Class Information Instructor Information
PSYCH
6285 Helen
C. Harton, Ph.D.
Bartlett
34 Bartlett
2080; 273-2235
W 12-12:50 harton@uni.edu
http://www.uni.edu/harton
Office Hours: M 3-4; WF 11-11:50; whenever I’m around
Course Information
Course Learning Outcomes: This
course deals with a variety of professional issues that are relevant for people
in all areas of psychology. By the end of this course, you should be able to:
1) Describe
research being conducted in the psychology department and resources available
to students;
2)
Prepare for a successful and timely thesis completion;
3)
Critically evaluate previous research;
4)
Write in clear, APA style; and
5)
Prepare for your role and duties as a psychologist
Instructor Course Description: A lot
of the stuff in this class are things that are often taught informally, and
you’ll undoubtedly learn more about many of these topics from your thesis
supervisor and others. Some of them you may have even talked about as an
undergraduate, whereas others you should have
been taught as an undergraduate but weren’t. Other elements you may not
feel like you really need at this point. The idea behind the class is to take
this information that some people get and others don’t, and that comes at
odd times and piecemeal, and put it together to make sure that everyone gets at
least basic information on topics that are relevant for your thesis and for
your development as a psychologist early on in graduate school. If there are
things that you think don’t apply to you yet, then make notes and come
back to those things when it is applicable. It’s always easier to say
“I’ll pick it up as I go along” than it is to actually do
that. We want to make sure you get off on the right foot and stay there. The
class is also a time when you can ask questions about the thesis, classes, careers, whatever.
Course Catalog Description: Individualized
readings. May be repeated for a maximum of 6 hours. Prerequisite(s): Consent of
instructor.
Course Policies
Makeup and Late Paper Policies: Written assignments turned in by 5pm on the due date
are considered “on time.” You can turn in up to two written
assignments across the semester up to three days late each with no penalty.
After that, there will be a deduction of one letter grade for each day (ending
at 5pm) until it is turned in. Keep in mind that turning in an assignment late
may mean that you also get feedback later on that assignment, which could
affect other assignment grades. Oral presentations and exams need to be
completed at the date and time assigned except in extreme circumstances (e.g.,
illness, familial death). In those cases, you need to contact me before class.
Extra Credit Policy: I will offer extra credit for attending relevant
campus activities. Examples include RSP’s Ethics Workshops and Panels. I
will let you know about these opportunities as they come up. You can also ask
me about other events on campus, but make sure you do this before you go so you
know if it will count. Events need to be course-relevant (e.g., ethics,
plagiarism, CV writing, presentations, not just psychology in general). You
need to submit a one-page summary of the event, including what you learned from
it, within a week after the event is over to get credit. You can earn up to
four extra points on your final exam for each hour of presentations/workshops
you attend. You can’t get extra credit for something in this course that
you are also getting course credit for in another course (e.g., Advances and
Developments in Social Psychology).
Attendance Policy: Attendance at all class sessions is expected. You
are responsible for attending all sessions, reading the assigned books,
websites, and articles, and completing assignments described during class or on
the syllabus. If you must miss class
(e.g., for illness), send me an email before class letting me know. For each
unexcused absence after the first, 15 points will be deducted from your
participation grade.
Academic Ethics Policy
Statement: Students must
observe the Academics Ethics Policy (http://www.uni.edu/policies/301).
Cheating and
plagiarism of any kind or amount will not be tolerated and will result in
lowered grades, including a possible 0 on the assignment in question,
regardless of intentions. Ignorance of the rules is no excuse. If you have any questions about what is
acceptable, ask. Note that it is not acceptable to use secondary sources in
scientific writing—you should cite and
read the primary source.
Diversity and Inclusion Policy: It is my intent that
students from all diverse backgrounds and perspectives be well served by this
course, that students’ learning needs be addressed both in and out of
class, and that the diversity that students bring to this class be viewed as a
resource, strength, and benefit. It is my intent to present materials and
activities that are respectful of various types of diversity, including but not
limited to gender, sexuality, disability, age, socioeconomic status, ethnicity,
race, religion, and culture. Your suggestions are encouraged and appreciated.
