The Importance of an Undergraduate Research Experience for the Psychology Major

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The Importance of an Undergraduate Research
Experience for the Psychology Major

• R. Eric Landrum
• Department of Psychology
• Boise State University
• Midwestern Psychological Association
• Chicago, IL
• May 2, 2002

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Psychology Degrees Conferred in the United
States, 1999-2000

• Doctoral 4,310
• Men 1,405
• Women 2,905 (67)
• Masters 14,465
• Men 3,552
• Women 10,913 (75)
• Bachelors 74,060
• Men 17,430
• Women 56,630 (76)

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Desired Bachelors Level Abilities

• Work effectively with others
• Ability to acquire and use information
• Use technology to solve problems
• Communication skills
• Computational skills/numeracy
• Problem solving skills
• Flexibility
• Proficiency in field of study

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What Employers Want Top 20 Qualities, Skills,
and Abilities

• Listening skills
• Ability to work with others as part of a work
  team
• Getting along with others
• Desire and ability to learn
• Willingness to learn new, important skills
• Focus on customers/clients
• Interpersonal relationship skills
• Adaptability to changing situations
• Ability to suggest solutions to problem

• Problem solving skills
• Ethical decision making
• Critical thinking
• Ability to see the big picture
• Flexibility/shifting gears
• Being able to identify problems
• Working smarter to improve productivity
• Timely decision making
• Time management
• Problem-definition skills
• Personality

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Graduate School Selection Criteria

• Primary GPA, GRE, Letters of Recommendation
• Secondary (1) Research Leading to Manuscript
  Publication, Match or Fit with Program, (2)
  Research Leading to Conference Presentation, (3)
  Member of Selection Committee Showing Interest,
  (4) Clarity and Focus of Statement of Purpose,
  (5) Research Assistant Experience

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Serve as a Research Assistant. The Advantages

• Acquisition of skills not easily gained in the
  classroom
• Opportunity to work one-on-one with a faculty
  member
• Contribute to the advancement of the science of
  psychology

• Become familiar with general research techniques
• Opportunity to practice written and oral
  communication skills
• Cultivation of a mentoring relationship with
  faculty helpful for letters of recommendation

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How to Negotiate a Research Assistantship

• Do your homework on the instructor prior to
  contact (e.g., PsycINFO author search)
• Contact the instructor using his/her preferred
  method (office hours, email)
• Discuss the level of commitment expected
  (hours/week, number of semesters)
• Discuss up front any plans for conference
  posters, papers, and order of authorship

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Faculty Attitudes What Do RAs Achieve?

• Develop one-to-one relationship with professor
• Participate in data collection process
• Form relationship for letters of recommendation
• Prepare for graduate school
• Gain enthusiasm for research
• Influences decision about attending graduate
  school or not
• Meet other students involved in research
• Ability to code data accurately
• Get to know faculty members in the department
• Opportunity to enhance critical thinking skills

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Acquire Lifelong Learning Skills Via the Covert
Curriculum

• Organizing the physical environment to maximize
  efficiency
• Observing, evaluating the attitudes and behaviors
  of role models
• Maintaining an accurate planner or calendar
• Working as a productive member of a team
• Interacting successfully with a wide variety of
  people
• Seeking feedback about performance and using it
  to improve future performance
• Accepting responsibility for your own behavior
  and attitudes
• Utilize technology

• Reading with comprehension and the ability to
  identify major points
• Speaking and writing in a clear, organized, and
  persuasive manner
• Writing in a particular style
• Listening attentively
• Taking accurate notes
• Mastering efficient memory strategies
• Developing critical thinking skills
• Submitting assignments on time and in acceptable
  form
• Behaving in a responsible, punctual, mature, and
  respectful manner
• Managing stress and conflict successfully

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How NOT to Receive Good Letters of Recommendation

• Barely tolerate your instructors and classes
• Be consistently late to class
• Dont ask questions of the instructor, even when
  asked
• Dont read assignments before class
• Try to be the exception to the rule
• Disagree with instructors in a condescending
  manner, especially in public
• Label assignments you do not understand as
  boring, irrelevant, or busy work
• Be the classroom lawyer
• Never help plan or participate in departmental
  activities
• Avoid using an instructors office hours

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Strategies to Secure Strong Letters of
Recommendation

• Deal effectively with a variety of people.
• Display appropriate interpersonal skills.
• Listen carefully and accurately.
• Show initiative and persistence.
• Exhibit effective time management.
• Hold high ethical standards and expect the same
  of others.
• Handle conflict successfully.
• Speak articulately and persuasively.
• Work productively as a member of a team.

• Plan and carry out projects successfully.
• Think logically and creatively.
• Remain open-minded during controversies.
• Identify and actualize personal potential.
• Write clearly and precisely.
• Adapt to organizational rules and procedures.
• Comprehend and retain key points from written
  materials.
• Gather and organize information from multiple
  sources.

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For More Information

• Email elandru_at_boisestate.edu
• U.S. Mail
• Eric Landrum
• Department of Psychology
• Boise State University
• 1910 University Drive
• Boise, ID 83725