Student satisfaction as a measure of departmental quality.

Undergraduate and graduate students in 38 departments indicated their degree of satisfaction with their major department (7,360 and 2,396 Ss in 1976 and 1977, respectively). Two highly correlated factors, General Satisfaction with Major and Satisfaction with Mentorship, were obtained for the 2 groups for the 2 successive years. Factor scores did not differ substantially across subgroups of students with differing characteristics on class level, GPA, sex, field of study, or reason for choosing their major. 15 faculty and departmental characteristics were also uncorrelated with factor scores. Student satisfaction thus appears to represent a unique criterion for assessing departmental quality. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behaviorally anchored scales for assessing behavioral science teaching.

Attempted to (a) identify critical behavioral dimensions associated with teaching behavioral science courses at the university level, (b) develop a set of behaviorally anchored rating scales (BARS) to assess these dimensions, and (c) make a psychometric comparison of the BARS with the Student Instructional Report (SIR), a measure of student perceptions of teacher performance. Based on data obtained from 381 graduate and undergraduate students, BARS had less skewness, lower intercorrelation of ratings on various behavioral dimensions, and lower variability in ratings than the SIR. Content validity and latent factor structure of the new instrument are also reported. (French summary) (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factorial invariance of a campus climate measure across race, gender, and student classification.

Invariance analyses using multigroup confirmatory factor analysis were conducted to test a model of campus climate perceptions for its equivalence in a combined sample of 2,634 undergraduate and graduate university students across race, gender, and student status. Results suggested that a multidimensional model of campus climate comprised of psychological and behavioral climate dimensions appears to be supported for both undergraduate and graduate students across race/ethnicity and gender. Nonequivalence of factor loadings seen in all three invariance comparisons indicated that relationships between items and the underlying factors differed in magnitude on some climate dimensions between males and females, White and ethnic minority students, and graduate versus undergraduate students. Implications for future climate measurement and higher education policy and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Big Ten Student Suicide Study: a 10-year study of suicides on midwestern university campuses

The Big Ten Student Suicide Study was undertaken from 1980-1990 to determine the suicide rates on Big Ten University campuses. The study design attempted to address many of the statistical and epidemiological flaws identified in previous studies of campus student suicides. The 10-year study collected demographic and correlational data on 261 suicides of registered students at 12 midwestern campuses. The largest number of suicides for both males and females were in the 20-24-year-old age group (46%), and amongst graduate students (32%). The overall student suicide rate of 7.5/100,000 is one half of the computed national suicide rate (15.0/100,000) for a matched sample by age, gender, and race. Despite the overall lower suicide rate, the analyses revealed that students 25 and over have a significantly higher risk than younger students. Although women have rates roughly half those of men throughout their undergraduate years, graduate women have rates not significantly different from their male counterparts (graduate women 9.1/100,000 and graduate men 11.6/100,000).     

Graduate education of Negro psychologists.

The "Council on Psychological Resources in the South was impressed with the dearth of psychologists in the South, particularly Negro psychologists" and appointed a committee "… to study the facts in this regard and to make recommendations for pertinent action." Fifty-six (98.2%) of fifty-seven graduate departments of psychology surveyed answered questionnaires concerning Negro psychologists receiving graduate degrees and the undergraduate origin of these students. "Negro personnel in psychology come in considerable proportion (one-third) from Negro undergraduate schools in the South." "In the process of bridging the gap between inadequate undergraduate training and high level graduate work, Howard University is making an exceptional contribution toward training in scientific and professional psychology." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Underrepresented students in STEM: The transition from undergraduate to graduate programs.

We used longitudinal tracking data from Cohorts I and II of the Gates Millennium Scholars (GMS) Program to test whether this intervention program and being a STEM (science, technology, engineering, and mathematics) undergraduate major helped underrepresented students transition into STEM graduate degree programs in 2006–2007. We found that being a GMS Scholar increased the odds of being currently enrolled in a graduate program and in a STEM graduate field, regardless of whether the student was a STEM undergraduate major. We also found that STEM undergraduate majors were more likely to transition into these graduate degree programs, and that being an undergraduate STEM major was especially beneficial to GMS Scholars. These findings varied considerably across underrepresented groups. We found that undergraduate intervention programs can both retain and insert underrepresented students at the STEM graduate level, thus potentially adding needed diversity at these educational levels. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Social support and stress during the first year of graduate school.

