R. Eric Landrum

The Undergraduate Research Assistantship: An Analysis of the Benefits

This study documents and quantifies the benefits of serving as an undergraduate research assistant based on the results of a national survey of undergraduate psychology educators (N = 211). The survey consisted of a list of 40 potential benefits, skills, and abilities. Respondents rated each of the items on (a) whether their research assistants attain the benefit, skill, or ability and (b) the importance of each item to an undergraduate education in psychology. Factor analysis revealed 2 major themes: The first factor contained items relating to technical skills, such as math, statistics, writing, and effective communication, whereas items in the second factor pertained to interpersonal benefits. This study provides important information for evaluating the value of the assistantship experience.

Core Terms in Undergraduate Statistics

We surveyed undergraduates to learn the extent to which they experience rapport with their instructors, assess the relation between rapport and student attitudes and behaviors, and determine instructor qualities and behaviors that appear related to establishing rapport. Most students reported experiencing rapport with at least 1 teacher and indicated that rapport is positively related to their enjoyment of the teacher and subject matter. They also reported that rapport motivates them to engage in severalWe surveyed undergraduates to learn the extent to which they experience rapport with their instructors, assess the relation between rapport and student attitudes and behaviors, and determine instructor qualities and behaviors that appear related to establishing rapport. Most students reported experiencing rapport with at least 1 teacher and indicated that rapport is positively related to their enjoyment of the teacher and subject matter. They also reported that rapport motivates them to engage in several proacademic behaviors.

Are there Instructional Differences between Full-Time and Part-Time Faculty?

Using data from eight academic departments and 361 courses taught during a semester, the author examined differences between full-time and part-time faculty in the areas of general demographic variables, student evaluation of teaching outcomes, and the distribution of grades earned. The author expected full-time faculty to exhibit higher teaching evaluations and less lenient grade distributions, yet neither hypothesis was supported. However, substantial differences exist in the support mechanisms provided to part-time and full-time faculty.

Caffeine Consumption Questionnaire: A Standardized Measure for Caffeine Consumption in Undergraduate Students

Undergraduate students (N = 691) were given the 1992 Caffeine Consumption Questionnaire of Landrum and provided information on age, sex, and year in school. A subset (n = 168) of those completing the questionnaire were also given the Morningness–Eveningness Questionnaire of Horne and Ostberg. Analysis indicated that the average intake of caffeine was roughly 1,600 mg, i.e., a range from 13 mg to 21,840 mg per week. Older students consumed more caffeine than younger ones, and students with an Evening personality preference consumed more caffeine in the evening and nighttime hours than those with a Morning personality preference. These results are discussed in the context of other caffeine studies. Caffeine consumption is an important issue, and a consistent measurement system should be used by various researchers testing different populations.

What employers want from psychology graduates.

Most undergraduate psychology majors do not opt for graduate school but attempt to enter the workforce. We surveyed employers in 3 regions of the United States to assess the importance of qualities, skills, and abilities that psychology graduates need. Results indicate that the 5 most important qualities, skills, and abilities to employers are listening skills, desire and ability to learn, willingness to learn new and important skills, getting along with others, and ability to work with others as part of a work team. Faculty members advising students may wish to emphasize the importance of these people and teamwork skills in an effort to ensure that students have a sense of what is important to employers.Most undergraduate psychology majors do not opt for graduate school but attempt to enter the workforce. We surveyed employers in 3 regions of the United States to assess the importance of qualities, skills, and abilities that psychology graduates need. Results indicate that the 5 most important qualities, skills, and abilities to employers are listening skills, desire and ability to learn, willingness to learn new and important skills, getting along with others, and ability to work with others as part of a work team. Faculty members advising students may wish to emphasize the importance of these people and teamwork skills in an effort to ensure that students have a sense of what is important to employers.

Experiment spot-checks: A method for assessing the educational value of undergraduate participation in research

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Assessments of Textbook Usage and the Relationship to Student Course Performance

The authors conducted two studies regarding student textbook preferences; the first developed an original measurement tool (the Collegiate Student Assessment of Textbooks [CSAT]), including an examination of the relationship between student textbook preferences with learning- and grade-oriented attitudes. The second study was a large-scale national study administering the CSAT and the Textbook Assessment and Usage Scale (TAUS; Gurung and Martin 2011) to introductory psychology students; a portion of the study includes actual student course performance data. CSAT and TAUS subscale comparisons indicate (a) converging validity, (b) significant relationships to percentage of textbook read, and (c) relationships between GPA and expected course grades. An indirect link appears between the effect of pedagogical aids, percentage of textbook read, and actual course outcomes. The authors discuss a possible moderating variable and the potential benefits from continued study of textbook pedagogical aids and student performance.

Measuring Dispositional Humility: A First Approximation

Humility is a psychological construct that has not received much empirical attention until recently. This new emphasis on positive psychology and humility has been both conceptual and empirical. The present study had two objectives: to review the literature briefly to verify the importance of humility and its positive perception by others, and to begin to develop a preliminary measure of humility. Results indicated that humility is held in high regard by others. Two factors emerged from exploratory factor analysis that appear to converge on measuring humility, with acceptable convergent and divergent validity and internal consistency reliability. These results are discussed in terms of the expected relationships among humility and other constructs (e.g., social desirability, narcissism, self-esteem).

An Information Course for the Beginning Psychology Major

Introduction to the Psychology Major is a course required for beginning psychology majors. Participants (N = 190) completed a pretest and posttest examining their knowledge and perceptions regarding course goals, such as PsycLIT database familiarity, career options with a bachelors degree in psychology, curriculum requirements, and graduate school options. Statistically significant differences emerged for 18 of 21 questions. At posttest, students indicated less commitment to the psychology major. Those students who continue as psychology majors are better informed and more aware of the realities and opportunities in psychology.

Alumni Perceptions of Workforce Readiness

We surveyed psychology alumni (N = 78) about (a) their preparedness and competency on 54 areas of workforce readiness, (b) changes since graduation on 33 adjectives describing emotional states and personality qualities, and (c) suggestions for universities about how to provide opportunities that enhance workforce success. Among the highest rated qualities expected in the workplace were self-discipline and responsibility, and among the greatest changes in emotional qualities were increased confidence, independence, and maturity. Respondents also provided revealing open-ended suggestions for improving workplace readiness and success. We discuss these results in light of recent, national attention to workforce readiness, the American Psychological Associations (APA) Guidelines for the Undergraduate Psychology Major (APA, 2007), and future steps for psychology educators to help current students make the transition to successful alumni.