Psychology Major Requirements

Advanced Placement

Students with an Advanced Placement (AP) score of 4 or 5 on the Psychology Exam will be granted credit in PSYC 101. This credit will satisfy the PSYC 101 prerequisite for upper-level psychology classes.

Requirements for the Major in Psychology

Number of Units
Nine psychology units are required (one unit of a Psychology SIP can count towards the major in psychology)

Required Courses

PSYC 101 General Psychology
PSYC 301 Introduction to Research Methods (taken in Spring of sophomore year; requires PSYC 101 and either MATH 105, MATH 260, or two PSYC courses beyond PSYC 101)
PSYC 390 Experimental Methods (taken in Spring of junior year; requires PSYC 101 and either MATH 105 or MATH 260)

One course designated a diversity/inclusion course (chosen from PSYC 230, PSYC 235, PSYC 238, PSYC 270, PSYC340, PSYC 465)
Two courses at the 400 level (400 level courses can also count as the Diversity/Inclusion Course)

Required Cognates
MATH 105 (Quantitative Reasoning & Statistical Analysis) or MATH 260 (Applied Statistics). MATH 260 is strongly recommended for those considering graduate study. Other statistics courses may also satisfy the cognate with departmental permission. Successful completion of the statistics cognate is recommended before taking PSYC 301 (Introduction to Research Methods) in spring of the sophomore year and is required before taking PSYC 390 (Experimental Methods) in spring of the Junior year

Requirements for the Minor in Psychology

Number of Units
Six units are required. Minors must pass the Comprehensive Examination. Students who plan to earn a minor in psychology must declare the minor by the fall quarter of their senior year.

Required Courses
PSYC 101 General Psychology
Five additional psychology electives, not including PSYC 301 or 390.
Please check on prerequisites for each course.

Academic Information about Psychology Courses

Social / Cultural
PSYC 230 Psychology of Prejudice
PSYC 238 Culture and Psychology of Arab-Muslim Societies
PSYC 250 Social Psychology
PSYC 270 Feminist Psychology of Women
PSYC 340 Cultural Psychology
PSYC 295 Psychology of the African American Experience

Cognitive / Learning/Neuroscience
PSYC 265 Cognitive Science
PSYC 226 Physiological Psychology
PSYC 280 Cognition
PSYC 285 Psychology of Music
PSYC 290 Animal Behavior with Lab
PSYC 480 Psychology of Language and Mind
PSYC 415 Computational Neuroscience
PSYC 420 Learning
PSYC 422 Consciousness and Dreams
PSYC 424 Psychopharmacology

Development / Life Span
PSYC 210 Developmental Psychology
PSYC 211 Adolescent Development
PSYC 410 Theories of Personality
PSYC 460 Social Development
PSYC 465 Advanced Psychology of Sexuality

Clinical / Applied
PSYC 220 Health Psychology
PSYC 275 Introduction to Psychopathology
PSYC 411 Psychology and Law
PSYC 450 Counseling Psychology: Theory and Practice

PSYC 301 Intro to Research Methods in Psychology
PSYC 330 Interviewing and Narrative Analysis With Lab
PSYC 390 Experimental Methods

Descriptions of Psychology Courses Offered in our Department

(Note that some courses are taught every 2 years)

PSYC 101 General Psychology

Survey of major theories, methods, and findings related to understanding mental processes, emotions, behavior, and experience; examination of such topics as the brain, learning, memory, perception, personality, and psychotherapy. This course (or completion of AP Psychology) is a prerequisite for all courses in the department.

PSYC 200 Research Practicum in Psychology

Practicums are intended to provide opportunities for Psychology majors to become involved in ongoing research projects with faculty, either with the same faculty member for a number of quarters or with different faculty in different quarters. A minimum of 50 hours of work is expected for each quarter. The practicum may be repeated up to 5 times, to earn one full unit toward graduation and the Psychology major or minor. Students who are interested in enrolling should approach an individual faculty member in the Psychology department to ask about opportunities.

PSYC 210 Developmental Psychology

The study of development from birth through early adolescence, examining concepts, theories, and research findings related to topics such as motor, perceptual, linguistic, artistic, cognitive, and identity development.

Prerequisite: PSYC-101 Open to sophomores, juniors, and seniors

PSYC 211 Adolescent Development

Research and theory regarding development between puberty and emerging adulthood including physical, cognitive, social, emotional, and personality development. Contexts of adolescence within the family and within the peer group including sexuality, dating and romantic relationships.

Perspectives regarding gender and moral development.Prerequisite: PSYC-101; Sophomores only

PSYC 220 Health Psychology

This course is designed to provide students with a comprehensive foundation in health psychology including the theories, concepts, methods and application of health psychology. The course will examine the interrelationship between health, illness, cognition, behavior and emotion. Emphasis will be placed on (1) the sociocultural factors that positively and negatively impact both physical and mental health (2) the biopsychosocial model of health (3) the biological pathways of stress and moderation of the stress response (4) the mind-body connection (5) Critical analysis of contemporary research that considers the relationship between mental health and chronic illness and disease (6) the relationship between adverse childhood experiences and health (7) the role of oppression in health outcomes.

Prerequisite: Take PSYC-101

PSYC 225 Sensation and Perception

This course will focus on the way sensory information from the world is transmitted to the brain and how the brain uses experience and context to create our perceptions of the world.

Prerequisite: Must have taken PSYC-101 and one other PSYC course.

PSYC 226 Physiological Psychology

An exploration of the neurochemical and neurological bases of behaviors/experiences such as pain, feeding, sex, learning, memory, and emotion.

Prerequisite: PSYC-101

PSYC 230 Psychology of Prejudice

Introduction to social psychological perspectives on ethnocentrism, including ethnic, religious, national, and gender prejudice. Examines case studies, laboratory experiments, sample surveys, and ethnographic observations to account for the development of stereotypes and violence.

Prerequisite: PSYC-101

PSYC/SEMN 238 Culture and Psychology of Arab-Muslim Societies

This course provides an introduction to Arab-Muslim societies and cultures. It draws on readings from multiple disciplines to cover social structure and family organization in tribal, village, and urban communities, core value systems associated with the etiquettes of honor-and-modesty and with the beliefs and practices of Islam, and influences on psychological development through the life-span. It also will examine the processes of "modernization" and "underdevelopment," the conflict between Westernization and authentic "tradition," the "Islamic revival," and the crisis of identity experienced by youth.

Prerequisite: Take PSYC-101

PSYC 240 Educational Psychology

Applies the principles of psychology to the practice of teaching. In the course, we will analyze the dynamics of student-teacher interactions with particular reference to the ways in which concepts, skills, values, and attitudes are communicated. Some of the topics that will be covered include basic principles of learning and instruction, child and adolescent development, information processing, measurement and evaluation as applied to classroom situations, and methods of accommodating students with different needs.

Prerequisite: PSYC-101

PSYC 250 Social Psychology

Social psychology examines how people's lives are influenced by their social surroundings and especially their perceptions of their surroundings. Students will challenge their own and others' presumptions of human psychology with topics such as conformity, attitudes, prejudice, attraction, and social cognition. Students will apply social psychological research and concepts to current events and their own experiences.