Describes the effects of varying levels of social interaction on 22 1st-yr graduate students' reports of stressful events and on their health and emotional problems during the 1st 6 mo of graduate study. Ss completed 2 questionnaires partially drawn from the Graduate Student Questionnaire. They also recorded their social contacts. An inverse relationship was found between frequency of social interactions with peers and faculty during the 1st 10 wks of study and the incidence of stressful life events and the number of reported physical and psychological disturbances throughout the next 6 mo. The quality of faculty–student interactions also emerged as an important factor that moderated the negative consequences of the major life changes associated with beginning graduate school. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An evaluation of Graduate Record Examinations as predictors of graduate success in a Canadian context.

Assessed the predictive validity of the Graduate Record Examinations (Advanced, Quantitative, and Verbal) in an archival study of graduate success in a psychology master's program. These tests and 5 other predictors (undergraduate GPA, letters of recommendation, undergraduate scholarships/awards, undergraduate teaching and/or research experience, and age) were correlated with 4 measures of graduate success: graduate GPA, graduate statistics course grade, time to completion of program, and a rating of program performance. Data from 55 student files indicated that the GREs, in particular the Advanced test score, were the best predictors for all but the time-to-completion variable. Multiple regression and discriminant function analyses supported the use of the GREs as predictors of success in this program. Ethical considerations regarding the use of the GREs in selection are also discussed. (French abstract) (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Course and student characteristic correlates of the course evaluation instrument.

Describes briefly the Course Evaluation Instrument (CEI), which has 5 dimensions for assessing instructor and course effectiveness. For samples of undergraduate (n = 3,498) and graduate students (n = 1,438), a field test is reported that examined relationships between dimension scores and (a) 5 student and course characteristics (GPA, expected grade, course difficulty, course required or not, and course in major area or not) and (b) courses taken treated as a set of dummy variables. Student and course characteristics accounted for a small but significant proportion of variance for all dimensions. However, courses taken accounted for a substantial proportion of dimension variance even after the student and course characteristic variables had been controlled. It is suggested that the CEI measures differences in student learning. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Undergraduate grades and the Miller Analogies Test as predictors of graduate success.

Ss were "124 students who entered the graduate program at the University of Michigan during the years 1951 through 1955… . Information available on each applicant at the time of entrance included the following measures": total undergraduate grade point average (GPA), undergraduate GPA in science and mathematics, undergraduate GPA in psychology courses, MAT score, objective comprehensive examination in psychology. Measures of "success" included: GPA in graduate courses, marks on doctoral preliminary examinations, faculty ratings of potential professional contribution and potential scientific contribution. 6 tables of results are presented. The best predictor of marks in graduate courses was undergraduate GPA in science courses; it also best predicted preliminary examination grades. "The MAT significantly predicted graduate course grades and was the best predictor of potential scientific contribution of the student." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Undergraduate training for psychologists.

"The chairmen of the psychology departments of the 167 institutions listed in the December 1956 issue of the American Psychologist as offering graduate work in psychology were surveyed as to their opinions regarding an ideal undergraduate curriculum for prospective graduate students. One hundred and forty-nine (89%) of the questionnaires were returned… . A large majority of the chairmen (85%) agreed that the best undergraduate major would be psychology." Biological science and mathematics were listed most frequently as the best minor. Tables are presented of the preferred undergraduate nonpsychology courses for graduate training applicants and preferred undergraduate psychology courses for graduate training applicants. The preferred nonpsychology courses listed by at least 70% of all the chairmen were algebra, anthropology, physics, physiology, and sociology. Preferred psychology courses were beginning statistics and experimental psychology (indicated by 96% and 95% of the chairmen, respectively). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity of students' evaluations of college teaching: A multitrait–multimethod analysis.

College instructors in 329 classes evaluated their own teaching effectiveness with the same 35-item rating form used by their students. There was student–instructor agreement in courses taught by teaching assistants (r?=?.46), undergraduate courses taught by faculty (r?=?.41), and graduate level courses (r?=?.39). Separate factor analyses of the student and instructor ratings demonstrated that the same 9 evaluation factors (e.g., work load, organization, interaction) underlay both sets of ratings. A multitrait–multimethod analysis supported convergent and divergent validity of these rating factors. Not only were correlations between student and instructor ratings on the same factors statistically significant for each of 9 factors, but correlations between their ratings on different factors were low. Findings demonstrate student–instructor agreement on evaluation of teaching effectiveness, support the validity of student ratings for both graduate and undergraduate courses, and emphasize the importance of using multifactor rating scales derived through the application of factor analysis. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

To the Committees on Admissions.

Comments on posters sent to undergraduate departments of psychology to attract students to graduate programs at universities. The author suggests the time and money spent on these posters would be better used to sponsor a colloquium for undergraduates from nearby colleges, have an open house in their laboratories, or in general contribute to the vitality of the discipline at the undergraduate level while recruiting their graduate students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Selecting Psychology Graduate Students: Validity Evidence for a Test of Tacit Knowledge.