Please let me know ways to improve the effectiveness of the course for you personally
or for other students or student groups. In addition, if any of our class
meetings conflict with your religious events, please let me know so that we can
make arrangements for you.
Classroom Civility Policy: It is important that we
discuss topics calmly and respectfully. We want to have an open setting where
everyone feels free to contribute, where no one tries to dominate the
conversations, and where we all remain open to other’s ideas. Ad hominem
comments are not appropriate.
Credit Hour Statement: This course meets the Course
Credit Hour Expectation outlined in the Course Catalog. Students should expect
to work a minimum of 2 hours per week outside of class for every course credit
hour. Since this is a graduate course, the expectation is that you will work
approximately 4 hours per week outside of class for every course credit hour.
Required Readings
Books:
1. American Psychological Association (2019). Publication manual of the American Psychological Association (7th
ed).
2. Silvia, P. J. (2007). How to
write a lot: A practical guide to productive academic writing.
3. Kail, R. V. (2019). Scientific writing for psychology (2nd ed.). Washington DC: Sage.
Chapters (available in Blackboard) from the following books:
Kracen, A. C., & Wallace, I. J. (2008). Applying
to graduate school in psychology: Advice from successful students and prominent
psychologists. Washington, DC: APA.
Leong, F. T. L.,
& Austin, J. T. (Eds.) (2006). The
psychology research handbook: A guide for graduate students and research
assistants (2nd ed.).
Nicol, A. A. M., & Pexman, P. M. (2010). Displaying
your findings: A practical guide for creating figures, posters, and presentations
(6th ed).
Prinstein, M. J. (Ed.) (2013). The portable mentor: Expert guide to a successful career in psychology (2nd
ed.). New York: Springer Science + Business Media.
Silvia, P. J., Delaney, P.
F., & Marcovitch, S. (2017). What psychology majors could (and should) be doing: A guide to research
experience, professional skills, and your options after college (2nd
ed). Washington, D.C.: American Psychological
Association.
Sternberg, R. J. (2010). The psychologist’s companion: A guide to
scientific writing for students and researchers (5th ed.). New
York: Cambridge University Press.
Sternberg, R. J. (Ed.) (2000). Guide to publishing in psychology journals. New York: Cambridge
University Press.
Walfish, S., & Hess, A. K. (Eds.) (2001). Succeeding in graduate school: The career
guide for psychology students.
Additional readings:
Additional required readings
are linked in the course schedule.
**Bring the readings to class
with you when we discuss that topic (hard copy or electronic).
Grading
Final Grades: Your final grade will
be determined by attendance, participation, and completion of various
assignments (detailed below).
All
assignments will be graded on a scale of 0-100 and averaged using the weights
below to determine your final grade.
|
93-100 |
A |
|
90-92 |
A- |
|
87-89 |
B+ |
|
83-86 |
B |
|
80-82 |
B- |
And so
on.
