Strategies to Enable Psychology Majors to Actualize their Post-Baccalaureate Aspirations: How to Receive Positive Letters of Recommendation

2001 ◽  
Author(s):  
Drew Appleby
Keyword(s):  
Psychology Majors ◽  
Post Baccalaureate ◽  
To Receive ◽  
Letters Of Recommendation

Advising in the Classroom

2015 ◽  
Author(s):  
Drew C. Appleby
Keyword(s):  
Academic Advising ◽  
Career Exploration ◽  
Classroom Setting ◽  
Career Opportunities ◽  
Educational Alternatives ◽  
Psychology Majors ◽  
Post Baccalaureate

This chapter outlines career exploration classes for psychology majors. It aims to explain how academic advising can be incorporated in a classroom setting that has been purposely designed to enable students to construct competent answers to these common questions regarding career opportunities and post-baccalaureate educational alternatives.

Crossing the Bridge to STEM

2021 ◽  
Vol 21 (2) ◽  
pp. 1-16
Author(s):  
Hui-Ching Kayla Hsu ◽  
Nasir Memon
Keyword(s):  
Women Students ◽  
Self Determination Theory ◽  
Female Students ◽  
Mixed Methods Study ◽  
Alternative Pathways ◽  
Performance Factors ◽  
Bridge Program ◽  
Diverse Backgrounds ◽  
Post Baccalaureate ◽  
To Receive

The necessity for a steady STEM workforce has prompted academia to develop strategies to encourage people of diverse backgrounds to enter the STEM fields. A bridge program, also known as a conversion program, offers alternative pathways for individuals who have no prior computing education to receive the education that can help in developing their careers or acquiring a graduate-level degree in the computer science fields. This mixed-methods study consisted of two parts. First, an online post-baccalaureate bridge program was evaluated, with a focus on students’ performance. Factors for analysis included gender, prior major, and the length of the program, any or all of which might play a role in students’ unsuccessful attempts to complete the program. The results indicated that female students have a higher tendency to not complete the program. However, female students who completed the program and enrolled in a graduate school have as much potential to do well in the MS program as their male cohorts do. The second part of the study comprised a survey of students who completed or did not complete the program and interviews with women students. Grounded in self-determination theory (SDT), the results showed that strategies are needed to enhance women students’ perceived competence and relatedness in the program.

scholarly journals A Multicenter Study of the Family Educational Rights and Privacy Act and the Standardized Letter of Recommendation: Impact on Emergency Medicine Residency Applicant and Faculty Behaviors

2014 ◽  
Vol 6 (2) ◽  
pp. 292-295 ◽  
Author(s):  
Jessica Diab ◽  
Stephanie Riley ◽  
Andrew Downes ◽  
Theodore Gaeta ◽  
H. Gene Hern ◽  
...  
Keyword(s):  
Multicenter Study ◽  
Global Assessment ◽  
Chi Square ◽  
Educational Rights ◽  
Privacy Act ◽  
The Family ◽  
Faculty Behaviors ◽  
The Right ◽  
To Receive ◽  
Letters Of Recommendation

Abstract Background Residency applicants have the right to see letters of recommendation written on their behalf. It is not known whether applicants are affected by waiving this right. Objectives Our multicenter study assessed how frequently residency applicants waived their FERPA rights to view their letters of recommendation, and whether this affected the ratings they were given by faculty. Methods We reviewed all ERAS-submitted letters of recommendation to 14 ACGME-accredited programs in 2006–2007. We collected ERAS ID, program name, FERPA declaration, standardized letter of recommendation (SLOR) use, and SLOR Global Assessment ranking. The percentage of applicants who waived their FERPA rights was determined. Chi-square tests of independence assessed whether applicants' decision to waive their FERPA rights was associated with their SLOR Global Assessment. Results We examined 1776 applications containing 6424 letters of recommendations. Of 2736 letters that specified a Global Assessment, 2550 (93%) applicants waived their FERPA rights, while 186 did not. Of the applicants who chose not to waive their rights, 45.6% received a ranking of Outstanding, 35.5% Excellent, 18.3% Very Good, and 1.6% Good. Of applicants who waived their FERPA rights, 35.1% received a ranking of Outstanding, 49.6% Excellent, 13.7% Very Good, and 1.6% Good. Applicants who did not waive their FERPA rights were more likely to receive an Outstanding Assessment (P  =  .003). Conclusions The majority (93%) of residency applicants waived their FERPA rights. Those who did not waive their rights had a statistically higher chance of receiving an Outstanding Assessment than those who did.

Minneapolis SLPs to Receive Salary Increase

ASHA Leader ◽  
2001 ◽  
Vol 6 (19) ◽  
pp. 1-7 ◽  
Author(s):  
Mary M. Annett
Keyword(s):  
Salary Increase ◽  
To Receive

Older Men Less Likely to Receive Depression Tx

2010 ◽  
Vol 43 (10) ◽  
pp. 30
Author(s):  
ROXANNA GUILFORD-BLAKE
Keyword(s):  
Older Men ◽  
To Receive

The Effects of a Caffeine Placebo and Experimenter Expectation on Blood Pressure, Heart Rate, Well-Being, and Cognitive Performance

2001 ◽  
Vol 6 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Harald Walach ◽  
Stefan Schmidt ◽  
Yvonne-Michelle Bihr ◽  
Susanne Wiesch
Keyword(s):  
Blood Pressure ◽  
Heart Rate ◽  
Cognitive Task ◽  
Well Being ◽  
Control Group ◽  
Double Blind ◽  
Main Effect ◽  
The Difference ◽  
Being There ◽  
To Receive

We studied the effect of experimenter expectations and different instructions in a balanced placebo design. 157 subjects were randomized into a 2 × 4 factorial design. Two experimenters were led to expect placebos either to produce physiological effects or not (pro- vs. antiplacebo). All subjects except a control group received a caffeine placebo. They were either made to expect coffee, no coffee, or were in a double-blind condition. Dependent measures were blood pressure, heart rate, well-being, and a cognitive task. There was one main effect on the instruction factor (p = 0.03) with the group “told no caffeine” reporting significantly better well-being. There was one main effect on the experimenter factor with subjects instructed by experimenter “proplacebo” having higher systolic blood pressure (p = 0.008). There was one interaction with subjects instructed by experimenter “proplacebo” to receive coffee doing worse in the cognitive task than the rest. Subjects instructed by experimenter “antiplacebo” were significantly less likely to believe the experimental instruction, and that mostly if they had been instructed to receive coffee. Contrary to the literature we could not show an effect of instruction, but there was an effect of experimenters. It is likely, however, that these experimenter effects were not due to experimental manipulations, but to the difference in personalities.

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