Prerequisite: PSYC-101

PSYC/COMP 265 Cognitive Science

Cognitive science is the interdisciplinary study of mind and the nature of intelligence. It is a rapidly evolving field that deals with information processing, intelligent systems, complex cognition, and large-scale computation. The scientific discipline lies in the overlapping areas of neuroscience, psychology, computer science, linguistics and philosophy. Students will learn the basic physiological and psychological mechanisms and computational algorithms underlying different cognitive phenomena. This course is designed mostly for psychology and computer science students, but other students interested in interdisciplinary thinking might take the course.

Prerequisite: PSYC-101 or COMP-105 All course prerequisites must be met with a minimum grade of C-.

PSYC 270 Feminist Psychology of Women

This course places women at the center of inquiry, both as researchers and participants. Specific topics include: silencing of women in the classroom, pathologizing of women, sex bias in diagnosing, feminist developmental theories, acquaintance rape, feminist response to Freud, myth of beauty in adolescence, leadership, women's sexuality, psychological consequences of incest, rape, and other forms of violence against women.

Prerequisite: Take 2- Psychology courses. Course is Restricted to First-Year and Sophomores

PSYC 275 Introduction to Psychopathology W/ Lab

This course provides a sociocultural understanding of common forms of human psychological distress. We will rely heavily on listening to the voices of people who have experienced psychological disruptions in their lives: we will rely on case studies, journal articles, books, weekly documentaries or films, small and large group class discussions, personal stories, and panels.

Prerequisite: Must have taken PSYC-101

PSYC 280 Cognition

Study of information processing and utilization. Topics include attention, perception, imagery, memory, knowledge structures, language comprehension and production, problem solving, and decision making.

Prerequisite: PSYC-101

PSYC 285 Psychology of Music

An introduction to the psychology of music, providing an overview of research literature on such topics as the emergence of basic musical abilities, development of advanced skills (practice, sight-reading, performing, and conducting), and music perception and cognition. A general knowledge of musical terms and concepts will be assumed and not reviewed in the course.Prerequisite:

PSYC-101 and at least 5 years of instrumental or vocal training. Open to Sophomores, Juniors and Seniors. Consult professor if you have questions.

PSYC 290 Animal Behavior with Lab

The study of animal behavior seeks to describe and explain behavior on multiple levels - from underlying physiological causation to evolutionary origin. Using examples from barnacles and worms to birds and mammals, this course examines behaviors such as orientation, communication, foraging, territoriality, reproduction and sociality. Through lectures, research literature and laboratory studies students will build proficiency in designing, conducting, analyzing and evaluating behavioral studies and gain new appreciation for the subtlety and complexity of behavior and its application to fields such as animal welfare and conservation.

Prerequisite: One of the following courses: PSYC-101, BIOL-112, BIOL-123 All course prerequisites must be met with a minimum grade of C-

PSYC 295 Psychology of the African American Experience

In this course, we will consider a range of theoretical and methodological approaches that scholars have developed to conceptualize the thoughts, styles, and behaviors of African Americans. We will begin by discussing the historical foundations and core tenets on which the field of African American psychology is based. We will then explore a range of topics that pertain to the psychological experiences of African Americans such as academic achievement, socialization, racial identity, religion/spirituality, gender, racism and discrimination and mental health. Our class discussions will integrate current topics and controversies that are at the forefront of the African American experience

Prerequisite: PSYC-101

PSYC 301 Introduction to Research Methods in Psychology

This course is designed to provide you the skills necessary for designing, conducting, evaluating, and communicating psychological research. We will consider the theoretical and methodological basis for the generation of knowledge of human behavior, combining lectures, activity-based laboratory sessions, and independent research projects to accomplish this goal. You will have hands-on opportunities to observe human behavior, create measurement tools, conduct correlational studies, and analyze data using SPSS/PASW (a statistical software package). Finally, you will learn to write up scientific reports using the style of the American Psychological Association. Open to Sophomore Psychology Majors or by Instructor permission.

Prerequisite: PSYC-101. Sophomore Psychology Majors Only

PSYC 330 Interviewing and Narrative Analysis With Lab

This course examines methods for investigating the narrative structures people use to interpret their experiences and integrate their lives. It will consider how "narrative knowing" differs from scientific theory, figurative language from literal, and symbolic representation from conceptual. Readings will cover the theory and practice of interviewing, psychological research on figurative language and narrative schemata, and plot-line and structuralist techniques of narrative analysis. Student assignments will consist of conducting, analyzing, and writing about interviews.

Prerequisite: PSYC-101

PSYC 340 Cultural Psychology

Theories of how culture shapes thought, feeling, and the development of personality. Critical survey of topics in cross-cultural psychology, including culture and personality, child rearing, psychopathology, cognition, modernization, and underdevelopment.

Prerequisite: PSYC-101 and Sophomore standing or above or Instructor Permission

PSYC 390 Experimental Methods W/Lab

Laboratory course emphasizing problems of experimental design and data collection, application of statistical techniques, and reporting of experimental findings in different content areas of psychology (e.g., social psychology, developmental psychology, learning, cognition, and biopsychology). Prerequisite: PSYC-101 and One of the following: MATH-105 MATH-260 MATH-261 or ECON-160. Junior Psychology Majors only.

PSYC 410 Theories of Personality

Survey of contemporary theories of personality and related research.

Prerequisite: PSYC-101 and one additional PSYC course and Junior Standing

PSYC 411 Psychology and Law

The purpose of this course is to provide students with a broad overview of the conceptual and empirical issues involved in attempting to apply psychological knowledge within the legal system. The ways in which psychology applies to the legal system encompasses a wide array of topics, and we will focus on several key areas where psychological research intersects with the law. Topics include the use of scientific evidence in a legal setting (e.g. amicus briefs, expert testimony), eyewitness evidence (children and adults), interrogations and confessions, and jury decision making.

Prerequisite: PSYC-101 and 2 other PSYC courses. Junior or Senior standing or by instructor permission.

PSYC/COMP 415 Computational Neuroscience

Study of mathematical models, computational algorithms, and simulation methods that contribute to our understanding of neural mechanisms. Brief introduction to neurobiological concepts and mathematical techniques. Both normal and pathological behaviors will be analyzed by using neural models.

Prerequisite: PSYC-101 and MATH-113 and one additional PSYC course. All course prerequisites must be met with a minimum grade of C-. Junior or Senior Standing.

PSYC 420 Learning

Examination of the ways in which behavior changes as a result of experience in laboratory and natural settings. Surveys theories that account for these behavioral changes.

Prerequisite: PSYC-101 and one additional PSYC course. Junior or Senior Standing only.

PSYC 422 Consciousness and Dreams

This course examines consciousness and dreams from a variety of different psychological perspectives, including cross-cultural, psychoanalytic, biological and cognitive approaches. Using a range of scholarly works in combination with each student's recorded dreams and thought experiments. Students will develop their own understanding of their dreams and consciousness.

