Microsoft Word - Preparing for Graduate School

Graduate School Preparation Packet

Prepared by:

Novell E. Tani, Ph.D.

[email protected]

Department of Psychology

College of Social Science, Arts and Humanities

Not for distribution or sales. Information adopted from various sources.

Drafted: 2.23.2018

OVERVIEW

Dear"Undergraduate"Student,"

While"have"enjoyed"being"a"part"of"your"educational,"professional,"and"personal"development,"the"

Department"of"Psychology"hopes"this"informational"packet"serves"you"well"as"you"plan"your"next"steps"–"

onward"and"upward"into"graduate"school."Our"program,"here"at"Florida"A&M"University,"has"been"

developed"to"offer"you"a"unique"multicultural"programmatic"framework"–"distinguished"in"its"own"right."

The"emphasis"of"this"thrust"primarily,"although"not"exclusively,"has"been"on"the"reconceptualization"and"

application"of"psychology"to"the"experiences"of"people"of"African"descent.""

Upon"having"completed"our"undergraduate"program,"you"should"be"equipped"with"the"knowledge"base"

to"define"African"p sych o logica l"expe rienc es"from"an"African-c en tered "pe rspe ctive."Yo u "sho uld"possess"a"

higher"level"of"self-knowledge"and"self-acceptance"through"the"examination"of"our"collective"past,"

present"and"future."You"should"be"equipped"with"the"materials"an"skillset"allowing"you"to"pursue"and"

complete"a"Master’s/Ph.D."Program."Most"importantly,"you"should"be"prepared"to"graduate"and"live"

your"life"as"one"of"the"many"capable"FAMU"graduates"-"demonstrating"self-acceptance"which"extends"to"

the"acceptan ce "othe rs"an d"to "the"up lifting"of"o ur"co m m un ity."

Historically"Black"Colleges"an d "U n ive rs itie s"(HBCUs )"have"carved"out"a"unique"niche"in"the"nation:"serving"

the"needs"of"low -incom e "st ud e n ts "o f"co lo r"who"are "u n d err ep re s en t e d"in"colleges"and"universities."

HBCUs"offer"diverse"faculties"and"staffs,"provide"environments"that"significantly"enhance"student"

learning"a n d "cu lt iva te "le ad e rs h ip"s kills ,"o ffe r"sa me-ra ce"role "m od els,"pro vid e"ch allen ging "pro gram s "of"

study"for"students,"address"deficiencies"resulting"from"poor"preparation"in"p rim ary "and "seco nd ary "

school,"and"prepare"students"to"succeed"in"the"workfo rce"and"in"graduate"and "professional"edu cation."

The"continuous"development"and"success"of"peoples"of"color"is"critical"for"realizing"our"nation’s"higher"

education"and"workforce"goals"as"we"move"towards"the"advancements"of"people"of"color"within"the"

American"society."

This"guide"provides"undergraduate"students"with"meaningful"insights"about"the"process"of"applying"to,"

attending"and"succeeding"in"graduate"school."It"is"meant"to"help"FAMU"undergraduate"students"decide"if"

graduate"school"is"in"their"future."Though"this"guide"will"not"walk"you"through"every"step"of"the"graduate"

school"experience,"it"will"lay"a"foun d a tio n "fo r"a sp irin g "FAMU "students"interested"in"attending"graduate"

school."

While"we"encourage"students"to"continue"advancing"their"education"here"at"Florida"A&M"University"

(http://www.famu.edu/index.cfm?graduatestudies&DegreePrograms")"We"also"enco urage"students"to"

apply"to"alternative"institutions.""

The$Department$of$Psychology$

College"of"Social"Sciences,"Arts,"and"Humanities"

Florida"Agricultural"&"Mechanical"University

Table of Content

4 Step 1: Deciding to Apply to a Master’s Degree Program

9 Step 2: Become a Graduate Feeder Candidate

11 Step 3: Applying to Master’s Degree Programs

13 Demystifying Doctoral Application and Selection Process

18 The Doctoral Experience

21 As a Graduate Student

23 Resume/Curriculum Vita (CV)

25 Personal Statements

28 Timeline Planning

30 Requesting A Letter of Recommendation

34 Master’s Degree of Community of Psychology

36 Professional Organizations

37 References

Step 1: Deciding to Apply to a Master’s Degree Program

While master’s degrees are becoming increasingly necessary to enter or advance one’s

career, the decision to pursue a master’s degree should ultimately be up to you. After

all, earning a graduate degree is a major commitment of time, money, and other

precious resources—a decision you should not take lightly. Before deciding, take some

time to consider your options.

There are several reasons why students enter master’s degree programs, which

include:

• Starting a new career in a professional field

• Preparing for further study at the doctoral level

• Improving relative standing in a competitive field

• Changing careers

Behind this decision is the understanding that a master’s degree can expand your

knowledge, skills, professional connections, and even recognition in a specific field. The

sections below outline some of the major benefits and costs of pursuing a master’s

degree.

BENEFITS OF A MASTER’S DEGREE

Ultimately, a master’s degree should assist you in achieving your career goals in order

for it to be a sound investment. This section of the guidebook explores how a master’s

degree can assist in your personal, intellectual, and professional development.

Personal Development. A master’s degree program can help shape your personal

goals. It can offer you the time and necessary resources to think deeply about—or

completely rethink—your aspirations and commitments, both inside and outside of the

classroom. Immersion in an academic-professional community can expand your

perspectives through the influence of your classmates, many that bring years of

valuable professional experience and can serve as mentors. Graduate school can also

be an opportunity for you to become part of a long-lasting network of engaged and

successful alumni from your new institution. The effort put forth to complete your studies

can serve as a memorable life experience.

Intellectual Development. As “lifelong learners,” some people have a strong desire to

add to their knowledge reservoir and challenge themselves academically. For these

individuals, a master’s degree can certainly offer the opportunity to develop the mind in

a structured way that delivers great personal satisfaction. These returns of a master’s-

level education, however, are not exclusive to lifelong learners. The intellectual

stimulation and the overall cognitive development yielded by advanced education

cannot go understated. After all, just as extended years of exercise can improve one’s

physical condition, additional years spent in school can yield a more intellectually

engaged person. A master’s degree program presents an opportunity to refine your

academic interests and hone your research abilities in a rigorous setting. For this

particular reason, a master’s degree can also make you a stronger candidate for

doctoral study. Ultimately, your academic work at the master’s level requires

collaboration with faculty and close interdisciplinary engagement among peers.

Professional Development. A master’s degree may sometimes be the only choice for

those interested in entering or changing careers. In some career sectors (such as public

affairs and social services), a master’s degree is replacing a bachelor’s as the minimum

requirement for employment. For example, with a bachelor’s degree in the 1980s, one

could secure an entry-level position as an admissions counselor or student services

coordinator. By the mid-2000s, applicants for these same entry-level positions were not

even considered unless a master’s degree was held. While holding a graduate degree

alone is not a guarantor of success, it does open many doors for employment. Similarly,

for students interested in making a career change, a master’s degree is a great

opportunity to earn an expedited education in a field that may only recently have piqued

their interest. Since master’s degree programs combine discipline-specific coursework

with skills such as critical thinking, analytic ability, and time management, these

programs can facilitate a career change.

Regardless of where you are in your professional career, a master’s degree can also

assist you in your career advancement. In an increasingly competitive global

marketplace, a master’s degree can set you apart from other job candidates. After all,

earning a master’s degree can be evidence of determination, intellectual ability, and

persistence in handling challenging environments—all of which are highly sought after

qualities. When it comes to financial benefits, a master’s degree also often commands

more money than a bachelor’s degree alone. According to the U.S. Census Bureau,

workers between the ages of 21 and 64 with a master’s degree or higher earn an

average annual salary of $55,242 as opposed to those with a bachelor’s degree whose

average annual salary is $42,877—a difference of nearly 30 percent. Over the course of

one’s lifetime, a person with a master’s degree typically earns $400,000 more than

someone who only holds a bachelor’s degree. Similarly, among individuals 25 years of

age and older, those with a master’s degree face lower rates of unemployment than

their counterparts with bachelor’s and associate’s degrees. On average, completing a

master’s degree can make a positive impact on your financial circumstances.

COSTS OF A MASTER’S DEGREE

The Question of When

Before you learn about the financial costs of pursuing a master’s degree, it is important

to consider whether or not right now is the best time for you to do so. One of the

questions most often debated in higher education is: When is the best time to pursue a

master’s degree? Is it better to do so right after you complete your bachelor’s degree?