Assignment Weights:
|
Honors agreement |
required to get a grade in
class |
|
Writing assignments (Kail; Scientific
writing) |
7% |
|
Plagiarism exercises |
required to get a grade in
class |
|
2 article summaries |
15% |
|
Completion of Human
Participants Training |
required to get a grade in class |
|
IRB form |
8% |
|
Journals assignment |
5% |
|
Meet with 3 faculty and
choose thesis advisor |
required to get a grade in
the class |
|
Writing assignment (How to
write a lot) |
2.5% |
|
Article review |
7% |
|
CV/Resume |
7% |
|
Conference information |
2.5% |
|
Integrative review |
20% |
|
APA presentation |
6% |
|
APA test |
10% |
|
Informed participation |
10% |
Course Schedule
|
Date |
Topic |
Assignments |
|
8/28 |
Time management panel |
·
Read Suggestions from previous
students ·
Read More
suggestions ·
Read Life as a
psychology graduate student (and 2 essays) from Kracen
& Wallace, 2008 ·
Honor agreement
due |
|
9/4 |
Library
presentation—Room 373 of Rod Library |
·
Read 1) Finding
a research topic and 2) Bibliographic research from Leong & Austin, 2006 ·
Read Chapters 1
and 2 in Kail book ·
Kail exercises for Chapters
1 and 2 due. |
|
9/11 |
Writing
about research; Plagiarism |
·
Read Sample article summaries ·
Read Comments on summaries from
previous classes ·
Read How
to read a research article ·
Plagiarism
assignment due ·
Read Chapters 3
and 4 in Kail book ·
Kail exercises for
Chapters 3 and 4 due. |
|
9/18 |
Faculty Presentations |
·
1st article
summary due. |
|
9/25 |
·
Read Sternberg’s tips ·
Read 8 common misconceptions about psychology papers from Sternberg,
2010 ·
Read Chapters 5
and 7 in Kail book ·
Kail exercises for
Chapter 5 and 7 due. |
|
|
10/2 |
Faculty Presentations |
·
2nd article
summary due. |
|
10/9 |
·
Read IRB
information online (choose Human Participants—IRB on left) and
review forms. ·
Get your IRB training. You can
do this online program or go to the in-person training ·
HP training
certificate due. |
|
|
10/16 |
Choosing
an Advisor; PhD program vs MA
career prep; Politics in psychology |
·
Read 1) The
politics of graduate programs and 2) Students and faculty: The growth of
relationships from Walfish & Hess, 2001 ·
Completed IRB
form due. |
|
10/23 |
How to evaluate journals |
·
Journal
assignment due. |
|
10/30 |
Writing part 2; Reviewing
and accepting reviews |
·
Read Reviewing and evaluating a research article from Leong &
Austin, 2006
·
Read Reading
reviews, suffering rejection, and advocating for your paper from Sternberg,
2000 ·
Read How to
write an effective journal article review from Prinstein,
2013 ·
Read APA article
on writing reviews ·
Read digest of tips.pdf (other sources optional but
helpful) ·
Optional
resources on reviewing from Wiley ·
List of faculty
and chosen thesis supervisor due (form available in Blackboard) ·
Article summary
revision due (optional) |
|
11/6 |
·
Read How to write a lot. ·
Writing
assignment (how to write a lot) due. |
|
|
11/13 |
·
Bring in a
rough draft of your CV/resume ·
Read Making a
CV from Silvia et al., 2017 ·
Article review
due. |
|
|
11/20 |
·
Read 1) Posters
and 2) Visuals for presentations from Nicol & Pexman,
2010 ·
Read Presenting
your research from Prinstein, 2013 ·
Read 1)
Presenting a research talk and 2) Presenting a poster from Silvia et al.,
2017 ·
CV/resume due. ·
Read Chapter 6
in Kail book ·
Kail exercises for
Chapter 6 due. |
|
|
12/4 |
APA presentations |
·
Conference
paper due. ·
APA
presentation given either in this class or the next (see schedule) |
|
12/11 |
APA presentations |
·
Integrative
review paper due. |
|
12/16 1:00-2:50 |
Final exam |
·
APA style
test **Note that this is a
Monday! |
Further Information on Assignments
Honor agreement
Why it’s assigned: To make sure you’re
clear on what’s expected of you
Grading criteria: Whether you turn it in on
time
Writing assignments (Kail; Scientific
writing)
Why they’re assigned: Writing—doing it
clearly and often enough—are the two biggest impediments to success for
most academics. I’m assigning this book to help you become a better
scientific writer (and a better writing in general). Writing skills will make your
academic and future success much easier.
Grading criteria:
Correct
answers
Avoidance
of plagiarism
Notes on assignment: In the Kail
book, there are a number of exercises (e.g., Exercise 5.1) for each chapter. I
want you to answer the first and last item in each one. The answers to the
first one are in the book, so you can check your answers to it and use it to
guide you on your answer to the last one. You will put your answers to these
exercises in a google doc that is shared with only me and titled “Kail exercise—YourName”
(with your name replacing “YourName”).
Incorrect answers can be corrected for partial credit within two weeks after
the due date.
