduation requirements carefully
3. Ask where graduates go after successful program completion
4. Think how a program will help you to achieve your goals
6. Think Beyond Getting Accepted
You should be able to clearly describe, for any
program you want to apply to:
•What it takes to get into a program
•What it takes to get through the program
•What happens once you get out of the program
7. Getting In
•Required courses before starting?
•Required tests?
•Required experiences (e.g., laboratory, work, community
health)?
•Program applications, acceptances, and enrollments?
•Required essays or personal statements?
8. Getting Through
•What is the process for finding a research advisor and mentor?
•What are the dissertation/thesis requirements?
•Are there teaching requirements?
•Are there required internships?
•If licensure is a goal, how successful are students with securing internship
placements?
•If research is a goal, how successful are students at receiving funding and
publishing papers?
9. Getting Out
•How long does it take students to complete the program?
•If licensure is a goal, what is the program’s licensure rate
for its graduates?
•If researcher is a goal, how successful are graduates in
securing postdoctoral research positions or starting
research careers?
10. Remember: It Is All About Fit
When planning to apply to graduate school, your primary goal is to employ a
strategic approach that results in identifying a manageable number of programs that
meet your training goals, you have a solid chance of getting into, and you
understand what it takes to get through the program.
Myth
“I need to apply to X number of programs if I want to get into graduate school.”
Truth
“I need to apply to programs that are a good fit for my interests, previous training,
and prepare me for type of career I want.”
11. How Do Programs Determine Fit?
Criteria used by programs to evaluate applicants:
Previous course work
GPAs (e.g., undergraduate, undergraduate major, graduate, etc.)
Standardized test scores
Research, work, and/or volunteer experience
Reference letters
12. Coursework and Test Scores
•Programs may require specific coursework and solid grades in those
courses. Based on APA data, coursework is an important criterion for
all types of psychology programs.
•Test scores are used to determine your foundation for learning new
concepts and preparedness for graduate-level study. Based on APA
data, importance of test scores varies by type of program and
institution.
13. Personal Statements and Training
Goals
•Personal statements allow programs to learn about your interests and if you
understand what kind of training is offered.
•Your writing and communication skills will also be assessed—write, rewrite,
revise, and check your grammar.
•Answer the questions they ask. Usually they ask you to explain why you
want to go to graduate school, how your past experiences make you an ideal
candidate for the program and how attending the program will help you to
reach your goals.
•AVOID: General personal statements may limit your effectiveness in
demonstrating that you are a good fit for that program.
14. Reference Letters
•Communicate the program’s goals and why you are a good fit to the program
to each of your recommenders
•Programs want to know from these individuals that you have potential for
success
•Best letters are those from individuals who know your academic, research
and work experiences in depth—Friends and family are rarely objective.
•Misconception: Letters from “celebrities” impress programs. Ask yourself: Is
my recommender able to objectively comment on my achievements,
character, and future goals?
15. Interviewing
Programs use interviews to gauge your fit with the program, its faculty,
students, and staff. Expect different activities.
Group socials with students, applicants, faculty, and staff
campus tours
presentations of student research
Types of interviews:
Videoconference
Telephone
In person (either individually or with a group)
16. Interview Preparation
•Be yourself (Just make sure it’s your BEST self)
The Triple I Approach
Be INFORMED: Understand why that program is a good fit for you by knowing
about its requirements, the faculty, their research, and how it fits your goals
Be INTERESTED: Explain why you think that program is a great opportunity for
graduate work—be specific!
Be INQUISITIVE: Ask questions about the courses and training, student success,
funding and financial options, and student life
Follow-up: Write a solid thank you letter and/or email that includes any simple
questions and demonstrates your continued interest in the program.
17. Interview Strategies
•Impression management: https://www.psychologytoday.com/us/blog/fulfillment-any-
age/201405/5-ways-make-great-first-impression
•Understand why that program is a good fit for you by knowing about its
requirements, the faculty, their research, and how it fits your goals
•Explain why you think that program is a great opportunity for graduate work—be
specific!
•Ask questions about the courses and training, student success, funding and financial
options, and student life
•Follow-up: Write a solid thank you letter and/or email that includes any simple
questions and demonstrates your continued interest in the program.