Or should you wait a few years and gain work experience first?

Some of the reasons why you may want to pursue your master’s degree immediately

after earning your bachelor’s degree include:

• Some occupations require an advanced degree

• You are accustomed to being a student

• It may be more convenient to stay in school

• You have fewer obligations that impede your continuing education

On the other hand, you may want to work for a few years before pursuing a master’s

degree for the following reasons:

• Some master’s programs require work experience

• You can improve your chances for acceptance

• You can gain solid financial footing before investing in a master’s degree

• You can obtain a better understanding of your career goals by working for

a few years

• In certain instances, employers might pay some or all of your graduate

school expenses

The Question of How Much

Much like undergraduate education, the cost of a master’s degree can greatly vary

depending on the institution, the specialty, and the length of the program. For example,

if you are looking at a public university, in-state tuition is lower than paying out-of-state

tuition or attending a private university. Other costs to consider when deciding to go to

graduate school include books, supplies, transportation, and expenses essential to

quality of life—such as housing, health insurance, and social activities.(see STEP 2:

becoming a graduate feeder candidate).

Finding the Right Fit: Other Considerations

After having examined the general benefits and costs associated with pursuing a

master’s degree, you should take some time to explore other factors before officially

selecting a particular program. Below we list a few of the things we find most important

when it comes to finding the right program fit.

Academic Focus, Faculty, and Reputation. Master’s programs tend to focus within a

specific discipline. Research each program you are considering to avoid applying to a

program that does not match your personal or career interests. Moreover, it is crucial for

you to know about the faculty with which you will be working. Find out whether they are

respected in your field. You may want to look at the number of their scholarly

publications, their national or regional acclaim, and their previous professional

experiences. Lastly, consider how your program options rank. While rankings are an

important measure of quality, they are not the only one that matters. Other factors that

influence quality include: work-life balance, diversity of students and faculty, ambiance

of the university, social and networking opportunities, student-faculty ratio, and financial

considerations—to name a few.

Career Services. Given that one of your main goals for pursuing a master’s degree

likely revolves around career advancement, you should examine existing professional

development programs and job placement assistance that are offered to students. You

may also want to research where program’s graduates are working along with their

salaries. Keep in mind, these figures might be difficult to ascertain, but most colleges

and universities have career services centers that are devoted to helping you prepare

for life after the program.

Culture and Diversity. All colleges and universities have an institutional culture—the

norms, values and beliefs that influence “how things are done.” Take the time to

research and identify programs with cultures that fit your style and comfort level so that

you can excel academically. For example, would you prefer a competitive or nurturing

learning environment? How important is it for the program to have diverse faculty and

students? Stronger programs tend to be more diverse. Diversity, in this context, does

not solely refer to race, class or gender. Rather, diversity is a much more inclusive term

that also refers to religion, nationality, ideas and languages. Increased diversity often

leads to broader, nuanced and more empathetic worldviews. You should examine the

mission, values, and philosophy of your program, its faculty and student composition,

and its opportunities for learning.

Facilities, Resources, and Size. Make sure the programs you are considering have

the types of facilities and resources you need to succeed academically. This might

sound obvious, but confirm that you are able to access and take advantage of the

amenities advertised by the university. For example, find out whether programs that

stress “state-of-the-art” facilities actually have state-of-the-art buildings and tools. Also,

consider library resources (such as number of periodicals and volumes in your field) and

just about any other resources that support the programs you are considering, including

endowments and foundations that support student research and publications. Lastly,

remember that the size of the program matters. Much like your undergraduate

institution, you need to find a size that feels right for you. To do this, examine faculty-

student ratios and total student enrollment population. After all, the size of the graduate

program can influence your experience in the classroom, how much or little faculty

interaction you can anticipate, and how much attention you might receive during your

studies.

Location and Surrounding Community. Location can be an extremely important

factor in your decision. Depending on the master’s degree you are pursuing, you might

have to live in a specific geographic area for several years. As such, you should enjoy

the surrounding areas of the programs you are considering. Ask yourself: do I prefer

living in an urban, rural, or a suburban setting? Additionally, with the exception of top-

tier programs, the value of a master’s degree can sometimes be strongest in the region

where the school is located. This means that if you want to eventually live on the East

Coast, it may make more sense to attend a school in that region.

Residency Requirements. If you are looking at master’s programs at public

universities, you may want to examine admission requirements and costs for in-state

residents compared to all other applicants. If you have decided on a specific public

university but do not currently live in that state, you may want to consider relocating to

that state and establishing residency there before applying. Keep in mind, however, that

establishing residency takes years. Check with the university to ascertain how to

establish residency.

Step 2: The Graduate Feeder Scholars Program (GFSP)

Statement of Purpose

The Graduate Feeder Scholars Program (GFSP) in the School of Graduate Studies and

Research is an official partnership agreement arranged by FAMU with more than 40

participating universities located throughout the United States. The GFSP affords FAMU

students the opportunity to receive advanced study in graduate programs not available

at FAMU. The feeder arrangement was conceptualized and created in response to the

national need to increase the number of African Americans participating in advanced

graduate education. The GFSP was designed with FAMU as the lead university in this

consortium. As the lead institution, FAMU acts as the hub of the consortium with a

committed role of providing a pool of qualified underrepresented minorities motivated to

pursue the Master's or Doctoral degrees.

Participation in the GFSP is voluntary and is targeted primarily for any current student of

FAMU in any academic discipline, with the exception of the professional schools. FAMU

and the Feeder Institutions have established a partnership agreement or Memorandum

of Understanding. This partnership agreement spells out the Feeder Institution’s level of

participation in the program. The Feeder Representative is usually associated with the

Graduate School and may serve as a liaison to the student and FAMU. The Feeder

Representative may also serve as a mentor/advisor to the student upon admission to

the Feeder Institution.

Mission and Goals

The mission of the School of Graduate Studies & Research via the Graduate Feeder

Scholars Program is to: (1) Promote graduate education, scholarship and research; (2)

Equip our students with the knowledge and tools to become successful, highly

motivated graduate students; (3) Provide students with a mechanism to pursue

graduate study in areas not available at Florida A&M University; and (4) Act as liaison

between the Feeder Institutions and the students to advocate a quality graduate

experience.

The Graduate Feeder Program objectives are to:

• Enroll 75-100 FAMU graduates annually in the Feeder Institutions;

• Monitor the admission, financial offers, academic progression, and graduation of

the scholars;

• Maintain regular and continual contact and direct communication with the

scholars;

• Monitor scholars compliance with GPA requirements to remain active in the

program;

• Notify scholars of their program status as changes occur;

• Ensure effective human relations and assessment of the climate of receptivity by

visiting the Feeder Institutions; and

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• Maintain information on the scholars for future research

Criteria for Participation in the Feeder Program

1. Students interested in applying to the Graduate Feeder Scholars Program should

meet the following requirements:

a. Complete 30 credit hours with a minimum

GPA of 3.0;

b. Submit a typed and fully completed Graduate

Feeder Participation Application;

c. Submit an unofficial transcript;

d. Attend at least five (5) Graduate Feeder

educational and professional development

seminars and workshops; and

e. Maintain a 3.0 GPA

Graduate Feeder Scholars Development Workshops

All Graduate Feeder Scholars Program participants are required to complete a series of

developmental workshops that will prepare them for the rigors of graduate study. The

workshops will be offered each semester and include such topics as: “The Graduate

Application Process”; “How to Write a Personal Statement”; “How to Write a Theses or

Dissertation”; “Strategies & Techniques for taking Standardized Examinations”; and

“What to Expect in Graduate School”.

Participants are required to complete at least five workshops to be qualified and

considered as a Graduate Feeder Scholar. Upon completion of the requirements,

participants will be mailed a "Certificate of Completion" to be officially considered a

Graduate Feeder Scholar.

Participation Agreement

The Participation Agreement is a partnership or memorandum of understanding

between Florida A&M University and the Feeder Institutions. It stipulates the basic

benefits each Institution will provide to qualified FAMU scholars upon application and

acceptance into a graduate program of study. Some participation agreements include

the following: admission application fee waivers, campus visitation opportunities at no

charge to students, and summer research internships.

