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A How-To Guide: Setting and Maintaining Goals

Posted By Stephanie Finné, Northeastern Illinois University,, Monday, March 5, 2018


A How-To Guide:
Setting and Maintaining Goals

I recently wrote an article about how to prepare for the upcoming semester, which you can read HERE. In that article, I talked about setting goals/intentions for the upcoming semester so that you can have a clear view of what you want to accomplish. By doing this, you will be able to stay on track during the semester. Since then, I thought I should do a post on how to set goals and intentions in depth and in detail. Having goals guides your focus and attention to the things that matter in your life. And the amazing aspect of goals is that you can start them whenever you like! So what better time to start than now! In this article, I will give five tips that I have used when I set my own goals for the year, and hopefully they will help you as well.

1. Write Out Your Goals

What are your goals for the year? Why do you want to achieve them? These are the questions that will help you set your goals. Once you have determined those details, write your goals down on paper! I'm sure you've heard this, time and time again, but research has shown that you are more likely to achieve your goals when you write them down. When you write things down, it solidifies the words in your mind, and it sets a constant reminder for you to stick with your goals. It also keeps you accountable and committed to your goals once you have written them down on paper.

2. Put Your Goals Where You Can See Them

What good are goals if you do not have a constant reminder of them on a daily basis? Your goals should be somewhere you can see them as a reminder for you to stick with them. Display your goals anywhere and everywhere you look on a regular basis: on your fridge, as the screen saver of your laptop, or the background of your phone. The main idea is that you want to have your goals in your face and in a place that you will regularly see them. This not only serves as a reminder, but it can also keep you motivated to stick to your goals.

3. Reflect on Your Goals on a Weekly Basis

Try to check in with yourself on a weekly basis to see if you are on track with your goals. This is a great way to keep yourself accountable when setting goals because, once the week is over, you know you will have to check in with yourself to see how you are progressing. This is also an important opportunity to find any aspects of your goals that you may need to work on or restructure. Also, keep a record of your reflections and share them with someone. This is an excellent way to keep yourself accountable because, when you make your weekly check in, you will also consult with a supportive friend to keep you on track as well.

4. Start Slow (Don't Bite Off More Than You Can Chew)

Just because you have a goal, it does not mean that everything will change overnight. Keep your goals realistic and start small. Once you realize that you have hit a milestone, then go bigger. For example, if your goal is to procrastinate less, it probably would not be realistic for you to say that you will get started on your work as soon as you get home. You may need to relax and unwind before you get into doing your work. So maybe start by saying, “When I get home, I am going to relax for 30 minutes, and then I will start on my work.” By doing this, the task will not seem so overwhelming, and you will still be able to accomplish your goal.

5. Have a Game Plan (How Do Your Overall Goals Impact Your Routine?)

Going along with point number four, make sure you have a plan in place for how you can incorporate your goals into your everyday life. Take procrastination, for example. If you made a goal to procrastinate less, try to look at your day and see if there is a time in your schedule where there might not be so much activity. From there, schedule in some work you need to get done rather than filling it up with time-wasting activities. You should not have to turn your whole life upside down when you've established your goals; they should fit well within your day-to-day routine.

There you have it, a guide to goal setting that will keep you focused for any time you want to start a new goal (or continuing some old ones) and maintain them. These five easy steps, writing them out, putting them where they will be seen, reflecting on your goals, starting slowly, and having a game plan, will help you stay on track and stick with your goals no matter what obstacles come your way.

Tags:  A Better You 

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Answers to 30+ Popular Questions About Grad School

Posted By Psi Chi Central Office, Thursday, February 8, 2018


Answers to 30+ Popular Questions
About Grad School

For four years, a column called “Three Heads Are Better Than One” was a special highlight of Eye on Psi Chi magazine. This column concisely answered more than 30 popular questions that students have about the graduate school application process. These articles were written by grad school experts, Drs. Mitchell M. Handelsman, Scott W. VanderStoep, and R. Eric Landrum. Today’s blog post features all of those questions, neatly organized for your convenience! Enjoy!

Should I Apply to Graduate School?

Selecting a School

Application Materials


Grades and the GRE

Other Questions

More About Grad School

Psi Chi is dedicated to supporting your journey to graduate school. You can learn more on our free Graduate School online resource. Other Psi Chi resources feature Careers in Psychology, Conducting Research, Presenting at Conventions, Diversity Matters, and Chapter Leadership.

Also, consider purchasing Psi Chi’s eBook, An Eye on Graduate School: Guidance Through a Successful Application, which brings together our very best advice about applying to graduate school—advice accumulated from 25+ experts in over 20+ years of Eye on Psi Chi magazine issues. The eBook is currently $4.99 for members (login required) or $19.99 for nonmembers.