Plagiarism assignment
Why it’s assigned: Plagiarism is a major issue
in academics and beyond. I want to make sure you’re clear on what you can
and can’t do.
Grading criteria: Whether you turn it in on
time and do an adequate and complete job
Article summaries
Why they’re assigned: To give you early feedback
on your understanding of research articles and ability to write about them
clearly, succinctly, and using good scientific and APA style.
Grading criteria:
Understanding of article
Writing
and writing style
APA
style reference (including doi)
Avoidance
of plagiarism
Notes on assignment: See link for an example.
I’m looking for 1.5 to 2 pages, typed, double spaced, on each article
summarizing why it was done (background), what was done (in general—who
did what), what was found (no numbers, in words), and why we should care. The
APA style reference for the article should appear at the top of the document,
and you should turn in a copy of the article with the assignment (or you can
email me a link or pdf).
Completion of Human Participants Training
Why it’s assigned: The training is required to
serve as researcher or PI on any studies you conduct alone or with others.
It’s important to practice good ethics as a scientist (or a person in
general).
Grading criteria: Whether you turn it in on
time
Notes on assignment: Bring me or email me one copy of your
certificate.
IRB form
Why it’s assigned: To help you understand what
the questions are asking, so that when you do one for real, the process will go
more quickly and smoothly.
Grading criteria:
Whether you answer the questions asked on the form
Whether I would have questions or concerns as a
reviewer
How many revisions it takes until your study is
approved
Notes on assignment: The study you choose to describe can be
one that you’ve made up or one that you get out of a journal (or even one
you’ve done before as long as it’s not for a study you turned in to
the UNI IRB). It doesn’t have to be an earth-shattering study (I’m
not grading you on design except that it needs to make sense), but you should
show that you’ve thought through the details—who would you recruit,
how would you recruit them, etc. If you’re doing an article that you got
from somewhere else and it doesn’t specify some information that you
need, make it up.
Journal assignment
Why it’s assigned: You need to know how to
identify “good” journals and research vs. “not so good”
ones. This will get you thinking about what differentiates the quality of
journals and introduce you more fully to some journals that you may use in grad
school and beyond. It also gets you some early grad school experience working
with others and presenting.
Grading criteria:
Finding accurate information
Accurately
assessing the journal quality
Presenting
information clearly
Notes on assignment: I will give you a list of journals.
You’ll need to look at the instructions for authors and description of
the journal, as well as look through a few issues to find out information on
the following: What topics does the journal publish on? What types of articles
do they publish (e.g., review, theoretical, empirical)? How long are articles typically?
What types of methodologies and statistics do they use? How many studies
typically are in one article? Do the articles use theory to guide the studies?
Is it peer-reviewed? Do you have to pay to publish in it? Who is the publisher?
Is it associated with any group (e.g., APA, SPSP)? What is its rejection rate
and/or impact factor? Is it open-access? Using the information you found, what
grade would you give the journal? List your grade and describe your rationale
for that grade for each assigned journal. In class, we’ll discuss what
information you found most helpful in making your decisions.
List of faculty and choosing
of thesis supervisor
Why
it’s assigned: This one is actually a departmental requirement, not part of the class,
but since you’re all in this class I’m putting it here so
you’ll remember. The idea is to get you talking to faculty who might be
thesis supervisors/committee members and finding out about how your and their
research ideas mesh--and of course, to get you started on your thesis by
identifying your supervisor. You should meet with at least three faculty
members whose research interests you. These faculty members can be any graduate
faculty in the department; they do not have to be within your
“area.” In these meetings, you should discuss your research
interests and those of the faculty member. The faculty member may also suggest
some readings for you relevant to his/her research. By the end of October, you
should let me know who you have chosen as your thesis supervisor (and make sure
he/she has agreed to supervise you).
Beginning
by at least the first week of November, you should also meet regularly
(approximately weekly) with your thesis supervisor. During these meetings you
will discuss articles that you have read relevant to your thesis topic and
begin to develop your idea and topic more fully. Next semester you’ll
continue to work with him/her in an additional credit of readings.