The agreements are initially instituted to cover a five-year period. However, they are

monitored annually to ensure active participation in the program. Feeder Institutions are

invited to the campus of Florida A&M University annually for the purpose of providing

institutional information and recruitment.

ALL FAMU students with a GPA 3.0 and above are encouraged to apply!

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Step 3: Applying to Master’s Degree Programs

If you are reading this guide, then you are already one step ahead of most people

interested in pursuing a master’s degree. You have learned about some of the benefits

and costs associated with a master’s degree, as well as other factors you should

consider when selecting a program. This section of our guidebook will walk you through

the application process itself and how you should prepare for it.

CREATING A TIMELINE

Most master’s degree programs have similar requirements and deadlines, which makes

the application process more manageable. Most programs across disciplines will require

you to:

• Send copies of your official undergraduate transcripts

• Send your official test scores

• Obtain letters of recommendation

• Submit one or a few essays

Remember, it is important that you supply the materials that each program requests. A

good practice is to collect all of this information and put it into one document. With this

document in hand, you can begin to create a timeline to keep yourself accountable.

Below is a sample timeline you can use.

Application requirements:

+ Take (and retake) GRE/MCAT/LSAT/GMAT test (if required) — May-Nov 201X –

before applying

+ Complete online application forms — Sep-Nov 201X

+ Request letters of recommendation — Sep-Nov 201X

+ Set earlier deadline: Dec 15, 201X

+ Send official test scores (if required) — Personal deadline: Dec 1, 201X

+ Send official transcripts (if required) — Personal deadline: Dec 1, 201X

+ Write essay(s) — Sep-Dec 201X

+ Deadline for first draft: Nov 1, 201X

+ Deadline for second draft: Nov 15, 201X

+ Deadline for final draft: Dec 1, 201X

Personal deadline: Jan 1, 201X (for applying)

+ Program 1 deadline: Jan 5, 201X

+ Program 2 deadline: Jan 10, 201X

+ Program 3 deadline: Jan 15, 201X

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OBTAINING TRANSCRIPTS AND TEST SCORES

We recommend that you set a personal deadline well before your application is

due to send your official transcripts and test scores. It is a good idea to take the

required test as early as possible in your application process. This gives you enough

time to retake the test if you do not think your scores are competitive enough. Also,

keep in mind that some schools will publish the last possible day for you to take the

required test.

SECURING LETTERS OF RECOMMENDATION

Similar to obtaining required test scores, it is important to solicit letters of

recommendation early in the application process. Early contact with letter writers gives

them enough time to work on your letter. Under no circumstances should you approach

someone late in the process. This will only reflect negatively upon you. Give your

recommenders materials that will help them write a strong letter; materials might

include: a copy of your resume and a draft of your statement of purpose. It is your job to

help craft a letter that speaks to a particular aspect of your application, intellectual

strengths, and overall candidacy. Do not be hesitant to ask your letter writers what kind

of recommendation they will provide. In our experience, potential recommenders are

very honest about the kind of letter they will submit. If someone cannot positively

confirm that they are “in your corner,” you need to find someone else. Do not assume

that every letter of recommendation will be good—you must confirm. You cannot afford

to have a lukewarm or negative letter.

Lastly, to make sure that all materials are submitted on time, provide the letter

writer with an early application deadline. It is no secret that your letter writers have busy

lives and, sometimes, unintentionally forget or confuse deadlines. It might also be

necessary to send a brief reminder to ensure that your materials do not get lost in the

shuffle.

WRITING YOUR ESSAY(S)

Most programs will require a statement of purpose and short essays. Your

statement of purpose should speak directly to your interest in the field, how previous

intellectual or professional experiences have prepared you for master’s level work, your

ability to take on the rigors of graduate school, and potential contributions to the

program and field. To capture all of these things, telling personal stories can set you

apart. Be specific and dynamic while using vivid language and, if possible, field-specific

lingo. Describe your qualifications honestly, talk about the work that you have done, and

do not keep the successes you have accomplished to yourself. Enjoy the writing

process. Edit, edit, edit, and then edit some more.

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Demystifying the Doctoral Application and Selection Process

THE NUTS AND BOLTS OF THE APPLICATION PROCESS

The application typically consists of Graduate Record Examination (GRE) scores, a

personal statement, transcripts from all institutions attended, and letters of reference. All

components of the application are important. As you prepare your application, you

should be asking yourself the following questions: Whom do I want to write my letters of

recommendation? How will these letters speak to my ability to do doctoral work? Have I

taken the GRE? Do my GRE scores meet minimum requirements? How much feedback

has my personal statement received? How do I plan to gather the appropriate

application materials? Do the institutions have differing application submission

processes? If so, how will that affect me?

There are two overarching considerations that should guide how you approach the

application process. First, the application process is very time consuming. You must

painstakingly prepare materials that, when submitted, will be evaluated by many people

within and beyond the department. This takes time. Even if your application is submitted

in October, it will not be until February that you will be notified of a decision. Patience is

a virtue. Second, the application itself is meant to serve as a holistic picture of your

scholarly abilities, personal experiences, and potential “fit” within the department. To be

sure, there is a certain amount of subjectivity built into the process. Good grades, a high

GRE score or a phenomenal personal statement does not guarantee admission.

Remember, you, as an applicant, must tailor your materials in such a way that makes

you an attractive candidate. From the perspective of the admissions committee, for a

variety of reasons, there are only so many spots that can be offered. Do not take an

offer of acceptance or letter of rejection personally. Candidates are often admitted,

deferred or rejected for reasons they will never know. A decision—regardless of

outcome—is not a reflection of you as a person.

Take Care of Your Grades and Test Scores. Nothing will disqualify your application

faster than not having solid grades and test scores. Though there are many factors that

go into the decision-making process, your grades and test scores will be the first thing

that the admissions committee evaluates. From their perspective, grades and test

scores offer some indication of your strengths and weaknesses as a scholar. For

example, if you are applying to an Anthropology or Sociology program, they will place

emphasis on your grades in social science related courses at prior institutions.

Therefore, a C in Chemistry, for example, might not be held against you. Grades serve

as the objective basis from which all applicants are evaluated against one another.

Even though you might be a brilliant scholar in the making, a poor GRE score or failure

in a discipline related course could prevent you from gaining admission. Take care of

your grades.

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In terms of preparing your application, you should request either a paper or electronic

copy of your undergraduate or, if applicable, master’s level transcript. The form of the

transcript will depend on how your application is to be submitted—paper or

electronically. It can take up to two weeks for a transcript request to be fulfilled.

Depending on your undergraduate or graduate institution, the request may entail a

modest cost. Additionally, GRE scores are valid for five years. If more than five years

have passed, take the exam again. Once you have completed the exam, send your

score to the particular institution that you are applying to.

Deciding Which Program to Attend. Deciding which program to attend is important

and often littered with difficult questions. Whom do I want to work with? What are my

personal and professional motivations and what role might they play in my doctoral

experience? How much financial support will I receive? These questions—among many

others—should be at the forefront of your decision-making process. This section offers

practical advice that will help you make sense of and weigh the various considerations

that go into deciding which doctoral program to attend.

Select a program that matches your goals, abilities and interests. Keep in mind

that some of the most renowned programs in the country might be at universities with

lesser-known reputations, while more prestigious colleges may have weaker

departments. In other words, there might be a mismatch between a prestigious

university and a renowned program. Know the difference! As an applicant, factor in your

own criteria (such as geographic location) while also considering additional features,

such as:

Faculty: What is the faculty-student ratio? How diverse are faculty viewpoints within the

discipline? Do faculty research topics interest you? How open are faculty to

collaborating with students? Are there diverse faculty members, administrators, and

staff associated with the program?

Facilities: What opportunities are there to collaborate across the department, college or

university? What kind of academic support programs are in place (e.g., faculty advisors

and peer advisors)? Are there opportunities for experiential learning (through

internships and assistantships, for example)? Is on-campus housing available to

graduate students? What kinds of social outlets are available to students?

Students: What is the composition of the graduate class? What are the retention,

attrition and graduation rates [for students of color]? How competitive are graduate

students for external or internal funding? Are students exposed to professional

associations and/or given the opportunity to become active members? Are students

required or encouraged to attend and present their research at professional

conferences?

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Employment: Are there resources that assist graduating students with finding a job?

What kind of jobs do graduates obtain?

How Do I Apply? Plan ahead! The application process is long and will require a

tremendous amount of preparation, coordination and patience. There are four main

elements of a typical doctoral program application.