This study provides initial evidence for the criterion-related validity of tacit knowledge (TK) as an alternative measure for selecting psychology graduate students and adds insight to the construct of TK by evaluating its factor structure, assessing convergent relationships with other variables, and exploring alternative reasons for why TK predicts performance. TK provided incremental validity beyond GRE scores, undergraduate GPA, and 7 personality dimensions in predicting graduate school performance. Moreover, TK scores computed from experts at different universities yielded nearly identical criterion-related validity coefficients, thus strengthening the generalizability of the predictor. Although the results of the present study demonstrate convergent relationships between TK and conceptually related variables, factor analyses conducted on the TK measure did not support the subdimensions proposed by the authors of the scale. Limitations of the present study, issues involving revision of the TK measure, and recommendations for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development and initial validation of the Multicultural Counseling Self-Efficacy Scale--Racial Diversity Form.

Drawing upon social-cognitive theory and the multicultural counseling competency literature, the Multicultural Counseling Self-Efficacy Scale-Racial Diversity Form (MCSE-RD) was developed to assess perceived ability to counsel racially diverse clients. Data were collected from 181 graduate students in counseling-related programs, 41 undergraduate psychology students, and 22 graduate students enrolled in a prepracticum course. Results of an exploratory factor analysis retained 37 items and identified three underlying factors: Multicultural Intervention, Multicultural Assessment, and Multicultural Session Management. MCSE-RD subscale and total scores produced adequate internal consistency and test-retest reliability estimates. Initial validity findings indicated theory-consistent relations of MCSE-RD scores with general counseling self-efficacy, multicultural counseling competency, social desirability, therapist demographics, and educational/training variables. Participation in prepracticum was associated with positive change in MCSE-RD scores. Implications for training and future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On revitalizing the measurement curriculum.

Comments on S. T. Meier's (see record 1994-03401-001) discussion of the importance of emphasizing measurement in graduate education in psychology. Meier highlighted 1 major impediment to the lack of emphasis placed on general measurement issues in undergraduate and graduate curriculum: the balkanization of measurement concerns in different areas of psychology. Other impediments to revitalizing the measurement curriculum are outlined and a schema by M. S. Aftanas (see record 1989-24546-001) is suggested as a base for planning curricula. Psychologists should be aware that measurement is of primary concern to all areas of psychology, and curricula at both undergraduate and graduate levels should deal with basic principles of all behavioral measurement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factor structure of the Bem Sex-Role Inventory and the Personal Attributes Questionnaire.

Separate factor analyses of the items of the Bem Sex-Role Inventory (BSRI) and the Personal Attributes Questionnaire for 419 undergraduate and graduate students yielded 4 factors for each instrument. The BSRI is seen as potentially more promising of independent measurement of constructs related to masculine–feminine identity but as still lacking in purity. The low scorer on BSRI Masculinity is seen as penalized, in that this scale contains several items interpreted as related to maturity or self-confidence. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The GRE Psychology Test as an unobstrusive measure of motivation.

The Psychology Achievement Test of the Graduate Record Examination (GRE-P) and failure to prepare for it may serve as an unobstrusive measure of motivation necessary for success in graduate school whether or not the content of the test taps abilities necessary for success. To test this hypothesis, records of 31 male graduate psychology students were obtained. Predictors included GRE-P, GRE Verbal and Quantitative Aptitude Test, Miller Analogies Test (MAT), undergraduate overall and undergraduate psychology GPA, and number of psychology courses taken prior to the GRE. Criteria included percentage of "A" grades in graduate school and graduation vs. termination. Only GRE-P and a difference score consisting of GRE-P minus MAT showed significant validity against the criteria. The results were interpreted as supporting the hypothesis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Construction Management Program

The typical limitations of the existing construction management programs are the lack of an integrated approach to managerial decisions in real life construction environment, not enough emphasis on engineering design, construction methods and communication skills, and poor coordination between the undergraduate and the graduate studies. An effective construction management program should. integrate teaching on undergraduate and graduate levels and research. On the undergraduate level it should provide the students with a good insight into all managerial tasks in civil engineering projects. On the graduate level it should allow specialization in the various areas of interest both to the practicing engineers and also to students who wish to pursue an academic career. The program should strongly interact with research and engineering practice.     

Nnamdi Pole: APA/APAGS Award for Distinguished Professional Contributions by a Graduate Student.

Provides the biography of Nnamdi Pole and announces that he has won the APA/APAGS Award for Distinguished Professional Contributions by a Graduate Student for a graduate career at the University of California, Berkeley, marked by excellence and distinction. His contributions to his graduate program, university, and community during this period were exemplary. A selected bibliography is also provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)