Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Home
Hostname: page-component-55597f9d44-zdfhw Total loading time: 0.31 Render date: 2022-08-19T21:26:30.409Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "useRatesEcommerce": false, "useNewApi": true } hasContentIssue true
  • English
Industrial and Organizational Psychology Industrial and Organizational Psychology

Article contents

A Good Graduate Industrial–Organizational Education Begins in Undergraduate Classrooms

Published online by Cambridge University Press:  07 January 2015

Nicholas P. Salter  and
Alison L. O'Malley
Nicholas P. Salter*
Affiliation:
Ramapo College of New Jersey
Alison L. O'Malley
Affiliation:
Butler University
*
E-mail: nsalter@ramapo.edu, Address: Social Sciences and Human Services, Ramapo College of New Jersey, Mahwah, NJ 07430
Get access Rights & Permissions[Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 7 , Issue 1 , March 2014 , pp. 15 - 18
Copyright
Copyright © Society for Industrial and Organizational Psychology 2014

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Association of American Colleges and Universities (2002). Greater expectations: A new vision for learning as a nation goes to college. Washington, DC: Author.Google Scholar
Bensley, D. A., Crowe, D. S., Bernhardt, P., Buckner, C., & Allman, A. L. (2010). Teaching and assessing critical thinking skills for argument analysis in psychology. Teaching of Psychology, 37, 91–96.CrossRefGoogle Scholar
Byrne, Z. S., Hayes, T. L., McPhail, S. M., Hakel, M. D., Cortina, J. M., & McHenry, J. J. (2014). Educating industrial–organizational psychologists for science and practice: Where do we go from here? Industrial and Organizational Psychology: Perspectives on Science and Practice, 7(1), 2–14.CrossRefGoogle Scholar
Campion, M. A., Fink, A. A., Ruggeberg, B. J., Carr, L., Phillips, G. M., & Odman, R. B. (2011). Doing competencies well: Best practices in competency modeling. Personnel Psychology, 64, 225–262.CrossRefGoogle Scholar
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.Google Scholar
Lumina Foundation. (2011). The degree qualifications profile. Indianapolis, IN: Author.Google Scholar
Luttrell, V. R., Bufkin, J. L., Eastman, V. J., & Miller, R. (2010). Teaching scientific writing: Measuring student learning in an intensive APA skills course. Teaching of Psychology, 37, 193–195.CrossRefGoogle Scholar
Mueller, J. (2008). Assessing critical skills. Columbus, OH: Linworth.Google Scholar
Park, C. (2003). In other (people's) words: Plagiarism by university students—Literature and lessons. Assessment & Evaluation in Higher Education, 28, 471–488.CrossRefGoogle Scholar
Peluchette, J., & Karl, K. (2009). Examining students' intended image on Facebook: “What were they thinking?!” Journal of Education for Business, 85, 30–37.CrossRefGoogle Scholar
Schonrock-Adema, J., Van der Molen, H. T., & van der Zee, K. I. (2009). Effectiveness of a self-instruction program for microcounseling skills training. Teaching of Psychology, 36, 246–252.CrossRefGoogle Scholar
Society for Industrial and Organizational Psychology. (1999). Guidelines for education and training at the doctoral level in industrial-organizational psychology. Bowling Green, OH: Author.Google Scholar
Suskie, L. (2009). Assessing student learning: A common sense guide. San Francisco, CA: Jossey-Bass.Google Scholar
Tett, R. P., Walser, B., Brown, C., Simonet, D. V., & Tonidandel, S. (2013). The 2011 SIOP graduate program benchmarking survey part 3: Curriculum and competencies. The Industrial Organizational Psychologist, 50(4), 69–89.Google Scholar

Save article to Kindle

To save this article to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

A Good Graduate Industrial–Organizational Education Begins in Undergraduate Classrooms
Available formats
×

Save article to Dropbox

To save this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Dropbox account. Find out more about saving content to Dropbox.

A Good Graduate Industrial–Organizational Education Begins in Undergraduate Classrooms
Available formats
×

Save article to Google Drive

To save this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Google Drive account. Find out more about saving content to Google Drive.

A Good Graduate Industrial–Organizational Education Begins in Undergraduate Classrooms
Available formats
×
×

Reply to: Submit a response

Please enter your response.

Your details

Please enter a valid email address.

Conflicting interests

Do you have any conflicting interests? *