Conduct a Lab Experiment

Have other questions about grad school? Let’s discuss in the comment section below (login required).

Tags:  Going to Grad School 

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Spring Into Research

Posted By Sarah Ann Coffin, CSU Monterey Bay, Thursday, February 8, 2018
Updated: Tuesday, February 20, 2018


Spring Into Research

The morning espresso-to-go routine is back! Welcome all to the new spring semester. As you begin to order books and learn new class schedules, don’t forget to keep your eye on the summer research prize. Often at the start of a new semester, I find myself wrapped up in to-do lists and settling into revised routines. After the extended holiday and relaxation, it can be difficult to prioritize internships and summer research. However, the beginning of the semester is the perfect time to plan for great new opportunities!

Start With a Timeline

Nothing says organization like a rough outline of your research plan. Take a step toward meeting your goals for this semester and summer by establishing a location to jot down deadlines and requirements. Applications like Evernote and Microsoft OneNote provide platforms to map out weekly tasks in organized notebooks by subject. Busy students can use these apps on their mobile phones for quick access to to-do lists on the run. If you are like me, you will love the color coding features that help you keep track of assignments for all of your psychology classes. By getting in the habit of writing down due dates and future opportunities, you can stay on top of research applications, grant deadlines, and assignments this semester.

Fund Your Research

Psi Chi offers grants and awards to fund your research as early as February and March of this year. If you are enrolled in lab or plan to join within the coming year, Psi Chi provides opportunities for financial support for both undergraduate and graduate students. Applications open 30 days prior to deadline dates, so stay updated on ways to fund for your research! While you are perusing Psi Chi’s funding opportunities, take a moment to also check in with your university’s student research center. Many universities throughout the nation provide services to support your research and quest to graduate school through workshops, awards, and grants. Don’t put your dreams of conducting experiments on the back burner; take advantage of the fantastic resources provided to you as a student and member of Psi Chi.

Summer Is Coming!

Let’s face it, it can be frustrating to try to balance a research internship with maintaining grades, personal care, and a social life. Whether you are choosing to invest in summer research for personal edification or for graduate school, finding the right data sources to assist your search for an internship is essential. Try starting with broad websites to give you an idea of the potential research positions available in your concentration, such as the American Psychological Association or the National Science Foundation. From there, you can find sites with internships specific to your interests, such as Johns Hopkins for research in child development or Yale University for origins of social cognition. When you find the concentration that best suits you, don’t forget to record application deadlines in your Evernote or Microsoft OneNote file. Your future self will thank you!

Prepped to Go

With planning on your side, you can tackle landing your desired research position without all of the last minute hassle. For those of you who resolved to procrastinate less in 2018, now is your time to shine! When you do apply for this year’s funding and positions, be confident in your abilities. Whether you are one of ten applicants or one of thousands, be proud of yourself for your careful planning and efforts invested. In preparation alone, you will have exhibited qualities in organization, critical thinking, and goal achievement. Not only will these qualities reflect in your application, but in the way you conduct yourself in your research position as well. Good luck this semester and in all your research endeavors! I can’t wait to see where science takes us next.

Related Articles

Join a Collaborative Research Program
Submitting to Psi Chi Journal of Psychological Research
Tips to Find a Faculty Sponsor

Tags:  A Better You  Conducting Research 

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My Psi Chi Story: Kevin M. P. Woller, PhD

Posted By Kevin M. P. Woller, PhD, Rogers State University, Wednesday, February 7, 2018

Psi Chi Story: Kevin M. P. Woller, PhD

My Psi Chi journey started
in May 2003 when I chartered the Rogers State University (RSU) chapter. Since that time, I have had many experiences that have shaped my love for the organization.

Community Service

Some experiences have contributed to both my own well-being, and that of my students. Probably my favorite Community Service has been aptly named the “Special Day of Care.” This event partners with Safenet, which is Claremore’s abused women and children’s shelter. In cooperation with two local spas, we help provide a variety of free beauty services for the women, and a “day of fun” for the children. For many of the women, this is the first time they have ever had a manicure, massage, or facial, and for many of the kids it is their first time to have cotton candy or to play on a bouncy castle. What most people take for granted, these abused women and children see as one of the best days of their lives.

In our sixth year, there have been many stories that have touched my heart and that of our Psi Chi volunteers, including Sherrie Sherrick, Shana Butler, Michael McClellan, Meghan Steeber, Rubi Granados-Guadarrama, Shelby Mancell, and other non-Psi Chi volunteers like William Golden. This year, we served 12 women and their children, one of whom was an 11-year-old girl whose mother could not separate from her, for fear of her being taken away again.