Prerequisite: PSYC-101 and PSYC-226. Junior or Senior Standing only.

PSYC 424 Psychopharmacology

This course will provide an overview of psychotropic drugs, both legal and illegal. An overview of psychopharmacology, behavioral pharmacology, physiological effects on the brain, social influences, and controversial issues related to drug use and abuse will be explored.

Prerequisite: PSYC-101 and PSYC-226. Junior and Senior Standing only.

PSYC 450 Counseling Psychology: Theory and Practice

The focus of this course is the application of eight counseling psychology theories.

Prerequisite: PSYC-101 and one additional PSYC class. Senior Psychology majors only.

PSYC 460 Social Development

Upper-level course exploring social development. The first module focuses on topics such as development of social skills, play and play environments, aggression, peer acceptance and peer rejection, and school bullying. The second module focuses on relationships from adulthood through old age.

Prerequisite: PSYC-101, PSYC-210, and junior or senior standing

PSYC 465 Advanced Psychology of Sexuality

In this course, we will consider the study of sexuality and sexual development from a psychological perspective. From this perspective, I will present ideas, theories, and concepts of gender and sexuality that are informed from the study of human behavior. The course aims to aid your critique of existing scholarship while creating your own framework for conceptualizing issues surrounding notions of sexuality. This course covers a wide variety of topics concerning the psychology of human sexuality. For example, we will consider sexual anatomy, communication about sexuality, queer identities, polyamory, and pornography.

Prerequisite: PSYC-101 and one additional PSYC course. Junior or Senior Standing only.

PSYC 480 Psychology of Language and Mind

Psycholinguistics is the study of the psychological processes that give rise to human language. This class will provide a primer to the field of psycholinguistics as well as explore the relationship between our capacity for language and other cognitive processes. What is language? Where does language come from? How do we learn a first and second language? Does the language we speak affect the way we think?

Prerequisite: PSYC-101 and PSYC-280. Junior and Senior Standing only.

PSYC 593 Senior Individualized Project

Each program or department sets its own requirements for Senior Individualized Projects done in that department, including the range of acceptable projects, the required background of students doing projects, the format of the SIP, and the expected scope and depth of projects. See the Kalamazoo Curriculum -> Curriculum Details and Policies section of the Academic Catalog for more details.

Prerequisite: Permission of department and SIP supervisor required.

APA Formatting Guidelines for Psychology majors

Majors are encouraged to use APA style for all papers. You may purchase the latest edition of the APA Manual from or use the Internet for guidelines (you will be required to purchase the Manual for Experimental). The Research Style Crib Sheet is very handy if you do not wish to purchase the manual: it is "a concise guide to using the style of the American Psychological Association in writing research papers. Click here for the latest version.

Paper Grading rubric used by many Psychology professors

An F paper has some of these qualities:

  • Is not turned in.
  • Fails even to attempt the assignment.
  • Is so poorly written that it is unreadable.

A D paper has some of these qualities:

  • It attempts the assignment but falls far short; it misses the point.
  • It has very poor sentence structure or serious grammatical errors throughout.
  • It is so unclear that it is difficult to read.
  • It has no clear organization, or appears to have been written quickly with little planning.
  • Its paragraphs don’t hold together or lack a unifying idea; or they seem random in order.

A C paper has some of these qualities:

  • It fulfills the terms of the assignment -- though not very thoroughly or interestingly.
  • It demonstrates an organizational plan and uses paragraphs correctly for the most part.
  • It has some significant sentence structure or grammar problems.
  • It has pervasive mechanical problems -- punctuation, spelling, quotation errors, etc.
  • It is characterized by flat, simple sentence structure.
  • It is characterized by simple, general ideas without depth, complexity, or detail.
  • It may have some disorganized paragraphs or unclear transitions.

A B paper has some of these qualities:

  • It fulfills the terms of the assignment thoroughly.
  • It reads fluently, and has varied sentence structure.
  • It effectively develops ideas with examples or details.
  • Organization is clear and logical; transitions are smooth.
  • Paragraphs are unified and coherent.
  • Opening and conclusion serve the paper as a whole.
  • It has few sentence structure, grammar, or mechanical errors.

An A paper has some of these qualities:

  • It fulfills the assignment thoroughly and interestingly or creatively.
  • It develops ideas in a full and satisfying way, often with interesting or unusual insights.
  • Organization is clear, smooth, and logical; transitions seem natural.
  • Paragraphs are unified, coherent, fully developed.
  • Style is personal yet correct, and the writing sounds confident and energetic.
  • It reads fluently and gives the impression of a writer in charge.
  • Opening and conclusion are distinctive, especially interesting, and carefully woven into the paper.
  • It has, at most, one or two problems of grammar or sentence structure.
  • It has very few mechanical errors, and no serious ones

Research assistantships for Psychology Majors

Research assistantships are voluntary positions that require several hours of work each week (between 3-6 hours depending on the specific team). Currently, most professors in the department have active research teams. Typical tasks include literature searches in the library, collecting data, coding, editing, and occasionally manuscript writing/revising/editing. Students are often asked by the professors to work with them on the teams; however, if you are interested in working on a professor’s research team, have a strong academic record and a history of excellent time management skills, you are encouraged to share your interest with that professor.

Teaching assistantships for Psychology Majors

TAs are voluntary positions that require several hours of work each week (between 3-10 hours depending on the size of the class and the number of tasks). TA experience can be an extremely important experience to place on your academic resume and it can be personally rewarding. Usually, professors select students who have performed exceptionally well in one of their courses. However, if you are interested in working as a TA for a particular professor, have a strong academic record and a history of excellent time management skills, you are encouraged to share your interest with that professor. Before accepting this position, you should ensure that your schedule allows you to maintain a high level of commitment.

Internship/Externship/Summer Field Experiences

Internships/Externships/ or jobs in your field

The Center for Career and Professional Development posts internship and job announcements in K-Connect. Informational packets about the types of internships students have obtained can be found in the CCD, organized by the major or field. Each packet includes information on a variety of internships, including the name of the organization, the year the student participated, and details about the internship. In addition, many students have participated in the Discovery Externship program, which provides short-term opportunities to explore different fields with K alumni and friends of the college. Check out the CCPD website or contact K’s career development counselor (their office is in the Dewing Career Development Suite on the first floor of Dewing).

Financial Resources to help you fund your SIP research, Internships or Externships.

K has an online resource, "Campus Funding for Student Professional Development," that outlines sources of Kalamazoo College administered funding available to support you in your internships, research, and other projects.

Examples of Recent Summer Field experiences arranged by the Experiential Ed or Career Development Center (internships and externships):

If you are interested in an externship, review the externship list of sites in the CDC office.

University of Washington (Autism Center); Cincinnati Youth Center; Poverty Reduction; Private Psychiatric Practice (Colorado Springs); SOS Community Services Therapeutic Project & Substance Addiction Treatment for the Homeless; University of California - Davis (research); Johns Hopkins University (research) Scholarships average around 2,000 dollars, and can be applied for when doing a no paid summer position.

