pacific union college

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


IntroductiontoStatistics(STAT222)4qtr.hours

ThisisarequiredGEcourseforalPUCstudents,andisalsoprerequisiteforseveralrequiredpsychologymajorcourses.BesttakenintheSpringofthefreshmanyear,unlessmathisasignificantchallenge.

Prerequisite:MATH096(orAlgebraIIinhighschool,andENGL101).

ChildDevelopment(PSYC235)3qtr.hours

Agoodcoursetotakethebeginningofthesophomoreyear.


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ChildDevelopmentLab(PSYC235L)1qtr.hour

Concurrentregistrationinthislab,whichwillgivehandsonexperienceinresearchwithchildren,isrequiredforPsychologymajorswhotakePSYC235.

SocialPsychology(PSYC264)4qtr.hours

Asophomoreorjuniorlevelcourse.Threelecturesandonelaboratoryperweek.


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.


PsychologyofPersonality(PSYC344)4qtr.hours

AsophomoreorjuniorlevelcoursetaughtAutumnQuarter.


Colloquium(PSYC394).2qtr.hour/3qthoursofcreditrequired

Sixquarters(1.2totalcredithours)ofColloquiumarerequiredofallmajors.Thisincludes3presentationsaquarterontopicsofcurrentinterestinthefieldofpsychologyandsocialwork.ColloquiumistakeninboththeSophomoreandJunioryears.

Prerequisite:Sophomorestatus.

PhysiologicalPsychology(PSYC436)4qtr.hours

ThisisasophomoreorjuniorlevelcourseofferedFallQuarter.


LearningandMemory(PSYC445)4qtr.hours

ThisisajuniorlevelcoursetaughtSpringQuarter.


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.


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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23

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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24

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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25

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

pacific union college

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