The Importance of an Undergraduate Research Experience for the Psychology Major

1. 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

2. Psychology Degrees Conferred in the United States, 1999-2000 • Doctoral: 4,310 • Men: 1,405 • Women: 2,905 (67%) • Master’s: 14,465 • Men: 3,552 • Women: 10,913 (75%) • Bachelor’s: 74,060 • Men: 17,430 • Women: 56,630 (76%)

3. Desired Bachelor’s 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

4. 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 What Employers Want: Top 20 Qualities, Skills, and Abilities

5. 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

6. 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 Serve as a Research Assistant. The Advantages:

7. 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

8. 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

9. 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 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 Acquire Lifelong Learning Skills Via the Covert Curriculum

10. How NOT to Receive Good Letters of Recommendation • Barely tolerate your instructors and classes • Be consistently late to class • Don’t ask questions of the instructor, even when asked • Don’t 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 instructor’s office hours

11. 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. Strategies to Secure Strong Letters of Recommendation

12. For More Information • Email: elandru@boisestate.edu • U.S. Mail: • Eric Landrum • Department of Psychology • Boise State University • 1910 University Drive • Boise, ID 83725