Summer research opportunities for undergraduate students

National Science Foundation: Research Experiences for Undergraduates (REU)

Also try looking on other school’s websites to see what kind of research other professors are doing; often they want summer research assistants. So if you find a lab that interests you don’t be afraid to send that professor an email.

Graduate School, Recommendation Letters, Resumes, & Employment Possibilities

To which Graduate School Programs do our Psychology Majors apply?

  • Social Justice Programs: The following 4 programs offer a blend of psychology, leadership, social justice, anthropology, and political science). In the past few years, a few of our majors have graduated, obtained grassroots experience, and used their experience to apply to graduate program. Social justice education (typically within organizations--non-profit and for-profit) is a new and growing field.
  • Cognitive and Cognitive Neuroscience (including Michigan State University, Indiana University, Cambridge)
  • Law and Social Work (dual degree): WMU, Loyola
  • Masters in Social Work (including Western Michigan, University of Michigan, Smith College MSW, Bryn Mawr, and MSU)
  • Fletcher School- Masters in International Diplomacy
  • Berkley-PHD in Socio Cultural Education
  • New School-Masters in Organizational Change Management
  • Silverman School of Social Work (Hunter)- MSW in international social work
  • University of Pennsylvania-Masters in Human Geography
  • Law school (U of Oregon, U of M; WMU Cooley; MSU)
  • Masters in Human Resources: WMU, U of M, MSU, Washington U., Smith College)
  • Developmental Psychology Ph. D. (Yale)
  • Economics M.A. (London School of Economics)

  • Clinical Psychology Ph. D. (Notre Dame University, WMU, Wayne State U., U of M; U of Akron, Adler Professional School of Psychology, U of Florida, Boston University)
  • Art Therapy M.A. (U of San Francisco)
  • Counseling Psychology Ph. D. (WMU, Boston U., U of Houston, U of Missouri, U of Counseling Psychology M.A. (WMU, Boston U., Oakland U., U of Missouri, U of Oregon, Wayne State U.)
  • Social Psychology Ph. D. (e.g., NYU, U of M, Kansas, U of Alberta, Ohio State, U of Western Ontario, TCU, U of California)
  • History of Psychology (York University)
  • Experimental Psychology Ph. D. (Wayne State)
  • Behavioral Analysis Ph. D. (WMU)
  • Behavioral Analysis M.A. (Western Michigan University)
  • Leadership M.A. (WMU)
  • School Psychology (MSU #1 program; Stanford)
  • Educational Specialist (MSU #1 Educational program; Stanford)
  • Leadership or Leadership Administration, Ph. D. (e.g., WMU, Cornell)
  • J.D./Ph.D. (U of Chicago)
  • Business Administration

Excellent Resource to purchase when preparing for graduate school:

Resources to Check out before you Apply

  • Signing up for the GRE:
  • Guide to Grad School Admissions:
  • Graduate Study in Psychology, Published by APA (obtain the most recent edition at Amazon)
  • Insider's Guide to Graduate Programs in Clinical and Counseling Psychology

Getting In, Second Edition: APA’s essential resource for anyone considering graduate study in psychology.

This handy, readable book simplifies the process for applicants and increases their chances of being accepted. Useful timelines, tips, and tools break the tasks into manageable steps and help readers define their goals, select programs, and navigate the application process. A monthly timetable and detailed worksheets for selecting the best program matches are included, and a resource section provides a list of publications and organizations that are useful in the various phases of applying.

Readers will learn what criteria admissions committees use to evaluate applicants, how to improve their qualifications, and how to showcase their talents in personal essays, letters of recommendations, and preselection interviews. The costs of a graduate education and financial aid information specific to graduate students are also discussed. Members of special populations, such as women, ethnic minorities, gay and lesbian applicants, and applicants with disabilities will find resources and guidance particular to their needs.
While applying to graduate school can be challenging, this book demystifies the process and allays students' concerns about how to tackle it.

Applying to Graduate School:

GRE exams are required for most graduate programs (exceptions are social work grad schools). Here is information from the GRE web page. For more detailed information, go to Signing up for the GRE.
The Graduate Record Examinations®: The General Test measures verbal reasoning, quantitative reasoning, and critical thinking and analytical writing skills that have been acquired over a long period of time and that are not related to any specific field of study. The GRE® Subject Tests gauge undergraduate achievement in eight specific fields of study and is often required for admission into a master's degree program.

The Graduate Record Examinations®: The General Test measures verbal reasoning, quantitative reasoning, and critical thinking and analytical writing skills that have been acquired over a long period of time and that are not related to any specific field of study. The GRE® Subject Tests gauge undergraduate achievement in eight specific fields of study and is often required for admission into a master's degree program.

Requesting Letters of Recommendation

Your professors are always eager to help you in your quest to enter graduate school. But we do expect you to be well prepared and organized if you need letters of recommendation.

a) Plan ahead. It is customary to give all materials to your Professors AT LEAST 2 - 3 WEEKS before the earliest deadlines for your letters. Aim at 3 weeks or more, if possible. (May take longer, if during Christmas/Summer breaks or if your professor is on leave/sabbatical).

b) Be organized. Provide ALL materials in a folder at ONE time, and check that everything is there. (Writing "PS: my grades and resume will be in your box next week" - or forgetting to give us a form the school wants us to complete - gives us more loose materials to keep track of. Most of us do not start writing your letter until all the information is in anyway, so it’s best to wait till everything is gathered).

c) If you decide to send more applications out, just ask us and send all the materials we need again. If we still have your accompanying materials (ask us), you may only need to send your new addresses etc. + attachment.

Even though the process may be faster as we will already have a letter on file for you, it is a good idea to still allow about 2 weeks.

Remember: Graduate Schools expect to see substantive letters with specific information and details, and your Professors need sufficient time and complete materials to write strong letters for you!

Information you should provide for Professors who agree to write your recommendation letters

A pocket folder (not a bunch of loose papers, please) with all the following materials.--make an organized Table or a List, providing ALL the following information for each school to which you are applying:

a) Addresses (with names of individuals to address letter to, if provided). Please list the addresses * in chronological order of most recent deadline first.That is much more helpful to us than alphabetical or random order!

b) Name of Degree & Department or School (e.g., "M.A. in Educational Psychology at School of Education," "Ph.D. in Developmental Psychology at Department of Psychological Sciences")

c) Special Instructions (e.g., "enclose in official envelope provided," "requests 2 copies of letter")

--please give your recommender a hard copy of the above information, and also send professor an e-mail attachment of this document (We'll print your addresses on envelopes straight from your attachment, so double-check your addresses).

--if the school has sent you any Forms or Envelopes for the professor to include, don't forget to put them in the folder. Paperclip things that go together.