18. Decision Time!
After the interview…
• Limit social media engagement
• Refrain from making multiple update requests
• Keep unhelpful thoughts in check
To accept or not…
•Fit
•Finances
•Family, friends, etc.
19. What if I don’t receive an offer?
1. Review your credentials: Would additional coursework or experiences
improve your chances?
2. Feedback: Mentors may be helpful with identifying areas to improve
3. Maintain connections with faculty and mentors
4. Review your options: Other areas of psychology or related disciplines may
provide a pathway to your goals
5. Keep trying! Informed persistence may pay off.
20. Resources to help You be Strategic
Identify your primary interests from the previous slides, use resources to find
about career options after graduate school, and think about the training you
will need.
Departmental Websites
Psychology Student Network
APA Graduate Study in Psychology resource & Summary Reports
Psychlearningcurve
Video series
FAQ and funding your education
21. Graduate Study in Psychology
•Listings of nearly 1,500 graduate-level (master’s and doctoral)
psychology programs from across all subfields of the discipline
•Published in September 2018
•Available in print format or searchable online database
•Self-reported information on factors involved in application review, training
offered, and financial support
•Data collected permits reporting of limited general descriptive statistics on
graduate psychology education. These data are summarized in annual
reports available at www.apa.org/education/grad/survey-data
22. Graduate Study Online
NEW Interface for 2019!
http://gradstudy.apa.org/landing
Subscriptions
3 months $19.99
6 months $39.99
Year $49.99
23. Graduate Study Online
If you would like to receive a 25% discount code for Graduate Study Online,
please provide us with your name and email address before May 11, 2019:
http://sgiz.mobi/s3/09716ca15b91
We may also follow-up with a voluntary survey.
24. Recent findings
•Median institutional application fee is $60
•Median acceptance rates across all doctoral programs is 14% and for
master’s programs is 49%
•Social psychology is most competitive: Doctoral social psychology programs
have a median acceptance rate of <8%
•Most important review criteria for master’s and doctoral programs regardless
of type of psychology department (e.g., college of arts & sciences, school of
education, professional school, medical school, etc.) are undergraduate GPA,
letters of recommendation, and statement of goals and objectives.
25. Importance of Review Criteria
Programs are looking at a number of different review indicators to determine fit and potential for
success.
1. GRE (High consideration at most comprehensive university-based programs)
2. Research
3. Work
4. Clinical (High factor for consideration to professional programs; both university and freestanding)
5. GPA (Important for ALL programs)
6. Letters (Important for ALL programs)
7. Interview (High consideration for doctoral programs)
8. Goals (Important for ALL programs)
9. Psychology prep
10. Other
26. Graduate and Undergraduate Resources
•Workshops at regional psychology and APA division meetings entitled
“Finding Fit: A Strategic Approach for Applying to Graduate School.”
•Articles for the Psychology Student Network including the most recent on
careers for individuals with Masters’ Degrees.
•Psychlearningcurve
Opinion piece: “Five Ways to Cultivate a Professional Appearance”
•Four-part blog series entitled “Getting Into Graduate School”, with entries on
identifying career goals, finding programs that match your interest, submitting
applications and preparing for interviews (over 3,000 views).
27. Preparing and Applying for
Graduate School in Psychology
Video series and 12-part workshop and handouts with presenters’ research
Hosted by:
John C. Norcross, PhD
Thomas P. Hogan, PhD
http://www.apa.org/education/grad/application-video-series.aspx
34. Some final considerations…
• Myth: “PsyD programs have no dissertation requirement”
• Ask questions that are relevant to the training offered
• Rankings?
• Every interaction with program faculty or staff is an interview
• Is the advice you are receiving relevant to the type of programs on which you
plan to apply?
• Take your time. Double, triple, even quadruple check.
• Read all application instructions!
35. Questions?
APA Office of Graduate and Postgraduate Education & Training
(202) 336-5934
A copy of this presentation is available at
https://on.apa.org/WPAFindingFit2019
Editor's Notes
Add screenshot of book pages. Use these bullets as notes.