Grading criteria: Turning it in on time
Notes on assignment: There
is a departmental form available in Blackboard that you need to fill out and
get your thesis supervisor to sign.
Revision of article
summary
Why it’s assigned: Practice is the best way to
improve your writing. Use the feedback I’ve provided and figure out what
you need to do to improve.
Grading criteria: Same as the original
summary, plus 1) improvement and 2) comments showing your understanding of
feedback
Notes on assignment: Turn in the original summary again, the
article, and your revised version. In the revision, use track changes so I can
see where you changed things, and add “comments” to explain why you
made changes. Your grade will be changed to an average of your two grades. You
can choose to revise either one (but only one) of your article summaries.
Writing assignment (how
to write a lot)
Why it’s assigned: Besides writing skills, many
people are held back by procrastination about writing. The purpose of this
assignment is to get you thinking about what your goals are and how you can get
there (writing goals down makes it more likely that you’ll reach them).
Grading criteria:
Thoughtfulness
of your plan/ideas
Grammar/writing
Notes on assignment: This
one can be written informally, but it still needs to be written well and should
be typed. In the writing plan, you’ll react to the information in the
Silvia book and in class. The thesis is an impediment to graduation for some
students—what will you do to ensure that it’s not one for you? How
can/will you use the information you’ve learned here and elsewhere to keep
your writing and research on track? What are your pitfalls you need to watch
for?
Article review
Why it’s assigned: To give you practice
reviewing articles. If you become a professor, you will do these “for
real.” There are also journals that allow graduate students to serve as
reviewers. But even if you never do another review, going through the process
will help you understand and critique research that you’ll use in your
thesis, in other papers, and in practice. It will also help you identify problems
that you can fix in your own research and writing.
Grading criteria:
Accuracy (whether your
criticisms are valid)
Clarity
(how well I can understand what you’re getting at)
Appropriate
presentation (whether it’s written as a review should be)
Notes on assignment: We’ll go through the
entire process so you can see what it would be like to be a reviewer. You and
some peers will individually review an article, then I’ll send the other
reviews (blind) back to you along with my “editor’s letter.”
This will also give you an idea of what it would be like to have your article
reviewed (i.e., what those usually look like).
CV/Resume
Why it’s assigned: You’ll all need to do
one eventually, and the more feedback you get, the better.
Grading criteria:
Format
Content (not how much you’ve done, but how
well you do describing what you’ve done)
Notes on assignment: You
can do a regular resume, a scannable resume, or a CV,
but let me know which it is. Grammar, etc. count here, as they will when you
turn it in to a school or employer. If you already have a CV/resume,
that’s great—just update it.
Conference paper
Why it’s assigned: To encourage you to
investigate conferences and get involved with research and/or career
exploration
Grading criteria: Whether you accurately
complete the assignment
Notes on assignment: Investigate 3 potential
conferences for your research or to meet with practitioners in your field. For
each conference, list the following:
Assignment
should be typed and put in your own words. (don’t just cut and
paste a glob from their website—show that you actually read and processed
it)
Integrative review
Why it’s assigned: To give you practice and
feedback on writing more than just an article summary. One of the biggest
problems that graduate students have is how to pull together research in a
literature review. This will hopefully create some paragraphs you can use in
your thesis and make the literature review writing part of your thesis
(typically the hardest part) go more quickly and smoothly.
Grading criteria:
Accuracy
Clarity
Scientific writing style (using formal writing,
using an appropriate amount of detail, using topic sentences and
explaining/critiquing/commenting on results, etc.)
APA style
Notes on assignment: This review should be about
2-3 typed pages (in APA style) plus an APA style reference section with 10+
articles. It should be something that you’re thinking about for your
thesis, and that you could use as a subsection in your thesis literature review.
Talk to me about topics if you’re not sure.
APA presentation
Why it’s assigned: You need to have a good
understanding of APA style for your classes and thesis. This is a way to get
that information without necessarily reading every word of the manual. It also
gives you more experience (and feedback from someone else) on a presentation.
