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Dunn & Halonen
The Psychology
Major’s Companion
Chapter 6: Charting Your Course
in the Major
Chapter Objectives
Examine the typical common stages of undergraduate psychology students.
Identify strategies to facilitate the most flexible option after graduation.
Review typical advising questions that emerge over the course of the major.
Student Learning Outcomes
By the end of this chapter, students should be able to:
Describe how students change over time in college and in the major.
Improve the quality of interactions with peers and professors in predictable academic problems.
Learn strategies for documenting accomplishments.
Navigate complex advising and department environments.
The Goal of the Psych Degree
WHAT IT DOESN’T DO
Train therapists
Create full-fledged psychologists
Produce degree holders who can be called “doctor”
WHAT IT DOES DO
Train students to think like psychologists
William Perry’s (1970) Cognitive Stages
Dualistic Learners
see the world as black and white
Relativistic Learners
begin to tolerate shades of gray
Committed Learners
expect complexity
Psych Majors Show Similar Cognitive Stages
NOVICE dualistic learners
DEVELOPING relativistic learners
ADVANCED committed learners
The Novice Learner
Beginners in psychology tend to:
have serious misconceptions about behavior.
struggle with the scientific nature of psychology.
believe personal over scientific explanations.
accept pseudoscientific claims.
Strategies to Optimize Novice Experience (1 of 2)
Actively look for ways to apply what you learn.
Embrace the breadth of the discipline.
Winnow broad subtopics to the ones you are most enthusiastic about studying.
Invest yourself in class discussion.
Avoid excessive self-disclosure in class.
Strategies to Optimize Novice Experience (2 of 2)
Visit your professor during office hours.
Get comfortable with conceptual messiness.
Hang out wherever psychology students gather.
Get to know the faculty and other majors through student events.
The Psychology Portfolio
Psychology content
Scientific inquiry and critical thinking
Social and ethical responsibility in a diverse world
Communication
Professional development
The Developing Learner
With some experience in psychology, developing students tend to:
become sophisticated about interpreting behavior.
accept the necessity of taking a scientific approach, including precision, measurement, and statistics.
recognize the value and limitation of theory.
be comfortable with ethical constraints.
Developing Learners in Psychology
accept that most behaviors are complex (but still don’t like that reality).
recognize that precise expression helps to move science forward.
begin to adopt the stance of the “amiable skeptic” (friendly challenge) regarding behavioral claims.
The Beginning of Skill Sets for Developing Learners
Capable of using general principles of APA format in spoken and written work.
Willing to collaborate in teams, even though the interactions may not be smooth.
Tend to be nonselective in using resources (e.g., “If I read it, I need to include it in my paper.”).
Strategies to Optimize Developing Experience (1 of 3)
Follow the recommended course sequence.
Identify the pathway that will lead to your preferred outcome after graduation.
Maximize personal connections to course content.
Identify focal research questions that can sustain your interest.
Strategies to Optimize Developing Experience (2 of 3)
Nurture helpful relationships (e.g., librarians and advisors).
Target professors who can write strong letters of reference.
Join an active research group.
Seek informal opportunities to talk about psychological interests.
Strategies to Optimize Developing Experience (3 of 3)
Identify and prepare for possible career interests (e.g., take GRE).
Begin to build a portfolio.
Socialize with others who share psychology interests.
Be your own best critic.
Important Tip
Complete the Statistics-Methods sequence as soon as you can.
Provides the skills needed to process the science
Facilitates easier learning of sub-disciplines at the advanced level
The Advanced Learner (1 of 2)
Experienced psychology majors tend to:
enjoy complexity.
rely on empirical data over personal experience.
be selective about how to solve problems.
exhibit “variable mindedness.”
be vigilant about ethical standards.
The Advanced Learner (2 of 2)
Develops coherent arguments
Reads literature selectively
Evaluates whether an argument is credible
Is comfortable assuming leadership roles
Focuses on making groups productive
Exhibits habitual self-assessment
Strategies to Optimize Advanced Experience (1 of 3)
Show your best work in your capstone.
Consolidate your faculty fans.
Strut your public-speaking skills.