While serving as security for the event, I overheard the reason why she had more than 12 inches of hair cut off, and why she “loved her new look.” You see, her father used to take her and her mother both by the hair, and used it as a means to pull them down and abuse them. By having her hair cut, which their abuser had not allowed, she both freed herself psychologically from her father, and realistically by taking away his favorite avenue of manipulation. Just a haircut; just a new life.

Academic Mentoring

Other Psi Chi experiences have come in the form of mentoring students, like one of my more recent memories: perhaps my proudest moment as a professional was when the American Journal of Psychology published my article titled, “Psychological Reactance: Examination Across Age, Ethnicity, and Gender.Little did I know I had an unintentional bias in the study, because my “Native American” population was made up in large part of subjects who had less than 10% heritage.

Fast forward to 2015 where my Psi Chi coadvisor Dr. Johnny Mark Kirk and a group of RSU Psi Chi Students including Cathy Eimer, Bethany Henley, and Catherine Burkhead, helped me to correct this error with a preliminary study on “Psychological Reactance in an American Indian Population,” which we presented at SWPA in Wichita, KS. Through careful revisions and some real persistence, this study was recently published in the Journal of Intercultural Disciplines. This represents the first publication for our students, and is a proud moment for our program and our university.

Caption: 2015 SWPA presentation with Bethany Henley, Cathy Eimer, Dr. Kevin M. P. Woller, and Catherine Burkhead


It is these experiences and many others like them that cement my belief that all students of psychology should strive to become members of Psi Chi. Apart from the personal benefits that come from service to the community and the academy, these are tangible and practical items that can enhance any vita or resumé, paving the road toward graduate school and employment.

Being part of a local chapter also serves to connect you with like-minded individuals who can become both lifelong friends and professional colleagues. Dr. Kirk, the fellow advisor that I mentioned earlier was actually the first RSU Psi Chi Vice-President, and moved from being my student, to my fellow Psi Chi advisor and faculty member, to his current position as Program Chair of the Graduate Degree in Addictions Counseling at Northeastern State University.

Lifelong membership means a life of opportunity and growth potential that I believe is an essential part of any education. That is why I would encourage everyone to consider giving back to Psi Chi through a financial gift or a service commitment such as being a mentor or advisor to our up and coming professionals. I can tell you, from my nearly 15 years of experience, that it has been the most satisfying and enriching part of my professional career.

Tags:  Chapter Life  Psi Chi Related 

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Establish Concrete Goals for Your Chapter—Here’s How!

Posted By Psi Chi Central Office, Wednesday, January 17, 2018
Updated: Wednesday, January 17, 2018

Establish Concrete Goals
for Your Chapter—Here’s How!

Psi Chi’s Board of Directors instituted three Vision 2020 goals for Psi Chi that you can also use as a roadmap at the local chapter level. The three goals are:

  1. Scholarly Pursuits
  2. Member Development
  3. Chapter Experiences

Chapter that make concrete plans ahead of time are more likely to be successful. So, today’s article will discuss how to use Psi Chi’s three goals to support your chapter.

First, at the beginning of each semester, encourage your officers and members get together to complete this brief Chapter Goals worksheet. Then, be sure to make copies for all your members or display your chapter’s goals somewhere public to help keep everyone focused on the tasks your chapter will have set for itself.

Starting in January 2018, we invite you to upload your chapter’s goals to the Psi Chi website so that other chapters can see and take inspiration from your endeavors. To view other chapters’ goals, visit HERE. The downloadable worksheet and your chapter’s goals can also be accessed via your appropriate Faculty Advisor or Officer Admin pages.

When your chapter works together as a team, you will be amazed at how much you can accomplish. Make a point to attend as many meetings and events as you can, and remember to offer your assistance to your officers and advisors as needed. Here are some specific suggestions to help your chapter accomplish each of Psi Chi’s goals:

Goal 1: Scholarly Pursuits

To embrace this goal, consider suggesting that your chapter host a meeting in a campus computer lab where students can all visit Psi Chi’s Post a Study page to gain experience participating in online research. Students might also appreciate a group lesson on Attending and Presenting at Conventions. Better yet, use this article to inspire your chapter members to attend or even present at a local, regional, or national convention.

Furthermore, if your students are interested in obtaining careers in research, your chapter could conduct or assist a collaborative group research project. Here are some example collaborative Research Opportunities to consider. You might also work together to submit your research to our prestigious Psi Chi Journal of Psychological Research. Being able to place a publication on your resumé is especially helpful if you are hoping to attend graduate school!

Goal 2: Member Development

One simple, yet effective, way to support your local members’ personal and professional development is to host events about finding a psychology-related job and/or attending graduate school. Our Careers in Research, Going to Graduate School, and Attending and Presenting at Conventions online resources are packed with information that you could share with your fellow members. In addition to the priceless information you will obtain when hosting these events, you will also gain real leadership experience that can easily be included on your resumé or CV.