Grading criteria:
Content
(do you accurately describe the important parts of the chapter/section)
Style
(are your PowerPoints well done, is your presentation style easy to follow and
interesting, etc.)
Understanding
(how well can you answer people’s questions)
Notes on assignment: The
presentation should be 10-15 minutes (no more than 15 even with questions) and
include some audio-visual materials (e.g., PowerPoint). In your presentation,
you should briefly outline the type of information to be found in your section
and then point out information that you believe people are less likely to know.
Don’t review things that everyone already likely knows or that wouldn’t
generally be relevant. Work together with your partner if you have one; you
should both be familiar with all parts of the chapter and both of you should
talk some during the presentation.
Assignments
and dates will be given out after the new manual is available.
APA style test
Why it’s assigned: Having a particular style in
a field is important so that people can easily find the things they need.
You’ll need APA style for your papers in grad school, including your
thesis, and for any presentations/publications you do. People seem to have
problems learning it (or at least applying it consistently), so hopefully being
tested on it will inspire you! (in other words, I’m tired of marking up
APA style errors on papers—we should be past that.)
Grading criteria: The test will be short
answer (e.g., write the APA style reference for this article) and multiple
choice (e.g., which of the following should you report with an ANOVA in a
results section).
Informed participation
Why it’s graded: In graduate school, you
learn from your peers and discussing information rather than just absorbing
information via lectures. In virtually every graduate course, you’ll be
expected to participate in class, and you’ll actually get much more from
the class if you do so.
Grading criteria: Do you participate in a
relevant way that shows that you’ve done the readings and thought about
them?
Resources and University Policy Statements
Counseling Center: UNI’s Counseling Center is free,
confidential, convenient, and effective. It is the mission of the University of
Northern Iowa Counseling Center to promote the personal development and
psychological well-being of all students and to encourage a college environment
that is conducive to growth and learning. To make an appointment, call 273-2676
(8:00-5:00 M-F). For urgent situations outside of office hours, call the
Counseling Center at 273-2676 and press 2 to speak to a crisis counselor. Call
911 in case of immediate danger.
The Learning Center: The Learning Center @ Rod Library has office
hours for assistance with writing, math, science, and college reading and
learning strategies. A graduate assistant assigned to help graduate students
with writing will be in the LC Mondays and Thursdays from 11-2. You can also
schedule appointments with Kat Wohlpart at https://uni.libcal.com/appointments/meetwithkat.
Beginning week two, The Learning Center (TLC) operates on a walk-in basis and
is open 10:00 am to 10:00 pm Monday through Thursday for general help. For more
information, go to https://tlc.uni.edu/tutoring, email
TheLearningCenter@uni.edu , call 319-273-6023, or visit the TLC desk located on
the main floor of Rod Library. If you are unable to come in during normal
tutoring hours, online tutoring is available through Smarthinking.
You will need your CATID and passphrase to gain access. To access the Smarthinking platform go to https://tlc.uni.edu/schedule.
Rod Library: Rod Library is here to help, so take advantage
of their services. Need help finding resources for a research paper? Need to
find some information and can’t figure out where to look? Contact the Rod
Library! You can stop by, chat, email, text or call
the library all hours the library is open. www.library.uni.edu/research/ask-us
Need Other Assistance?: I am happy to help you with
class content, program issues, writing, etc. If you’re a victim of a crime,
you can call 1-800-770-1650 to talk to an advocate 24/7 or text IOWAHELP to
20121. If you are experiencing food insecurity, you can access the Panther
Pantry in the lower level of Maucker Union (right of
the computer lab) from 12-7pm (til 8 S-Th) for confidential help. I can also help you locate other
resources, but be aware that if you report certain things to me (e.g., sexual
abuse, criminal activity), I may be required to report it to the university.
Office of Compliance and
Equity Management Statement:
The University of Northern Iowa does not discriminate in employment or
education. Visit 13.03 Equal Opportunity & Non-Discrimination Statement (https://policies.uni.edu/1303) for
additional information.