--check through all Forms carefully: Often, there is a part that you must complete or sign yourself. Be sure to fill in the Professor’s school address: 1200 Academy St. Kalamazoo, MI 49006 and phone 269.337.7331

Accompanying Materials
--your SIP title, mentors/advisors, and a brief description of aims and results (or full abstract) of your project
--your resume (a draft is okay)
--your grades (an unofficial photocopy is fine)
--optional: it is very helpful if you include a copy of your Statement of Purpose (a draft is fine), or just a paragraph or two telling us about your career goals and why you have chosen your field

Example of a Table to prepare for professors when requesting recommendation letters:

School and type of program Letter and forms Sent to: Address (for letterhead, etc) Form (y/n) Due Date (to me or to school per indicated)
University of Oregon Counseling
Psych doctoral program
Me (insert your home address) Counseling Psychology Program
5251 University of Oregon
Eugene, OR 97403-5251
Yes January 4th or before
Southern Illinois at Carbondale
Counseling Psych doctoral program
Me (insert your home address) Southern Illinois University Carbondale
Department of Psychology
Graduate Admissions Coordinator
Mailcode 6502
Carbondale, IL 62901
YesJanuary 4th or before

Sample #1 Personal Statement sent for Graduate School Admission

(Used by permission): 

Dear Admissions Committee,

My primary objective in applying to the Biomedicine, Bioscience, and Society program at the London School of Economics is to prepare for a practice and research career in Clinical Neuropsychology. While working as a researcher in cognitive neuroimaging, I have become increasingly interested in the impact of science technology on social conceptions of identity and health. Because I expect that my doctoral studies will leave little time for interdisciplinary scholarship on science and its role in society, I have come to view masters-level education in science studies and bioethics as necessary supplemental training for my future career as a clinician/researcher. I believe that the BIOS program provides an ideal venue for my scholarship in this area and am excited by the opportunities it presents for a young scientist looking to broaden her understanding of her field.

Since completing my undergraduate education in Psychology, I have spent two years as a Research Assistant in the Developmental Neuroimaging Laboratory at the Yale Child Study Center. My primary duties at Yale are to design, run, and analyze fMRI experiments of social processing in typically developing individuals and children with autism spectrum disorders. Under the supervision of clinical psychologist Dr. Robert Schultz, I have acquired significant expertise in brain imaging during my tenure at Yale and have gained exposure to the most advanced techniques of cognitive neuroscience. My position has afforded me a new appreciation of the power of neuroimaging in the study of the human mind, and has convinced me that as brain science continues to expand our knowledge of the biological correlates of social and emotional behavior, I want my research to contribute to the discussion.

Accompanying my increasing skill in neuroimaging has come a heightened sensitivity to the impact that neuroscience and other biosciences have on changing conceptions of human mind and personhood, an impact that I feel is too often left unexamined by researchers involved in the biosciences. Neuroimaging research results seem particularly prone to dramatic misinterpretation and oversimplification, which is especially unfortunate given the very intimate human experiences under investigation and the high degree of public interest in the field. The scientific community as a whole does little to counter the growing public perception that new brain technologies are discovering very simple biological explanations for the most complex cognitive, social, and emotional human processes; I am perhaps particularly sensitized to the power of fMRI images and data reporting in furthering that misunderstanding. As I enter this discipline, the sciences’ historical influence upon social conceptions of the human mind and body are of great interest to me – as is the view the scientific community takes of its role in shaping and informing current public discourse.

As a social neuroscientist whose primary investigative interests involve clinical populations, I am particularly intrigued by the biosciences’ impact upon normative boundaries between “normal” and “pathological” behavior. Many of the children with autism spectrum disorders I work with, though they may display unusual social behaviors, would not have been considered impaired or in need of treatment even a decade ago. However, science’s attempts to characterize the full spectrum of autism-related phenotypes have resulted in expanded diagnostic criteria, and we now view those same behaviors though the lens of an autism label. I am fascinated by the process by which conceptions of “disorder” develop, and by the influence that clinical labels have on our interpretation of human action and personality. The role that biotechnologies like genetics, neuroimaging, and biology play in investing psychiatric labels with such authority is of particular interest.

Although the United States is currently experiencing a groundswell of interest in bioethics - and, more recently, in the nascent and more academically narrow field of “neuroethics” - broader academic resources for the interdisciplinary study of the history and impact of scientific technology are rare. I believe that the LSE program in Biomedicine, Bioscience, and Society could provide more fulfilling and diverse opportunities for my Masters studies than could any of the American programs available to me. The neuroscience and bioethics-related focus of Dr. Franklin and Dr. Rose’s Core Seminar is especially exciting given my academic background and interests, but I am also enthused about the supplementary course work available – particularly on the philosophy of the social sciences, cultural constructions of the body, and pharmaceutical economics. All of these research opportunities have a great deal to offer a future clinician and neuroscientist, and I know that I could profit enormously from their influence.

Given the accelerated pacing and significant writing requirements of the program, I understand that study with the BIOS program will not be easy. However, I am confident that I can thrive in the interdisciplinary academic environment it offers. Throughout my academic career, my colleagues and supervisors have found me an engaged and adaptive scholar who synthesizes complex material with ease. Although research is always challenging, academic writing is very rewarding for me; I relish the opportunity it offers to deeply engage with material, and consider my analytic skills a particular strength. I have gained experience in a wide variety of research areas in psychology, but I feel the practical experience in neuroimaging presents a particular asset given the relevance of the technology for current social study of the sciences. I look forward to bringing that experience to bear as I investigate the controversies of the biosciences.

The chance the BOIS program offers to ground my examination of biological technology’s impact upon society in a long-ranging historical framework, coupled with the opportunity to inform my research with study of such varied disciplines as anthropology, economics, philosophy, and law, makes it an ideal fit for my academic interests and career goals. I would be honored to continue my education under the aegis of your program.

Thank you for your consideration,
Jane Doe

Sample #2 Personal Statement sent for Graduate School Admission

(used with permission)

Though I entered college intending to pursue a degree in literature and writing, I quickly discovered that my true passion lay in the field of psychology. I loved learning theories of human motivations, behaviors and cognitions, and applying them to the world around me. I have always been an observant, analytical individual, and my psychology courses at Kalamazoo College gave me the necessary tools to broaden my perceptions and insight. I was also drawn to the multi-faceted, constantly evolving nature of psychology. For every behavioral phenomenon, there are multiple, sometimes contradictory, explanations; research into these phenomena informs our understanding and application of psychological concepts and spawns new theories for empirical testing. I am passionate about engaging in this vibrant community of dedicated investigators and practitioners. It was also during college that I became invested in women’s issues, including gender dynamics in educational settings, as well as women’s leadership and communication styles, which led me to complete a concentration in women’s studies. I believe my passions for understanding the individual, creating and sharing knowledge in a professional community, and investigating women’s unique experience of the world may best be pursued in the field of Counseling Psychology.

My studies at Kalamazoo College provided me with a strong background in psychological theory, research methods, and clinical application. An interviewing and narrative analysis class really piqued my interest, and this fascination with self-presentation led me to choose a narrative research topic for my senior thesis. I conducted independent field research, interviewing female exotic dancers, and analyzed their identity constructions using social-role theory as well as theories of narrative resistance and emotional labor. Conducting this research, I developed excellent rapport-building and interviewing tactics. Additionally, this thesis allowed me to analyze sexuality and power from a unique female perspective, giving the women I interviewed a voice largely silenced in previous literature. I received honors on my thesis, as well as honors in psychology.