Personal Statement. Your personal statement is your opportunity to articulate how

your experiences, interests, goals and enthusiasm speak to your proposed graduate

research. Highlight your academic preparation and professional experiences, why you

want an advanced degree and how it will influence your career path, and why you have

selected this particular program and institution. This is the best opportunity you will have

to speak about yourself. Make sure your essay is clear, concise, and answers any

outlined questions. Lastly, remember not to restate your resume. Instead, highlight your

interests and emphasize how your skills, knowledge, and training can contribute to the

department and greater academic community.

Grade Point Average. Your grade point average is an important measure of

comparison against other candidates. If you had a particular concern that influenced

your grades, you may need to make a brief reference in your statement. If so, explain

concisely—do not, under any circumstances, be defensive.

Letters of Reference. In most applications, you will need between two and five

references. Letter writers are people (such as professors or employers) who can write

about your skills, abilities, and interests. Be strategic in terms of who writes your letters.

When asking a professor to write your letter of recommendation, offer them the

following information so that all materials are properly submitted and on time:

application deadlines, a transcript and resume, statement describing where you are

applying and why, the grades you received in the professor’s course, your contact

information, instructions about how to submit the letter of recommendation, and, if

necessary, a stamped and addressed envelope so that the recommender may send

their letter directly to the department you are applying to. Remember, it is in your best

interest to make the writing and submission process easier on them. The more

information you provide, the stronger and more nuanced their letter will be.

Standardized Test Scores. Your standardized test scores are an important way to

distinguish yourself from other candidates. Many programs require specific standardized

tests for admissions (e.g., GRE, MCAT, LSAT). While planning your application

process, identify specific test dates and how long it will take to adequately prepare for

the exam.

Campus Interviews. If you are invited to a campus interview—congratulations! This is

a big deal and a prime opportunity for you to elaborate upon the materials you have

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submitted. As a finalist for entrance into a doctoral program, campus interviews are an

invaluable occasion for you to meet with faculty and students, as well as an opportunity

to get a sense of the environment in which you may potentially enter. Remember, at

this point in the admission process, a campus interview is as much about the faculty

impressing you as it is about you impressing them. The program wants you to attend.

You are there for a reason. In preparation for a campus interview, do your homework.

The time you put into preparing for the interview is an investment—make it wisely.

There are five practical steps that you can take in terms of your own preparation.

1. Review your itinerary. If you have the names and positions of those

interviewing you, invest the time to study which area of the department (or

campus) each person or group of people belongs, and begin to tailor your

responses to potential questions they may ask. These might include: so tell me

about yourself? Describe your scholarly interests? Where do your research

strengths lie (e.g., qualitative, quantitative or mixed-methods)? What are your

research weaknesses and how will you improve upon them? Can you explain the

value of your work to an educated person? Can you tell us more about how your

personal and professional experiences relate to your research?

2. Study the institution’s mission, values and vision. Be sure that you are able

to discuss how your personal values and beliefs resonate with those of the

institution. Though this might seem a bit over the top, your ability to communicate

how the institution fits with your career aspirations will speak directly to your

interest in being a professional (remember, you are not a student!) on that

campus.

3. Ask mentors of their interview experiences. This might seem obvious but

asking mentors what to expect from the various departments or people

interviewing you is essential. Everyone knows everyone in academia. Your

scholarly mentor probably knows—either personally or professionally—someone

working in the department you wish enter. Take advantage of their knowledge

and insight. Yes, selection committees are interested in your work. That’s why

you were invited for a campus interview. However, they are also interested in you

as a person and how well you get along with other members of the community.

4. Write down questions you would like to ask during your interview. Almost

every interview ends with the phrase, “do you have any questions?” The answer

is always yes. You should always have questions ready. Always. Not having a

prepared question is analogous to saying, “I am not a serious candidate and not

ready to be here.” The questions you ask signal to the interviewer how much you

know of the department, how serious you are in terms of your scholarship and

engaging others, and will give insight into your potential future trajectory. Spend

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some time thinking about what you would like to know about each person you are

conversing with.

Sample questions include:

a) Can you tell me more about how competitive doctoral students are in receiving

external fellowships or grants?

b) Are there campus programs available that can assist with grant applications?

c) Are students encouraged to attend professional conferences?

d) Can you tell me more about collaborating and publishing with faculty?

These are only a handful of questions. However, they signal to the listener that you

serious about your doctoral studies and want to make an impact.

5. Remember to always be yourself. At this stage of the process, the campus

interview is about “fit.” Keep in mind, there is no consensus about what it means

to be a good “fit.” Everyone who has been invited for an interview is there

because they have something to offer. Navigating a doctoral program takes

years. From the perspective of the admissions committee, how well (or poorly)

you get along with other people can be a deciding factor.

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The Doctoral Experience

Congratulations! You are now in a doctoral program. Now what? The doctoral

experience is a marathon and rite of passage. The first several years are devoted to

learning the prevailing literatures, methodologies, and theories that comprise your field.

In order for you to make a meaningful contribution to your intellectual growth and the

broader scholarly community, you must know what has come before you as well as

what people are currently talking about. During coursework, you will undoubtedly read

and write more than you have in your entire life. The rationale behind this process is to

help you learn from, engage with and apply theoretical insights and empirical

revelations to your research project. Once you are able to demonstrate your mastery of

this process through the successful completion of comprehensive exams, you will

progress to the more demanding aspects of the doctoral experience—conducting

fieldwork and writing a dissertation. This section engages three important aspects of the

doctoral experience: coursework, networking, and the dissertation. To be clear, this

section is not meant to serve as a comprehensive guide to the entire doctoral

experience. Rather, this is meant to serve as a general overview. The particulars of the

experience differ according to program, field and department.

Opportunity Costs of Attending. A doctoral program is an all-encompassing

experience. Most of your waking hours will be devoted to it. Before deciding whether or

not to apply, ask yourself: Are all of the years of delayed financial gain worth the

pursuit? Is there anything else that you want to be doing? Be very clear about the

potential implications of these questions. If you are in school, you are not making a full-

time equivalent salary.

Funding. There are three means by which doctoral experiences are funded: grants,

fellowships and assistantships. Each source of funding typically covers the cost of

tuition, room and board, books, and health insurance. To be clear, grants are sources of

funds that do not have to be re-paid. In order to receive a grant, you must submit an

application to an organization or the program requesting funds. Much like applying to

college, most grant applications normally consist of an essay, application form, letters of

recommendation, and, in some instances, a face-to-face interview. Fellowships, much

like grants, are sources of monies that do not have to be re-paid. Fellowships are

traditionally offered to incoming students by individual schools or programs. It is

important to note that not all incoming students receive a fellowship.

Doctoral programs should be free. Do not to take out loans to pay for a doctoral

program. Even if you have been offered admission, it is not worth taking out loans. The

financial impact of doing so will be felt for a long time.

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Who do you want to study with? One of the most important questions you have to

consider when applying to a doctoral program is whom do you want to study with. Is

there a particular scholar that can guide your research? Why, in your opinion, does this

scholar speak to the research questions you are interested in pursuing? Prior to

completing your doctoral application, you should reach out to that person to see if they

would be willing to serve as your advisor. If they are willing to serve as your advisor, you

should mention this person by name in your application.

What is the Purpose of Coursework? The purpose of coursework is to teach you how

to think, write and express yourself as a scholar. Though this might sound obvious, it

can seem like you are learning another language. Words like problematic, r-squared,

and positionality will become your new best friends. This might first become noticeable

when you try to explain what you are learning in class to family members without using

academic jargon. It’s tough, we’ve tried. Taking between two and three years,

coursework is a necessary component of the doctoral process. Though it can

sometimes feel a bit burdensome—writing under tight deadlines, reading copious

amounts of articles and trying to keep track of who said what—coursework is ultimately

about learning to intellectually challenge yourself. In other words, become comfortable

with being uncomfortable. Embrace it. Being uncomfortable means that you are learning

and grappling with issues that scholars are debating. This process is idiosyncratic and

does not look the same for everyone.

One common strategy for navigating the rigors of coursework is to cultivate meaningful

personal relationships with classmates. Your classmates are a reservoir of knowledge

and experiences that can, for example, translate the readings and writing assignments

as well as describe how they apply to you personally. Your peers are invaluable. They

are in a unique position to understand the ups and downs of coursework. Their

emotional support can play a significant role in how you experience graduate school.

