What Happens to the Liberal Arts BA in Psychology Who Doesn't Go To Graduate School?

1974 ◽  
Author(s):  
Ralph H. Turner ◽  
Keyword(s):  
Graduate School ◽  
Liberal Arts

In the Wake of Laurence Veysey: Re-examining the Liberal Arts College

2005 ◽  
Vol 45 (3) ◽  
pp. 420-426 ◽  
Author(s):  
Helen Lefkowitz Horowitz
Keyword(s):  
Graduate School ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Experimental Methods ◽  
Doctoral Dissertation ◽  
Empirical Methods ◽  
American University ◽  
Graduate School Training ◽  
The University ◽  
School Training

In The Emergence of the American University, Laurence R. Veysey enriched our understanding of the American university at its creation in the second half of the nineteenth century. He demonstrated how this new institution drew on German approaches and valued experimental, empirical methods of knowledge. The university introduced the lecture and seminar. It valued graduate school training above all; the doctoral dissertation required that its students become creators of new knowledge, preferably by experimental methods. Veysey helped us understand the emerging American university by creating a useful ideal type.

scholarly journals Helping Geoscience Students Thrive in Graduate School

Eos ◽  
2018 ◽  
Vol 99 ◽  
Author(s):  
Alanna Lecher
Keyword(s):  
Student Success ◽  
Undergraduate Students ◽  
Graduate School ◽  
Liberal Arts ◽  
Graduate Programs

Ten factors that help liberal arts undergraduate students succeed could also increase the odds for student success in geoscience graduate programs.

scholarly journals The Value of the English Major Today

Humanities ◽  
2020 ◽  
Vol 9 (3) ◽  
pp. 77 ◽  
Author(s):  
Jane Beal
Keyword(s):  
Graduate School ◽  
Liberal Arts ◽  
Department Chair ◽  
Liberal Arts College ◽  
Police Brutality ◽  
English Department ◽  
English Departments ◽  
The World ◽  
Self Actualization ◽  
English Major

This essay explores the value of the undergraduate English major today in terms of the knowledge and skills it develops, graduate school and employment opportunities it provides, and self-actualization and social improvement it fosters. From the perspective of an English department chair, this essay stresses both the tangible and intangible benefits of the study of literature and writing, and it does so as a defense against those that seek to cut funding or devolve English departments. With reference to data from both a small, private, liberal arts college in southern California and national sources to give context, the essay shows how the English major is not only perennially valuable, but particularly valuable today in the midst of the world-wide coronavirus pandemic and the protests that aim to arrest police brutality against African Americans and their communities.

Assessing the Impact of a Graduate School Preparation Program on First-Generation, Low-Income College Students at a Public Liberal Arts University

2003 ◽  
Vol 4 (4) ◽  
pp. 393-405 ◽  
Author(s):  
John T. Ishiyama ◽  
Valerie M. Hopkins
Keyword(s):  
College Students ◽  
Graduate School ◽  
Low Income ◽  
Liberal Arts ◽  
First Generation ◽  
Liberal Arts University ◽  
Graduate School Preparation ◽  
Mcnair Program ◽  
Low Income College Students ◽  
The Impact

This study assessed the performance of a federal program designed to serve first-generation, low-income (FGLI) college students—the Ronald E. McNair Program. Using data from a midwestern liberal arts university we found that FGLI program participants are far more likely to be retained to the university and successful in terms of timely graduation and placement into graduate school than FGLI non-participants, even when controlling for academic ability and ambition.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

2020 ◽  
Vol 5 (6) ◽  
pp. 1666-1682
Author(s):  
Lena G. Caesar ◽  
Merertu Kitila
Keyword(s):  
Service Delivery ◽  
Graduate School ◽  
Online Survey ◽  
The United States ◽  
Academic Preparation ◽  
Speech Language Pathologists ◽  
Confidence Levels ◽  
Graduate School Preparation ◽  
Graduate Preparation ◽  
Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

Telepractice: A Survey of AuD Students Pre- and Post-Telepractice

2017 ◽  
Vol 2 (18) ◽  
pp. 28-41
Author(s):  
Kelli M. Watts ◽  
Laura B. Willis
Keyword(s):  
Doctoral Students ◽  
Graduate School ◽  
Professional Services ◽  
Hands On ◽  
Before And After ◽  
Lack Of Knowledge

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.

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