Rather than continue on to graduate school immediately, I pursued clinical experience with drug-abusing, emotionally disturbed teenagers at a wilderness therapy program. As a senior field instructor for Aspen Achievement Academy, I worked with a staff team to implement intervention strategies with students aimed at behavioral modification, empowerment, more effective communication, and greater self-understanding. I also worked with parents in this capacity, offering insight into their child’s problem behaviors and emotional turmoil in a family context. I found this clinical work incredibly inspiring and personally fulfilling; it was a true privilege and a constant challenge to create a supportive environment wherein I could confront students with their thinking errors or ineffective coping strategies and stand by them as they made self-discoveries. While at Aspen Academy, I received training in motivational interviewing, dialectical behavior therapy and cognitive therapy, as well as group management, conflict resolution, and de-escalation strategies. I also developed the creative problem-solving techniques, flexibility and openness essential to managing staff and students in the wilderness.

I could not have done this type of work without engaging in my own personal and professional growth; teaching effective coping skills in an unpredictable, uncontrollable environment required me to possess those skills and role-model them for my students. Towards this goal, Aspen Academy requires field instructors to engage in weekly feedback sessions. I value this culture of honesty and helping one another to become more personally insightful and more effective professionals. I began teaching these skills to future instructors on three staff trainings, and subsequently mentoring new staff in the field. I am deeply passionate about my work at Aspen Academy, both professionally as a counselor and mentor for adolescents and staff, and personally as a life-changing experience.

Following three years of clinical work, I pursued more extensive experience in empirical research at the Behavioral Psychopharmacology Research Laboratory at McLean Hospital. There I primarily worked on three addiction studies: a treatment-focused fMRI study testing the effectiveness of injectable naltrexone on alcohol-dependent individuals, an inpatient study of the effectiveness of electroacupuncture on opiate dependence, and an fMRI study investigating impulsivity and brain functioning in HIV positive individuals with and without cocaine dependence. I gained skills in recruitment, clinical interviewing, subject follow-up, phlebotomy and data management. I also received training in behavioral research design, including fMRI and laboratory research. With guidance from the principal investigator, I have assisted in data analysis and co-authored one conference presentation to date. I will likely co-author several more presentations and publications related to these three studies in the near future.

I am committed to pursuing a career in counseling psychology as a scientist-practitioner. Foremost, I endeavor to advance psychological science in innovative and unique ways. Concurrently, I seek to expand my clinical repertoire to gain the skills necessary to become an effective therapist. I aspire to meet these goals with enthusiasm and a never-ending engagement in personal and professional growth. Specifically, my interests lie in identity formation including narrative self-presentation, and in intervention and treatment techniques for high-risk adolescents and families. I am also particularly interested in women’s issues, including domestic violence and sexual abuse, though I have not yet had an opportunity to pursue these interests in a clinical or research setting.

(Insert paragraph on specific faculty members at each university with whom I would enjoy working.)

As a student at (university), I would bring a rigorous academic background, experience in research and clinical settings, a strong work ethic, and, above all, a passionate desire to learn and contribute to the Counseling Psychology program.

Sample Academic Resume

Jane Doe

Curriculum Vitae

College Address:

65 Hicks Center Kalamazoo, MI 49006

Home Address:

456 Williams Rd. Boston, MA 02111



Email :


Kalamazoo College, Kalamazoo, MI
2001 – Present, GPA: 3.5/4.0 Psychology GPA: 3.0/4.0
B.A. in Psychology with a Minor in English Literature, June 2004

Honors Thesis: Complex Emotion Recognition and Theory of Mind: Pride Comprehension in Individuals with Autistic Spectrum Disorders


Clinical Intern
September 2002 – December 2002

Psychiatric Medical Care Unit, Hahnemann University Hospital, Philadelphia, PA
Description: Conducted and scored semi-structured clinical interviews (Brief Psychiatric Rating Scale); obtained demographic information; recruited subjects; and observed treatment sessions with psychotic patients on hospital psychiatric inpatient unit for a study on the effectiveness of Acceptance and Commitment Therapy.
Supervisors: Brandon Gaudiano, M.A.; David Kalal, Ph.D.

Clinical Intern
September 2002 – December 2002

Social Anxiety Treatment Program, Department of Psychology, Drexel University, Philadelphia, PA
Description: Observed and conducted clinical interviews; screened prospective clients; participated in behavioral assessments; and participated in professional conferences and training sessions.
Supervisor: James D. Herbert, Ph.D.


Boatwright, K., Davis, J., Cavanaugh, A., Bauer, K., Pothoff, A., Keegan, K., & Finan, C. (February, 2010). Connectedness needs as a predictor of gender differences in student responses to feminist pedagogical strategies. Symposium at the Association of Women in Psychology National Conference, Portland, OR.

Boatwright, K., Brainerd, R., McAlpine, Nestor, S., Bauer, K., Ulrey, L.,Keegan, K., Pothoff, A., & Myers, H. (March, 2009). Changes in college women’s conceptualizations of leadership. Poster presentation at the Association of Women in Psychology National Conference, Newport, RI


Research Assistant
August 2004 – July 2005

Child Study Center, Yale University, New Haven, CT
Collected fmri data – analyzed FMRI data
Designed and created Eprime experiments
Weekly lab meetings and talks
Coordinated eye tracking and fmri data for amygdala studies
Face perception

Research Program Director
January 2003 – August 2004

Women’s Leadership Research Center, Department of Psychology, Kalamazoo College, Kalamazoo, MI
Description: Work in collaboration with research team to design and refine qualitative and quantitative longitudinal research projects; prepare grant proposals, funding requests, and conference (APA) proposals; edit manuscripts for publication; conduct and transcribe qualitative interviews; maintain participant database; conduct literature searches; co-chair weekly research group meetings; code, enter, & analyze data; present results at professional conferences.
Supervisor: Karyn J. Boatwright, Ph.D.

Research Assistant
June 2003 – September 2003
June 2004 – August 2004

Center for Human Growth and Development, University of Michigan, Ann Arbor, MI
Description: Operated 128-channel data acquisition system for an ERP study on the neural correlates of theory of mind ability; created ERP lab training manual; recruited and tested children ages 3 ½ to 5 ½ for a study on deontic reasoning and its relation to theory of mind; organized preliminary data analysis; coded video tapes for preschool social behavior; and worked collaboratively to refine experimental designs.
Supervisor: Henry Wellman, Ph.D.


September 2003-June 2004

Service Learning House, Kalamazoo College, Kalamazoo, MI
Description: Organized service learning projects and educational programming for the Kalamazoo college student body and Kalamazoo community at large; developed relationships between Kalamazoo College and various local organizations and groups, such as Woodward Elementary School and the Kalamazoo Autism Society; maintained communication between the service-learning house and Kalamazoo College administration; and participated in several ongoing and one-time volunteer events each quarter.