Camaraderie or social isolation can make all the difference in the world.

Networking Matters. Networking is perhaps the most understated aspect of the

doctoral experience. Remember, what you have accomplished is just as important as

who you know. At this level, everyone is smart, accomplished, and has something to

offer. One aspect of your job as a doctoral student is to network. What are other

students learning? What projects are they working on? What fellowships are they

applying for? What conferences and workshops are they attending? Can you see

yourself collaborating with them? These questions should guide your thinking when it

comes to networking with other graduate students. Interacting and building relationships

with like-minded peers will serve as the basis of social networks that could help

advance your career. Take the time to interact with and learn from students from other

departments, programs and universities.

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What is a Dissertation? The dissertation is an opportunity to demonstrate that you can

apply the skills, knowledge and training you have acquired on an original research

project. A traditional dissertation has five chapters—Introduction, Literature Review,

Methods and Theory, Data Chapter, and Conclusion.

The best dissertation is a finished dissertation. This is the most important rule to

remember when writing a dissertation! Your dissertation will not be a magnum opus.

Very few people beyond your dissertation committee will even bother to read it, and

that’s okay. Dissertations are a messy business. It is the first time most doctoral

candidates are putting together a manuscript length text. Through the process of writing

you will discover that there are various tangential issues related to your project that you

would like to address but are unable to for various reasons. If this happens, remember,

the best dissertation is a finished dissertation. Resist expanding the scope of your

questions and analysis. Be as focused as possible. It is very easy to overcomplicate

what you are trying to say and lose sight of the core argument you are trying to make.

Simplicity is your best friend.

Be consistent with writing. Consistent writing habits are what drive the everyday

reality of the dissertation. Regardless of how many hours you decide to write per day,

be consistent! Turn off your phone, stay off Facebook and Twitter, and block out the

outside world. Your writing time is precious and an investment in your scholarship.

Protect that time. Consistent writing means that you are making progress. There is no

way to tell how long it will take for you to successfully complete your dissertation—there

are too many variables to consider here. However, the easiest way to not finish is to

compromise your relationship with writing.

Perfection does not exist. There is no such thing as perfection. Let it go. This might

seem scary to some but the idea of perfection in writing is a myth. Writing is a subjective

process. There are limitless possibilities in terms of how to structure an argument, frame

a question or respond to a particular debate. Additionally, your understanding and

insight of a particular topic, method or theory will change over time. What seems

insightful now might appear obvious or naïve later. The most important thing to

remember is that perfection does not exist. What you have written down is fine. Keep

writing

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As a Graduate Student

1 Always Show Up On Time. It sounds very patronizing, but we cannot stress the

importance of showing up on time. If you tell someone that you are going to be

somewhere at a particular time, be there. Do what you have to do to be on time. Buy a

planner or set an alarm clock. Not showing up on time signals two things to others. First,

you do not respect their time. Time is a scare resource. It should be protected and

provided accordingly. If someone takes time out of their busy day to meet with you (trust

us, they are much busier than you are), show up on time. Nothing squashes potential

opportunity faster than showing up late or missing a meeting. Second, tardiness signals

to others that you are unprepared for a doctoral program. If you can’t show up on time

for a meeting, how well (or poorly) are you going to handle the rigors of trying to publish,

apply for grants, finish coursework, prepare for conferences, network, take

comprehensive exams, and complete a dissertation? Show up on time.

2 Gratitude is Powerful. The academic community is a small community, where

everyone is familiar with each other in some way. How you carry yourself and interact

with others is important. There are two things that you must always remember to say:

“please” and “thank you.” Using these two phrases, particularly if you are asking

someone for a favor, can place you in someone’s good grace. That someone may open

doors or help with a project or proposal. Gratitude is powerful.

3 Being in a Doctoral Program is a Privilege. Not everyone is in a doctoral program.

Don’t forget that. It is competitive to get in and difficult to complete. Approximately 1% of

the entire U.S. population has a doctoral degree. Roughly 50% of those who enter your

program will eventually defend their dissertation. You are in a doctoral program because

you are talented and have worked very hard to get to this point. However, being

talented and actually doing the work required of a doctoral program are two separate

things. Being talented simply means that you have gained access to the opportunity to

complete a doctoral program. Talent means you have potential. The selection

committee recognizes your potential and, consequently, has extended an offer of

admission. However; the amount of work you have will consume most of your waking

hours. Remember, the intellectual work you are doing is a privilege. You do not have to

worry about meeting the basic necessities of living. That is taken care of through

fellowships or grants. Your job is to read and write. It is a privilege.

4 Make the Most of Opportunities. You have no idea which person or opportunity will

jump start your career. A doctoral program offers you the opportunity to work with

renowned experts on a variety of projects. Make the most of every opportunity to learn,

work, and interact. These opportunities will help give you a better idea of the type of

work you would like to do in the future. Your professors and colleagues are interested in

mentoring, training, and interacting with you. They want to help. Don’t be shy about

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asking for their opinion or advice. As a student, you do not know how or in what ways

other people can assist you. Make the most of every opportunity.

5 Don’t be Afraid to Ask Questions. Asking questions is the only way that you will

learn. If you have a particular question about an article, a book you read, or project,

speak up. Always ask questions. Questions are the lifeblood of the research and

professional formation process. You should be asking questions every step of the way.

As a young scholar, the questions you ask will define how you decide to conduct your

research. Is your project qualitative or quantitative in nature? What epistemological

assumptions are embedded within your research approach? Do you have enough data

to “answer” the question you are posing? Having the ability to ask a well-articulated

question is one of the primary ways that you will be able to navigate the doctoral

experience. The questions you ask will inform the answers you find.

6 Admit What You Don’t Know. This seems simple enough. Admit what you don’t

know. It’s okay to not know everything. In fact, you can’t possibly know everything. If

you did, you wouldn’t need a PhD. You would already know what you’re asking and

going to find. Admitting what you don’t know is not a sign of weakness. It is a sign of

maturity, strength, and confidence. Colleagues will respect this. Admitting what you

don’t know in the form of a well-articulated question is a powerful mechanism to start a

meaningful conversation. “I don’t know much about the Guarani people of southern

Bolivia, can you tell me more about your research with them?” This type of question

extends an invitation to the listener that allows them to tell you more about their

research interests and allows you the opportunity to productively interact and learn.

Admitting what you don’t know is meaningful.

7 You Are Not an Imposter. You are in a doctoral program for a reason. You are

smart, talented, and work hard. Imposter syndrome is just the perception that you are

somehow not “good enough.” This is deficit thinking. Get this out of your head. There is

no space for it. Instead, you should be focusing on where your professional trajectory is

headed. The materials you are engaging are difficult. Your assumptions will be

questioned. The doctoral experience will transform how you see and have come to

understand the world. You are good enough to be in a doctoral program. You are strong

enough to thrive in a doctoral program. Repeat this statement: I am not an imposter.

8 Push Yourself Beyond Your Comfort Zone. It is very easy to be complacent.

Graduate school is hard and daily routines make life easier. Don’t let your routine make

you complacent. You should be pushing your intellect beyond its current limit. Life

beyond your comfort zone is where learning happens. Approaching your particular

research interest from the perspective of another will help transform you into an

interdisciplinary scholar. Peer interaction and cross-disciplinary collaboration will push

your limits to a new level.

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Resume/Curriculum Vitae (CV)

For graduate school, professional school, or academic positions the résumé is referred

to as a CV. The CV must concisely convey key information. Keep in mind that the first

task of a search committee is to reduce the applicant pool to a more manageable list of

the most qualified candidates. At this stage in the process, a thirty to sixty second scan

of your CV is probably all you can expect. In order to make it to the short list of

candidates, your CV must be attractive, easy to read (establish a consistent form), and

should succinctly present the qualifications and experience that qualify you for the

position. Do not send a lengthy document that details everything you have ever done.

Five pages is an adequate length for a concise CV at the junior level. For senior

academic positions, CVs will be longer.

The general order of information on a CV is:

1. Contact Information. Provide you full name, address, telephone fax, and email.

2. Education. List in chronological order your educational history, starting from your

undergraduate degree through to your current position.

3. Professional Experience. List in chronological order any professional experience

you have had. If you have not had any, do not include this section. State any

professional qualifications that you have.

4. Honors and Awards. List and honors and awards you have received, including

fellowships. Do not include this section if you have nothing to place here.