Student Accessibility
Services Statement: The
University of Northern Iowa (UNI) complies with the
Americans with Disabilities Act Amendments Act of 2008 (ADAAA), Section 504 of
the Rehabilitation Act of 1973, the Fair Housing Act, and other applicable federal
and state laws and regulations that prohibit discrimination on the basis of
disability. To request accommodations please contact Student Accessibility
Services (SAS), located at ITTC 007 for more information, either at (319)
273-2677 or via email to accessibilityservices@uni.edu. Visit Student
Accessibility Services (https://sas.uni.edu/)
for additional information.
Optional Reading list (books that address issues that
are of interest to psych graduate students):
General/Covers Many Topics
Buskist, W., & Burke, C.
(2007). Preparing for graduate school in
psychology: 101 questions and answers (2nd ed.).
Darley,
J. M., Zanna, M. P., & Roediger, H. L., III (2004). The compleat academic: A career guide (2nd ed.).
Johnson, W. B., & Huwe, J. M. (2002). Getting
mentored in graduate school. Washington, DC: APA.
Kuther, T. L. (2008). Surviving graduate school in psychology: A pocket mentor. Washington, DC: APA.
Prinstein, M. J.,
& Patterson, M. D. (2013). The portable mentor: Expert guide to a
successful career in psychology (2nd ed.). New York: Springer Science + Business Media.
Sternberg, R. J. (2016). Psychology 101 ½: The unspoken rules
for success in academia (2nd ed.). Washington DC: APA.
Walfish, S., & Hess, A. K. (Eds.) (2001). Succeeding in graduate school: The career
guide for psychology students.
Presentations and Writing
Baldwin, S. A. (2017). Writing up your psychology research paper.
Washington, D.C.: APA.
Cone, J. D., & Foster,
S. L. (2006). Dissertations and theses
from start to finish: Psychology and related fields (2nd ed.).
Hale, C. (2013). Sin and syntax: How to craft wickedly
effective prose (Rev. ed.). New
York: Three Rivers Press.
Kendall-Tacket,
K. A. (2007). How to write for a general
audience: A guide for academics who want to share their knowledge with the
world and have fun doing it. Washington, DC: APA.
Lambert, N. M. (2014). Publish and prosper: A strategy guide for
students and researchers. New York: Routledge.
Miller, S. A. (2014). Writing in psychology. New York:
Routledge.
Mitchell, M. L., Jolley, J.
M., & O’Shea, R. P. (2004). Writing
for psychology.
Nicol, A. A. M., & Pexman, P. M. (1999). Presenting
your findings: A practical guide for creating tables. Washington, DC: APA.
Nicol, A. A. M., & Pexman, P. M. (2010). Displaying
your findings: A practical guide for creating figures, posters, and presentations
(6th ed).
Pinker, St. (2014). The sense of style: The thinking
person’s guide to writing in the 21st century. New York:
Penguin books.
Silvia, P. J. (2015). Write it up: Practical strategies for
writing and publishing journal articles. Washington, D.C.: American
Psychological Association.
Smyth, T. R. (2008). The psychology thesis: Research and
coursework.
Sternberg, R. J. (2010). The psychologist’s companion: A guide
to scientific writing for students and researchers (5th ed.).
New York: Cambridge University Press.
Sternberg, R. J. (Ed.)
(2000). Guide to publishing in psychology
journals.
Sternberg, R. J. (Ed.) (2006). Reviewing scientific works in psychology. Washington, DC: American
Psychological Association.
Strunk, W., Jr. (1999). The elements of style. New
York: Bartleby.com.
Zinsser, W. (2006). On writing well (30th
anniversary ed.). New York: HarperCollins.
Careers
Bohall, G., & Bautista, M.-J. (2017). The psychologist’s guide to
professional development. Cham, Switzerland: Springer Verlag.
Davis, S. F., Giordano, P. J., & Licht, C. A. (2009). Your career in psychology: Putting your graduate degree to work. Malden, MA: Wiley Blackwell.
Keller, P. A. (1994). Academic paths: Career decisions and
experiences of psychologists.
Kuther, T. L. (2005). Your career in psychology: Industrial/organizational
psychology.
Kuther, T. L., & Morgan, R. D.