Teaching Assistant
January 2002 – June 2002
January 2004 – March 2004

Department of Psychology, Kalamazoo College, Kalamazoo, MI
Description: Taught and assisted students in General Psychology courses; served as a peer resource regarding course assignments and department expectations; planned and facilitated intensive discussion groups of 6-10 students; proctored and grade tests.
Supervisors: Karyn J. Boatwright, Ph.D.; Robert Batsell Jr., Ph. D.

Student Tutor/Service Learning
March 2002 – June 2002

Kalamazoo Public Schools, Woodward School for Science and Technology, Kalamazoo, MI
Description: Planned and executed weekly tutoring sessions for elementary school students with behavioral and social problems. Helped develop and improve students’ academic and social skill while providing mentoring and positive support.
Supervisor: Sherria Alexander, M.A.

Still Need Help? Visit the CCPD for more help!

Advice from alums: Things to consider when thinking about your future plans.

Students in the major who want to actually become a licensed psychologist (and work directly with people in private practice or hospital settings) should plan to go on for their Ph.D or MSW. The same goes for those interested in teaching on a collegiate level and independent research, the BLS states, though junior-level research positions are sometimes open to those with a master's degree.

The prospects for remaining in the field armed only with an undergraduate degree, however, are less than encouraging.

"Very few job opportunities directly related to psychology will exist for bachelor's degree holders," the bureau states. "Some may find jobs as assistants in rehabilitation centers, or in other jobs involving data collection and analysis. Those who meet state certification requirements may become high school psychology teachers."

But don't despair. Most bachelor's degree-holders branch out into other occupations anyway.
According to The College Majors Handbook, published by JIST Works, Inc., fewer than 25 percent of undergraduate-level psychology majors work in jobs that are closely related to their field of study. Many work, for example, work in fields that are only marginally related to psychology, including marketing research, social work, labor relations or management and productivity improvement. "They may work as research or administrative assistants or become sales or management trainees in business," the BLS states.

Fully 50 percent of psychology graduates work for businesses and for-profit corporations, the Handbook notes. Another 16 percent work for the government, 14 percent work for educational institutions and 13 percent are self-employed. The remaining 9 percent work in the private, nonprofit sector including charitable organizations.
"A psychology degree can work in any type of job where you are working with people," said Kambi Meier, 26, a 1998 graduate of Arizona State University. "What intrigued me about psychology is that it was the study of human behavior and organizational behavior and that's what it's all about."

Meier, who now works as a communications specialist for a leading financial services firm, said she expects to return for a higher degree in something unrelated to psychology someday in the future. But she stressed her job opportunities don't depend on it.

"Psychology absolutely helped me in understanding people and how they interact," she said. "It's come into play with what I do now."

The job market for psychologists is expected to grow 10 percent to 20 percent through 2008, about as fast as the national average for all occupations, according to government data (especially in health psychology).

But the market for social workers, a common employment outlet for psychology majors, is expected to grow much faster at 36 percent or more during the same time period. Demand in the field is largely being driven by the aging population, which requires more mental and physical assistance. (Note: Higher degrees in social work, as well, are increasingly the norm.)

Salaries for those trained in psychology vary dramatically depending on the job title, geographic location and level of education.

Moving beyond starting salaries, however, the Handbook reports that psych graduates with only a bachelor's degree earn roughly $44,600 a year, a level that is 9 percent lower than the average for all college grads. Thos who work in management and senior-level administrative positions earn the most, at $58,000 per year, followed by those employed under the broad category of insurance, securities, real estate and business services who earn an average of $56,000. Social workers and administrative record clerks earn the least at close to $30,000 per year.

"I'd say you can do anything you want to do with a psychology degree," Brewer said. "We do alumni surveys of our undergraduates and I can tell you that there are firemen, marketing directors, ministers, teachers, pilots and business executives."

Psych majors, he added, are especially well positioned in the job market because they are trained to think critically and creatively and are skilled in communications.

"That's why psychology majors are so versatile," Brewer said. "Those are the same skills that you'll need as a business executive, architect, librarian or social worker. There are not many jobs that require skills that psychology majors don't have."

Not Ready to attend Graduate School? Here is some advice from K Alums

  • “These past few years have been a period of self discovery - I started painting, something I never thought I would have enjoyed, and I have been working at a childhood eating behavior and obesity study at the University of Michigan. I am writing to you because I am finally feeling ready to apply to graduate school again (after taking a significant amount of time off of school). I've come to realize I was fully ready back in 2012, but I feel prepared now.”
  • “There are tons of AmeriCorps programs all over the US doing all kinds of jobs. AmeriCorps is a great option because they freeze student loans for the 10 months you work for them.”
  • Move to Chicago! It’s a great learning experience and there will likely be a lot of people you know in the area.”
  • “Talk to K alums about what they did to get ideas and connections.”
  • “Take a year off, get a mindless job (or serious one) to let your mind rest for a while and take a little time to learn a thing or two about yourself that you didn’t have time for while in school!”

Employment with a B.A. in Psychology

Do I have to go into a psychology field following graduation?

NEW YORK (CNNfn) - Psychology degrees have long been viewed as a proving ground of sorts for higher education. It's no wonder.

With more than 40 percent of undergraduates in the field eventually going on to law school, business school or some other professional program, the social sciences major ranks among the highest in post-graduate academic attainment.

But what about job prospects for those with only a bachelor's degree?

This college professor insists that opportunities in both the public and private sector abound. And, he says, the perception that a psychology degree is best used as an educational stepping stone is giving college students the wrong idea.
"A lot of people think that in order to do anything with a degree in psychology you must get a Ph.D and become a psychologist," said Charles Brewer, a psychology professor at Furman University in Greenville, S.C. "Most parents, even if they are professionals in their own right, don't understand what opportunities are open to psych majors." Brewer notes the vast majority of his former students have found successful careers "in almost anything you can name" and he stressed the greatest advantage of a psychology degree is its "flexibility and adaptability."

Jobs for Psychology Majors with a bachelor’s degree in psychology

  • Top- and mid-level managers, executives, administrators
  • Sales occupations, including retail
  • Social workers
  • Other management-related occupations
  • Personnel, training, labor-relations specialists
  • Other administrative (record clerks, telephone operators)
  • Insurance, securities, real estate, business services
  • Other marketing and sales occupations
  • Registered nurses, pharmacists, therapists, physician’s assistants
  • Accountants, auditors, other financial specialists
  • Advertising Executive
  • Child Welfare Case Worker
  • Agency Counselor
  • Cognitive Psychologist
  • Wilderness Program Therapist
  • Boarding School Staff
  • College Admissions Program
  • Educational/Political Fund Raising
  • Employment Counselor
  • Career Counselor
  • FBI Agent
  • CIA Agent
  • Human Resources Specialist
  • Insurance Sales & Claims Rep
  • Medical Sales Representative
  • Mental Health Assistant
  • Health Care Counselor
  • Probation/Parole Officer
  • Public Relations Specialist
  • Mental Health Counselor

Jobs K Alums Have Obtained With Their B.A. Degrees

C. Finan ’11: U of M Research Lab

E. Yeagley, ’05: Kalamazoo College Admissions Department: Admissions counselor Primary task: Recruit prospective students.