5. Society Memberships. List any professional or student societies that you are a

member of and any leadership roles that you have played in these societies.

6. Publications. List all of your research publications in a consistent style. One style

is to follow chronological order –starting with your first publication and ending

with publications that are currently under review. You can chose to include

publications that are in preparation – however these will generally be discarded

by the selection committee. Strictly speaking, you should only include

publications that are refereed – meaning only refereed journal and conference

papers. However, if this section looks a little lean you could include poster

presentations or reports to research sponsors, etc.

7. Presentations. If you have given any “invited” presentations of your work, list

these together with the talk title, talk date and location.

8. Teaching Experience. List all of your teaching experience in chronological order.

Include course evaluations if they are good. Also include any outreach/ teaching

that has involved youth groups, citizens groups or K-12 education.

9. Other Information: Some people chose to list their interests and hobbies. If you

are fluent in another language or have a special skill that you think is relevant to

the position this can also be included.

Research Statement

This should be about 2 to 3 pages in length. Do not provide an exhaustive essay as it

will not be read. The statement should consist of:

Opening Paragraph. State the broad problem domain of your research and

emphasize why it is important. Tie the importance of this domain to the specific job

description of the faculty position.

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Main Body. The main body of the statement should be about 3 paragraphs long.

Provide an initial paragraph that specifically states how your research is contributing to

the problem domain you have identified in the opening paragraph. Try to emphasize

how your research is moving the field forward. Follow with a paragraph that summarizes

your research approach, the important contributions that you have made to date and

those that you expect to make. Refer to papers that achieve these contributions. In the

next paragraph state your ideas for future research directions. Identify why these

directions have promise and, if you can, mention potential funding sources for these

areas. If you have any experience with proposal writing mention it.

Collaborations

If you can identify faculty/ research groups at the institution you are applying to with

whom you could collaborate, or facilities that you could make use of, highlight these

facts in a closing paragraph. Your aim is to convince the search committee that you will

both strengthen existing research at the institution and nucleate new exciting research

directions.

Research and Teaching

If you can, finish with a paragraph that identifies ways to tie your research into teaching.

Emphasize the importance of bringing your research into the classroom and providing

students with research opportunities. If you can identify specific educational initiatives at

the institute where you are applying, state your willingness to contribute to these

initiatives.

List of Referees

Contact all referees before including them on a list. If possible, meet with them (or talk

to them on the phone) so you can inform them about the specific position and highlight

the reasons why you are an excellent candidate. Do not give the names of people who

do not know your work, or who have not agreed to be named.

It is helpful if your referees do not come from the same institution. If you can’t avoid this,

try to at least include people from different departments. Senior people will carry much

more weight that junior people.

Speak to your advisor about your choice of referees. He/She may be able to suggest

colleagues to include, or suggest people who will write supportive letters.

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Personal Statement(s)

Personal statements are sometimes also called "application essays" or "statements of

purpose." Whatever they are called, they are essentially essays written in response to a

question or questions on a graduate school, scholarship or study abroad application

form which asks for some sort of sustained response. Some applications ask more

specific questions than others. There is no set formula to follow in shaping your

response, only choices for you to make, such as whether you should write an essay that

is more autobiographically focused or one that is more professionally focused. From

application to application, requested personal statements also vary widely in length,

ranging from a couple of paragraphs to a series of essays of a page or so each.

Personal statements are most important when you are applying to an extremely

competitive program, where all the applicants have high test scores and GPA's, and

when you are a marginal candidate and need the essay to compensate for low test

scores or a low GPA.

The personal statement, your opportunity to sell yourself in the application process,

generally falls into one of two categories:

1. The general, comprehensive personal statement:

This allows you maximum freedom in terms of what you write and is the type of

statement often prepared for standard medical or law school application forms.

2. The response to very specific questions:

Often, graduate school applications ask specific questions, and your statement should

respond specifically to the question being asked. Some business school applications

favor multiple essays, typically asking for responses to three or more questions.

Questions to ask yourself before you write:

• What's special, unique, distinctive, and/or impressive about you or your life story?

• What details of your life (personal or family problems, history, people or events

that have shaped you or influenced your goals) might help the committee better

understand you or help set you apart from other applicants?

• When did you become interested in this field and what have you learned about it

(and about yourself) that has further stimulated your interest and reinforced your

conviction that you are well suited to this field? What insights have you gained?

• How have you learned about this field—through classes, readings, seminars,

work or other experiences, or conversations with people already in the field?

• If you have worked a lot during your college years, what have you learned

(leadership or managerial skills, for example), and how have you grown?

• What are your career goals?

• Are there any gaps or discrepancies in your academic record that you should

explain (great grades but mediocre LSAT or GRE scores, for example, or a

distinct upward pattern to your GPA if it was only average in the beginning)?

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• Have you had to overcome any unusual obstacles or hardships (for example,

economic, familial, or physical) in your life?

• What personal characteristics (for example, integrity, compassion, and/or

persistence) do you possess that would improve your prospects for success in

the field or profession? Is there a way to demonstrate or document that you have

these characteristics?

• What skills (for example, leadership, communicative, analytical) do you possess?

• Why might you be a stronger candidate for graduate school—and more

successful and effective in the profession or field than other applicants?

• What are the most compelling reasons you can give for the admissions

committee to be interested in you?

Answer the questions that are asked

• If you are applying to several schools, you may find questions in each application

that are somewhat similar.

• Don't be tempted to use the same statement for all applications. It is important to

answer each question being asked, and if slightly different answers are needed,

you should write separate statements. In every case, be sure your answer fits the

question being asked.

Tell a story

• Think in terms of demonstrating through concrete experience. One of the worst

things you can do is to bore the admissions committee. If your statement is fresh,

lively, and different, you'll be putting yourself ahead of the pack. If you distinguish

yourself through your story, you will make yourself memorable.

Be specific

• Don't, for example, state that you would make an excellent doctor unless you can

back it up with specific reasons. Your desire to become a psychologist should be

logical, the result of specific experience that is described in your statement. Your

application should emerge as the logical conclusion to your story.

Find an angle

• If you're like most people, your life story lacks drama, so figuring out a way to

make it interesting becomes the challenge. Finding an angle or a "hook" is vital.

Concentrate on your opening paragraph

• The lead or opening paragraph is generally the most important. It is here that you

grab the reader's attention or lose it. This paragraph becomes the framework for

the rest of the statement.

Tell what you know

• The middle section of your essay might detail your interest and experience in

your particular field, as well as some of your knowledge of the field. Too many

people graduate with little or no knowledge of the nuts and bolts of the profession

or field they hope to enter. Be as specific as you can in relating what you know

about the field and use the language professionals use in conveying this

information. Refer to experiences (work, research, etc.), classes, conversations

with people in the field, books you've read, seminars you've attended, or any

other source of specific information about the career you want and why you're

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suited to it. Since you will have to select what you include in your statement, the

choices you make are often an indication of your judgment.

Don't include some subjects

• There are certain things best left out of personal statements. For example,

references to experiences or accomplishments in high school or earlier are

generally not a good idea. Don't mention potentially controversial subjects (for

example, controversial religious or political issues).

Do some research, if needed

• If a school wants to know why you're applying to it rather than another school, do

some research to find out what sets your choice apart from other universities or

programs. If the school setting would provide an important geographical or

cultural change for you, this might be a factor to mention.

Write well and correctly

• Be meticulous. Type and proofread your essay very carefully. Many admissions

officers say that good written skills and command of correct use of language are

important to them as they read these statements. Express yourself clearly and

concisely. Adhere to stated word limits.

Avoid clichés

• Stay away from often-repeated or tired statements.

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Timeline Preparation:

http://www.bizvision.com/webcast/prod/79967?group_stream_idx=6690

Junior Year

semester

• Begin researching potential careers in psychology.

• Read about faculty interests at your college or university that may be a good fit with your own

interests. Read over recent publications and look carefully at faculty web pages to determine

the faculty members’ most current research projects.

• Reach out to the faculty members who may have availability in research labs with whom you

have taken at least one class with and did exceptionally well in (preferably an “A” grade in

class).