Develop a career plan and a backup plan (plan B).
Get to know your campus career center.
Strategies to Optimize Advanced Experience (2 of 3)
Apply psychology in different kinds of contexts (e.g., service learning, internships).
Compete for distinction.
Seek feedback on nearly completed work.
Maintain strong ethical behavior.
Challenge yourself with harder courses, rather than throw-away ones.
Strategies to Optimize Advanced Experience (3 of 3)
Build a portfolio: a selection of “artifacts” that serve as evidence that you have succeeded in meeting the goals of your education
What Are Frequently Asked Questions for Psychology Majors?
Registration
When should I declare the major?
As soon as you know it’s right and no sooner.
Can I get into closed courses?
Depends on local norms and faculty willingness.
Should I confer with an advisor to schedule?
Always advisable to ensure you are on the right path.
Can I change my advisor?
Ask about local practice, but do ask for a change if the chemistry is not right.
Relating to Faculty (1 of 2)
Can I ask to start a class late?
You can try; some (not all) professors will accept.
Should I ask, “Did I miss anything important?”
Better to get notes from someone you trust.
What’s the best way to ask for help?
Office hours and professionally worded emails.
How can I join a professor’s research team?
Perform efficiently and reliably on course assignments, read about the work, and then ask.
Relating to Faculty (2 of 2)
Should I pay attention to ratings on ratemyprofessor?
RMP draws raves and rants that may not be reliable.
Should I drop a course if it feels toxic?
With caution—make sure you know long-term impact.
What should I do if a professor treats me unfairly?
Try to resolve it one on one; if not, move up the chain.
What can I do about a “too friendly” professor?
Follow local complaint procedures and avoid romantic entanglements until college is over.
Curriculum (1 of 2)
Must I take statistics?
Absolutely. Statistics reveal impact in research.
Can I take a course without a prerequisite?
Maybe, but probably not a good idea. Assess risk with your prospective instructor.
Do I need a minor?
It’s not essential, but if you do, choose a tailored minor that will help you with your future plans.
Should I double major?
Only if you can manage the extra time required.
Curriculum (2 of 2)
Can I delay taking Research Methods?
Don’t! Take it as soon as you can, as it provides the backbone you need for advanced studies.
If available, should I pursue a certificate?
Only if it will help you make a stronger case for your workforce goal.
How can I generate research-project ideas?
Keep a notebook; vary a factor from prior research; think about ways to solve problems in your immediate environment.
Developing Resilience
What if I get a D in a core class?
Explore grade forgiveness and take it again. It’s “core” for a reason.
Can I ask to be reassigned to a different project group?
You can ask, but it is probably not likely since work groups give you practice for life after graduation.
How can I withstand pressure to cheat?
The risks are great, and a stolen degree will not feel as good at graduation.
The Future (1 of 2)
How do I get great letters of recommendation?
Perform well, provide a summary, ask for support, and give plenty of lead time.
How can I find a mentor?
Confer with your advisor or department.
Are extracurricular activities important?
Yes, as well-chosen activities will make you feel more involved, refreshed, and fulfilled.
Should I do an internship or field study?
Yes, particularly if the internship comes close to your career goals.
The Future (2 of 2)
When should I take the GRE?
Typically in early fall of your senior year, especially to qualify for grants and assistantships.
Does it help to prepare for the GRE?
Usually. Reviewing an intro text or taking a prep course can build your confidence and knowledge base.
What if I don’t do well?
Retake the GRE, but only if you commit to practice.
What if I don’t get into graduate school?
It happens. Review how your qualifications may not have matched up with targets and try again.
Looking Back
Be intentional and thoughtful in your decisions, and you will have little to regret.
Discussion Questions (1 of 2)
Why should you strive to be an intentional student?
What are the hallmarks of students’ thinking when they are just starting out in the study of psychology?
Why are research concerns so prominently featured in the milestones of the developing student?
Discussion Questions (2 of 2)
How do the pathways differ for majors who plan to enter the workforce versus those who want to head to graduate school?
Why should you not go it alone when it comes to course registration?
What should you do if you start having serious difficulties with a professor?
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