A. R. ’10 : Child and adolescent case manager for the Community Mental Health Center in South Bend, Indiana

Katie: I live in New Orleans now and absolutely love it. With my Teach for America experience and B.A., I am a Director of Special Education at a public elementary school down here. I have big dreams about someday starting an organization for women and by women which focuses on prenatal health and care in some of New Orleans most impoverished communities.

Phil: “I worked as an advocacy consultant with the Open Society Foundation providing strategic support for grassroots organizations and founded the CORE Program, uniting coalitions of ethnic youth from Burma in community organizing and evaluation work. Since March, I’ve been working as a field manager on the Fight for Fifteen Campaign, creating an economic justice movement and new union for restaurant, retail and fast food workers in downtown Chicago. I’ve also been a trainer and board member with the Young People For program for youth activists from across the country. I’ve been participating in career development programs including: a certificate program in Non-Violent Conflict from the Fletcher Institute, a certification in Social Justice Training from Trainers for Change, and anti-oppression training and curriculum support work from International Women’s Partnership for Peace & Justice.”

Wilderness Program Counselor: Many psych majors enjoy working in a wilderness therapy program after college graduation. Jess Eldridge, 04’ alum had an excellent experience with the Aspen Wilderness program.

Refugee Foster Care Caseworker (approximately 20 clients on her caseload; 40 hrs. week; Bethany Christian Services, Grand Rapids; in 2012 entered Doctoral program in Clinical Psychology)

AmeriCorps: I am currently serving with the National Health Corps in Philadelphia. I work as a 'health and benefits' advocate at a health center in southwest Philly, which mostly means that I've been signing up individuals for health insurance and learning as much as possible about the affordable care act.

Law degree: I am in the process of finishing up my MSW. I graduate in December (yay!!!). I am still working predominantly in educational advocacy in the Ypsilanti and Willow Run School Public Schools, though I do have a small intensive in home family preservation case load. A lot of my focus there has been to get children of families I work with enrolled in Early On or Head Start as well as ensuring mothers are receiving appropriate mental health and substance abuse services and following through on appointments. I've been sitting on the Washtenaw Youth Aging Out Collaborative, which works to provide multi and inter-disciplinary services to Washtenaw County Youth aging out of the foster care system. This time I am applying to schools in New York, New York Law School, Brooklyn Law School, and CUNY Law School. These schools are a great fit for me as each has a good public interest law and criminal law program.

Non-profit Assistant Research Project Coordinator: I am working for a company called SARC (Sarcoma Alliance for Research Through Collaboration), which is a non-profit organization dedicated to the development and support of clinical trial research for the prevention, treatment and cure of sarcomas (a cancer of the bone and connective tissue). My current position is "Assistant Research Project Coordinator." We currently have four clinical trials that are enrolling patients, and two more that we are winding down. My main job is to work with hospital sites to activate and prepare them to participate in our clinical trials. This includes collecting regulatory documents, reviewing Informed Consents, executing contracts, and helping sites obtain IRB approval. Another main part of my job is reporting SAE's (serious adverse events) to the FDA, and monitoring the site and the data to make sure that everything runs smoothly. This means that I am involved with verifying and organizing clinical trial databases. Another advantage of this job is that there are conferences year round, so there are plenty of opportunities to travel both nationally and internationally if you are interested! Overall, it is an interesting job that encompasses a lot of different duties, so I am not stuck doing the same thing all day.

Autism Specialist: I'm working part-time as an Autism Specialist for a non-profit organization. My direct supervisor is actually a K grad so it's be great just being able to work with her! I do everything from running social skills groups for kids with Asperger syndrome to coordinating a biomedical support group, educating families about some of the biomedical treatments that their child may benefit from. My SIP has been increasingly helpful in that sector! Besides working, I took a number of science classes at Oakland University this past semester. I'm still really interested in health promotion and disease prevention, and have actually started investigating health psychology programs as well as public health programs.

Rehabilitation Associate: Since graduation, I've been working as a Rehabilitation Associate with Ann Arbor Rehabilitation Centers, which specializes in Traumatic Brain Injury, and I recently earned my Brain Injury Specialist certification. Many of our clients suffer from emotional disturbances, increased irritability, and anger due to their injury.

Women’s health clinic assistant: I started working as a clinic assistant at a women's health clinic in February. I forgot how alive I feel when I'm working with a bunch of strong, wise women for a great cause. It was the first place to offer abortions in Colorado and is one of the only nonprofit/title 10 clinics in America. Almost all of our services slide to zero based on income (even better than Planned Parenthood!). AND I just participated in a research study looking at a woman's mood impacts attention, memory, and cognitive ability. It was really interesting! And they're going to have a DNA component pretty soon too. Will be interesting to see the results! Working on a research team taught me the importance of volunteering for research ESPECIALLY when it's adding to research about women!

Working with Dolphins and in a Rehabilitation Clinic: After graduation I started a dolphin-assisted therapy internship, taking photographs or composed notes to record each child’s experiences during their classroom and water sessions, and toward the end of my internship, I was given more hands-on experience with some of the kids. While I was there, I started talking with another intern about her work as an Occupational Therapist back home in Australia. Although the therapists at Island Dolphin Care were not certified OTs, the type of work they would do with the children during their sessions was very similar to what an OT might do with a child (e.g., sensory integration, handwriting skills). So I made the decision by the end of my internship that Occupational Therapy was the career path I wanted to take in the future. I've done some preliminary research on some of the top OT programs in the US, but I have a strong desire to do some more traveling before I settle down into a grad program, so I'm not sure exactly when I'll be applying for grad school. I'm just happy to know that I know what type of program I want to do, because I had NO idea where I wanted to go when graduation came around last spring.In the meantime, I started working at a company called Rainbow Rehabilitation Centers as a full-time rehabilitation assistant for adults with brain and/or spinal cord injury.

Working in International law (focus on Spain) Financial Times
I was accepted to Michigan State University to study law and obtain my juris doctorate. Three-quarters through the first semester I was hooked and wanted more. The intricacies, delicacies and inescapable relevance of the law and business in our world fascinated me. As a result, I applied and was accepted to the MBA programme at Michigan State as well.
After graduating from both and passing the Arizona State Bar exam, I decided I should put my money where my mouth was. I spent time working and travelling in Asia, Europe and South America to experience firsthand our global infrastructure and the interdependence connecting us all.
After witnessing the effects of the economic crisis in Argentina less than a decade ago, I realized that by thinking outside the box, one is able to turn a seemingly negative phenomenon into an advantageous situation. I decided I needed and wanted to learn more about the international real estate market and the individual and collective laws governing transactions and financing; hence, my application to IE's LLM in International Legal Practice.