• Find out about field work opportunities in the area of psychology that you would like to

pursue to gain valuable hands on experience.

semester (or sooner)

• Begin to explore graduate programs in psychology that you may be interested in. Evaluate

overall program requirements of a strong applicant. Most programs look for high GPA, GRE

scores above the minimum criteria for the specific program, solid letters of recommendation

(best if obtained by a faculty with whom you have worked closely) and research

experience. A good resource to find out overall requirements for acceptance into psychology

programs is the most current printing of a copy of Graduate Study in Psychology (this book

can be found in most libraries as a reference). BE SURE TO MAKE NOTE OF

APPLICATION DEADLINES FOR EACH PROGRAM.

• Begin studying for the GRE. Obtain study materials, price out local courses offered and take

as many practice exams as possible to assess your strengths and weaknesses.

• Review your transcripts to determine whether there are any courses that you are required to

take to fulfill your major, and evaluate your GPA. (Most Ph.D. programs look for a GPA of

3.5 or higher in an applicant).

• Determine whether or not you are eligible for membership to Psi Chi International Honors

Society. , If you do not meet the GPA requirements, you may still have enough time to

strengthen your GPA.

• Find out about state, regional and national psychology conferences that you may wish to

attend. Attendance is an excellent way to learn about what research is being done in the

field of psychology, and to network with professors and graduate students from colleges or

universities that you may wish to apply.

Senior Year

Summer prior (or sooner)

• Design a “Program Application Plan.” Make note of specific requirements of programs to

which you wish to apply: type of programs offered, minimum GPA/GRE scores, application

fees, and deadlines for applications.

• Review psychology department web pages of potential graduate programs to which you wish

to apply. Request more information specific to the program. Attend open house events,

graduate school fairs, and schedule visits, if possible.

• Schedule the GRE for no later than October, if your plan is to start graduate school the year

after you graduate with your bachelor’s degree.

semester

September

• Identify potential advisors that you would be interested in working with in each program that

you are planning to apply. Read over each professor’s Curriculum Vitae (C.V.) with whom

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you would like to work and obtain recent publications to educate yourself on whether or not

the faculty member would be a good fit with your interests.

• Get copies of your undergraduate transcript(s).

• Determine which professors you would like to ask to write you letters of recommendation.

• Prepare your resume/CV with experience that you already have acquired.

• Begin writing your personal statement. This will take many revisions, so start early and ask

others for feedback prior to each revision!

October

• Take the GRE!!! Request all scores be sent directly from ETS to the schools to which you

are applying

• Begin filling out applications.

• Complete financial aid forms.

• Obtain letters of recommendation packet checklist and complete required materials for each

professor from whom you wish to request a letter . Keep in mind that it usually takes at least

3 weeks for a professor to write a letter of recommendation from the time that you provide

them with your letter of recommendation packet. Be aware of application deadlines! Few

professors will put their own priorities on hold to write you a last minute letter

request. Providing them with ample time to write one is only a benefit to you.

• Contact professors with whom you have a great rapport, in person, to request a strong letter

of recommendation from each. Graduate programs generally ask for 3 letters, so you will

want to ask at least 3 different professors. (If you are applying to multiple programs with

different areas of concentration – e.g., cognitive vs developmental – it is acceptable to ask

different faculty members to write letters that are in line with a specific psychology program.)

November

• Immediately (preferably 1

week) provide professors who have agreed to write you

letters of recommendation with a completed packet. Be sure to provide due dates for

each letter of recommendation, and most importantly, WAIVE your right to see the letter that

each writes. If you choose not to waive your right, the professor may not feel comfortable

writing a letter on your behalf. In addition, graduate committees generally do not apply as

much weight to letters written on your behalf that you have readFully complete applications.

• Finalize financial aid forms.

• Prepare the final draft of your personal statement and C.V.

• Request official undergraduate transcripts be sent to each school to which you are applying.

• BE AWARE OFAPPLICATION DEADLINES & SUBMIT ON TIME!!!

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REQUESTING LETTERS OF RECOMMENDATION

FOR UNDERGRADUATE/GRADUATE STUDENTs

We at FAMU are pleased that you plan to pursue jobs, scholarships, and/or graduate

school admission; most faulty members are delighted to assist in student development.

However, recommendation letter request may not be granted if they are noted provided

in a timely fashion (most faculty will not provide a response to requests made during the

last week of classes for the fall, spring, or summer terms.) Please see instructions below.

Some of the information most faculty members will request from you is relevant for those

seeking acceptance to graduate school only (e.g., graduate GPA, GRE score). Please submit

the information below in one packet and not piecemeal (e.g., some electronic and others hard

copy). Keeping other students’ information separate from yours and having your information

easily accessible will aid in the faculty member efficiently providing a quality letter when they sit

down to compose letters of recommendation.

Submit this sheet with responses for 1-12 inserted and highlighted in yellow. For example, for

question number 5 (honors you have received) cut and paste the answer into this document

rather than referring me to your CV. Then highlight the answer in yellow.

For letters of recommendation, please submit the following in a big brown envelop with your

name on the outside or electronically via email to professor email:

firstname.lastname@famu.edu

1. A resume with relevant experience and coursework. I want you to include your resume but I

also want you to cut and paste relevant work experience and course work from your resume

(psychology courses and the grade) placing them here and highlighted in yellow. [Place here].

2. Relevant volunteer work (things that would be related to your chosen field or that provided an

opportunity for you to demonstrate skills needed for your chosen field, i.e., research,

volunteering, shadowing, or internship(s)).

3.Names of courses you have taken under me and your grade/s. [i.e., Jane Doe; Spring 2016;

Abnormal Psychology; B+].

4. Other relationship to me and time frame (e.g., you were/are my graduate assistant; you

presented with me at a conference or workshop; you are on my research team, etc.)

5. Honors you have received:

6. Organizations of which you are a part: description of leadership role in these organizations if

relevant

7. Research/research presentations you've done: Present Student Research at Imhotep Spring

2017 Research Conference; Topic: Evaluating Student Dedication to Academic Success

8.Undergrad. GPA and current grad. GPA if you are in a graduate program : 3.0

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9. If you are a graduate student, term you interned under me, name and description of

placement

10.GRE scores (wait for return of your GRE scores if you are applying to graduate school.)

Provide current scores you receive but also provide your scores converted to the old scoring

system (the old scores make more sense to me). You can go on line and google new GRE

scores to old GRE scores or something similar to get the conversion.

11.Career goals (What kind of degree do you want and ultimately what do you want to do with

it?)

12. A single sheet that contains the following in the format below (list in order of

deadline):

Names of

school

degree

program

address

full name of person to

whom letter is to be

addressed (if this is

known)

deadline for

letter

Provide information in this format so that professors may see the information at a glance. This

will allow faculty members to quickly respond to your request. Thus, make sure the information

is not buried within documents. To summarize, you are going to use this document and cut and

paste the responses to numbers 1through 12 above, highlighting each response. Then email

this document to the professor(s) you are requesting letters from.

Another Approach

Sample Request (Letter Form)

Dr. Doe,

A few years ago, I had you as a professor for Developmental Psychology and Psychology of

African Americans at FAMU. I graduated in May of last year, and am currently applying to

multiple Master of Social Work programs. My goal is to enter a program with a concentration in

mental health so that upon graduation, I can become a Licensed Clinical Social Worker.

Ultimately, I plan to receive my PhD in Psychology to become a child psychologist.

Receiving letters of recommendation from you would benefit me tremendously, specifically

because you can attest to my academic competence and can vouch for me as a student

prepared to take on graduate level work. Both of your classes challenged me to complete

additional reading and research, beyond the typical, so that I could have a deeper

understanding of the subject matter. I loved writing papers for your class because they allowed

me to complete more thorough analyses on subjects that meant a lot to me.

If you are interested in writing letters for me, please read the information below about the

programs to which you'd be writing as well as some things I've accomplished in the field of

social work that you might wish to include.

Programs:

32"

1. University of Chicago School of Social Service Administration- Clinical concentration.

UChicagooffers an AM degree which is equivalent to an MSW There is an emphasis

here on analytical and critical thinking skills. The deadline to submit letters is December

1st.

2. Columbia School of Social Work- Advanced Clinical Social Work Practice/Health, Mental

Health, and Disabilities. This program puts an emphasis on leadership and analysis. The

deadline to submit letters is December 1st.

3. UCLA- The Luskin School of Public Affairs seeks to educate students with leadership

potential and focuses on research and social policy. The deadline to submit letters is

December 15th.

All letters will be submitted online.

A little about ME - Accomplishments:

1. As an undergraduate, I completed research with an FAMU faculty member, Jane DOE,

and a few graduate students. We studied behavioral issues in children in the public

school system (included surrounding counties).