(2012). Careers in psychology:
Opportunities in a changing world (4th ed.).
Morgan, R. D.,
Kuther, T. L., & Habben, C. J. (Eds.). (2005). Life after graduate
school in psychology: Insider's advice from new psychologists. New York:
Psychology Press.
Oster, G. D. (2006). Life as a psychologist: Career choices and insights. Westport, CT: Praeger.
Sternberg, R. J. (Ed.) (2017). Career paths in psychology: Where your
degree can take you (3rd ed.). Washington DC: APA.
Sternberg, R. J. Starting your career in academic psychology. Washington D.C.:APA.
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Methods
and Statistics
Barak, A. (Ed.) (2008). Psychological aspects of cyberspace: Theory,
research, applications.
Berenson, K. R. (2017). Managing your research data and
documentation. Washington. D.C.: APA.
Best, S. J., & Krueger,
B. S. (2004). Internet data collection.
Birnbaum, M. H. (Ed.)
(2000). Psychological experiments on the
internet.
Cummings, G. (2012). Understanding the new statistics: Effect
sizes, confidence intervals, and meta-analysis. New York: Routledge.
Eyde, L. D., Robertson, G. J.
& Krug, S. E. (2009). Responsible
test use: Case studies for assessing human behavior (2nd ed.).
Washington, DC: APA.
Fowler, F. J., Jr. (1995). Improving survey questions: Design and
evaluation.
Grimm, L. G., & Yarnold, P. R. (1995).
Grimm, L. G., & Yarnold, P. R. (2000).
Grissom, R. J., and Kim, J.
J. (2013). Effect sizes for research:
Univariate and multivariate applications (2nd ed.). New York:
Routledge.
Hunter, J. E., &
Schmidt, F. L. (2004). Methods of
meta-analysis: Correcting error and bias in research findings (2nd
ed.).
Kline, R. B. (2004). Beyond significance testing: Reforming data
analysis methods in behavioral research.
Leong, F. T. L., &
Austin, J. T. (Eds.) (1996). The
psychology research handbook: A guide for graduate students and research
assistants.
Lilienfeld, S. O. (Ed.). (2017). Psychological science under scrutiny: Recent
challenges and proposed solutions. Malden, MA: John Wiley & Sons.
Lipsey, M. W., & Wilson, D. B.
(2001). Practical meta-analysis.
Meltzoff, J. & Cooper, H. M.
(2018). Critical thinking about research:
Psychology and related fields (2nd ed).
Washington D.C.: APA.
Morgan, S. E., Reichert, T.,
& Harrison, T. R. (2002). From
numbers to words: Reporting statistical results for the social sciences.
Reis, H. T., & Judd, C.
M. (Eds.) (2000). Handbook of research
methods in social and personality psychology.
Sage
little green stats books (great little books on every statistic and
methodology you can think of)
Snyder, L. B., Hayes, A. F.,
& Slater, M. D. (Eds.) (2008). The
Sage sourcebook of advanced data analysis methods for communication research.
Urban, J. B., & Van Eeden-Moorefield, B. (2018). Designing and proposing your
research project. Washington, D.C. APA.
Teaching
Benjamin, L, T., Jr. (2008). Favorite activities for the teaching of
psychology. Washington, DC: APA.
Buskist,
W., & Davis, S. F. (2006). Handbook for the teaching of
psychology.
Forsyth, D. R. (2016). College teaching: Practical insights from
the science of teaching and learning. Washington, D.C.: American
Psychological Association.
Goss Lucas, S., &
Bernstein, D. A. (2005). Teaching
psychology: A step by step guide. Mahwah, NJ: LEA.
McKeachie, W. J., & Svinicki,
M. (2005). McKeachie's teaching tips: Strategies, research and
theory for college and university teachers (12th ed.).
Sternberg, R. J.
(1997). Teaching introductory psychology:
Survival tips from the experts.
Ware, M. E., & Johnson, D. E. (Eds.)
(2000). Handbook of demonstrations and
activities in the teaching of psychology, Volume 3 (2nd ed.).
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