1. I input demographic and diagnostic data into SPSS, a computer program, for

organization and analysis of data.

2. I researched various psychology-related topics using the FAMU library databases

and constructed summaries of this information to present them to the other

students (undergrad and grad) working on the research team.

2. As an undergrad I competed on the FAMU Forensics (speech & debate) team.

1. I researched and analyzed topics pertaining to technology, history, social issues,

etc and constructed speeches and arguments to present to diverse audiences

2. I traveled nationally to compete against other college students in speech

activities

3. Each year, I qualified multiple events to two national tournaments!

3. Last year (From July 20XX to October 20XX) I was a Guardian ad Litem - This means

that I was a volunteer case manager for a child who had been abused, abandoned, or

neglected by his family. The child was removed from the home and given a GAL to help

discern the best case scenario for the child (i.e. reunification with the family, adoption,

foster care, etc)

1. I visited the child and conducted visitation reports at least once a month

2. I testified in court to advocate for my child's needs

3. I submitted written testimony to the court to express my concerns with the child's

current placement

4. I currently volunteer as a Hotline Crisis Counselor for 211 Big Bend

1. I handle calls from distressed callers in need of short-term counseling. I tackle

issues from sexual trauma, domestic violence, suicide, homicide, child abuse,

psychosis, etc. This involves assessing the safety of the caller, completing

lethality assessments, and reflecting the feelings of the caller.

2. I provide callers with relevant referrals to community resources (i.e. rent

assistance, utilities assistance, food/clothing banks, counselors and therapists,

etc.

5. My newest job is with the Department of Children and Families! I work as an Abuse

Counselor on the Florida Abuse Hotline.

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1. I take calls and create reports that highlight all pertinent information related to the

alleged maltreatment. I screen calls related to abuse, abandonment, and neglect

in children as well as abuse, neglect, and exploitation in adults.

2. I assess information presented to me by reporters/callers and determine the

urgency of the report (immediate-4 hour response time or 24 hour response

time).

3. I connect callers to community resources that might benefit them (if they are not

calling to report abuse).

If you have any additional questions, please let me know. I would love to speak with you in more

detail about my plans for graduate school and the impact your classes had on my career

goals! You may reach me via phone or email.

Thank you for your time,

Your Name

34"

MASTERS DEGREE PROGRAM IN COMMUNITY PSYCHOLOGY

The graduate programs in community psychology provide students with academic,

research and multicultural skills designed to prepare them for professional employment

or doctoral level training. Within this context, the program incorporates an emphasis on

Black psychology and mental health of populations of African descent and persons of

color. Content courses and experiential exposures are provided to implement this

multicultural orientation.

Students enrolled in the Community Psychology Track are required to complete a

minimum of 46 semester hours, including 34 hours of course work, an internship (one

semester) and a research thesis, in order to fulfill graduation requirements.

Community Psychology Curriculum

Required Courses:

Cr. Hrs.

CLP6166

Psychopathology

CLP6445

Individual Personality Testing

CYP6936

Seminar in Community Psychology

CYP6938

Advanced Seminar in Black Psychology

PPE6055

Seminar in Theories of Personality

PSY6064

Proseminar in Advanced General Psychology

PSY6206

Psychological Statistics & Measurement

PSY6216

Research Methods

SPS6191

Psycho-educational Assessment I

SPS6203

Intervention Techniques

Internship and Thesis

CYP6948

Internship in Community Psychology

06-12

PSY6971

Thesis

06-12

Electives

DEP6056

Developmental Psychology

EAB6766

Advanced Behavior Modification

35"

The community psychology graduate program serves both traditional and non-traditional

students. Although students are on the average between 22-25 years of age at entry,

nontraditional students are welcome and are relatively easily accommodated with some

classes being offered in the evenings. FAMU has a child care facility on campus that

can provide support to students with young and school-age children.

Between 8-15 students are typically admitted into the community psychology program

each year. In general, students are expected to fulfill the following admission criteria:

• Major or minor in psychology

• GPA of 3.0 (on a 4.00 scale) or GRE of 1000

• 3 letters of recommendation

At least 10% of each class includes students who do not meet these criteria. These

individuals are given support to assist them in completing the program.

Obtaining the Masters of Science degree in community psychology involves completion

of all required courses and maintenance of a “B” average. Students must also complete

a thesis and an approved community psychology internship. The program is structured

so that students may complete it in two years.

COMMUNITY PSYCHOLOGY

MODEL PROGRAM SCHEDULE

First Semester

CYP6936

PSY6206

PPE6055

PSY6064

Seminar in Community Psych.

Psychological Statistics & Measurement

Seminar in Theories of Personality

Proseminar in Advanced General Psychology

Second Semester

PSY6216

CYP6938

SPS6191

CLP6166

Research Methods

Advanced Seminar in Black Psychology

Psychoeducational Assessment I

Psychopathology

Third Semester

SPS6206

CLP6445

PSY6971

Intervention Techniques

Individual Personality Testing

Thesis

06-12

Fourth Semester

CYP6948

PSY6971

Internship in Community Psychology

Thesis

(06-12)

06-12

36"

Professional Organizations:

The Association of Black Psychologists (ABPsi)

The Association of Black Psychologists sees its mission and destiny as the liberation of

the African Mind, empowerment of the African Character, and enlivenment and

illumination of the African Spirit.

Purpose of the Association

The Association is organized to operate exclusively for charitable and educational

purposes, including but not limited to:

• promoting and advancing the profession of African Psychology

• influencing and affecting social change; and

• developing programs whereby psychologists of African descent (hereafter known

as Black Psychologists) can assist in solving problems of Black communities and

other ethnic groups.

To accomplish these purposes, the Board of Directors (hereafter known as "the board")

shall exercise the following specific functions:

• establish a central organization of Black Psychologists;

• develop funding sources for working capital, staff support, and educational

programs;

• seek funding for projects involving Black Psychologists, such projects to include,

but not be limited to: Scholarly Journals, Training Programs, Recruitment of

Students and Faculty and community Mental Health Care Programs; and

• work with such organizations of behavioral scientists as are able to implement

the purposes of The Association.

http://www.abpsi.org/

The Student Circle of ABPsi

The Student Circle boasts a membership of several hundred students, located on

college campuses nationwide. Members of the Student Circle have access to

scholarship opportunities, leadership development, professional networks, student

support, scholarly writing opportunities, The Psych Discourse News Journal, The

Journal of Black Psychology, and much more!

Student Circle members are undergraduate and graduate students in psychology or a

related discipline, and do not pay additional dues or fees (in addition to general

membership dues). They enjoy all of the same benefits as professional members, with

exception of inclusion on the Psychologist Referral Listing on the website. Student

Circle members also have access to specialized programming at the ABPsi Annual

Convention and other events such as the Student Circle Western Regional Conference.

http://www.abpsi.org/student_circle.html

37"

References

The Association of Black Psychologists (n.d.). Our Mission. Retrieved February 22,

2017, from www.abpsi.org

Culligan, P. (n.d.). Tips for Applying to Faculty Positions. Retrieved January 23, 2017,

from http://facultydiversity.columbia.edu/tips-applying-faculty-positions

Doran, J., & A. B. (2012, May 08). Welcome to the Purdue OWL. Retrieved January 23,

2017, from https://owl.english.purdue.edu/owl/resource/642/01/

Dunn, J. (n.d.). Department of Psychology. Retrieved January 23, 2017, from

https://psychology.camden.rutgers.edu/undergraduate/preparation/timeline/

Rutgers University.

Florida A&M University (2017). Department of Graduate Studies. Retrieved January 23,

2017, from http://www.famu.edu/index.cfm?graduatestudies&Home

Florida A&M University (2017). Department of Psychology. Retrieved February 22,

2017, from http://www.famu.edu/index.cfm?graduatestudies&Home

Hogan, T., & Norcross, J. (n.d.). Preparing and Applying for Graduate School in

Psychology. Retrieved January 23, 2017, from

http://www.bizvision.com/webcast/prod/79967?group_stream_idx=6690

Ramos. F., Commodore, F., & Coello, F. (2016). Graduate School for Students at

Minority Serving Institutions. Retrieved January 23, 2017, from

http://www2.gse.upenn.edu/cmsi/sites/gse.upenn.edu.cmsi/files/MSI_Guide2Gra

dSchool_FINAL.pdf