Certainly, it is never too late to strengthen your professional skillset by taking on a valuable role in your chapter. Even if annual chapter officer positions have already been filled, you can always offer to start a new committee or officer position at your chapter. Visit this list of leadership types to see which ones might be suitable additions for your chapter.

Goal 3: Chapter Experiences

There are countless ways to create long-lasting memories and friendships with your chapter members. For example, consider having regular community service events, ice cream socials, game nights, pizza parties, and more! Learning about fascinating topics such as Female Serial Killers or watching a psychological thriller film together can be lots of fun too!

And last of all, remember to make recruitment a priority at your chapter. Inviting potential members to join early in the semester could give you chapter an extra boost in attendance and support throughout the year! View our Identify–Invite–Induct PDF for specific suggestions to support your recruitment drives.

Conduct an Experiment

It’s going to be a great academic year! In the comments below, tell us some activities you would like to participate in with your chapter (login required). And don’t forget to upload your chapter’s official goals HERE.

Tags:  A Better You  Chapter Life  Psi Chi Related 

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Welcome Back to Psi-Chi-ology Lab. Volume 2 Begins Now!

Posted By Psi Chi Central Office, Friday, January 5, 2018

Welcome Back to Psi-Chi-ology Lab.
Volume 2 Begins Now!

Our blog, Psi-Chi-ology Lab, is here to make learning in the "psychology lab" fun. We published 36 awesome posts in 2017, and we’re already excited about new content coming in 2018! Look forward to lots of entertaining and educational pieces. Or better yet, submit posts of your own! Student and faculty submissions are welcome! Articles need only be 400- to 1,000-words long and meet our basic requirements. Share your psychology passions, lessons learned, and other thoughts today!

New Ways to Get Involved

Members of Psi Chi are now invited to log in and select “Subscribe” at the top of any page of this blog. Also, beginning last fall, you can now log in and comment on posts. Be sure to submit your thoughts, or just pop in to tell us “hi!” We would love to chat!

Our Three Psi-Chi-ology Lab Goals Are

  • to encourage readers to connect with others interested in psychology;
  • to increase our knowledge of psychology research and advancements, personal and professional development, and matters of diversity;
  • to promote Psi Chi opportunities including methods to get the most out of your lifetime Psi Chi membership.

Online blog-type platforms like this one uniquely encourage two-way conversations that other publication formats do now allow. We look forward to using Psi-Chi-ology Lab to deliver valuable and relevant content to our psychology peers.

Favorite Posts From 2017

Readers, what topics would you like to read about in 2018? Post your ideas in the comments below (login required).

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If Knowledge Is Power, Experience Is the Key: Internships and Service Learning Opportunities

Posted By Kaitlyn Louise Nasworthy, Tuesday, December 12, 2017

If Knowledge Is Power,
Experience Is the Key: Internships
and Service Learning Opportunities

Kaitlyn Louise Nasworthy, Georgia Southern University

All serious psychology students are aware of how important their degree credentials will be to their future. Their alma mater, GPA, chosen courses, and CORE course levels will be examined every time their transcript is submitted for potential jobs and graduate schools. This is why many programs on campuses nationwide push students to succeed in their degrees and earn the highest grades they possibly can earn. Psychology students get an abundance of resources that include tutoring and mentoring, research mentors, how-to guides from online schools, free pdfs of APA writing guildlines and research methods, and loads of extra credit from very kind and understanding professors. As long as students apply themselves, succeeding in getting a psychology degree presents very little difficulty.

But, being a psychology student should be more than just getting a degree. It needs to involve service learning, volunteer work, gaining experience in several areas of psychology, and taking a more hands-on approach to their career building. Although some colleges do offer service learning courses for psychology students and many offer internships, academic excellence is pushed above all else. This, combined with the lack of paid and/or part-time internships, sets up students to defer hands-on work experience in favor of studying, earning extra credit, and focusing more on lecture material than applying it to their future careers. As a result, many psychology students ignore the importance of building tangible real-world skills for their chosen careers, or miss out with experimenting in potential psychology fields they may not have considered otherwise.

Challenges to Obtain These Opportunities

Academic excellence is highly important, and I have always pushed myself to do my very best for both of my degrees. Likewise, I encourage all my peers and colleagues to do the same. However, I do wish I was more involved in service learning opportunities while in school. The few internships and service learning course slots filled up quickly, were highly competitive, and had very strict entrance criteria to meet before being considered. I have heard many other psychology students voice similar opinions on the matter as well. For example, a colleague of mine applied to one of the internship opportunities that my university offers twice, but could not get it because of no prior work experience within the field (clinical psychology). Another colleague of mine applied to this same internship and did not get it because they were 0.2 of a GPA point away from the official GPA requirement, despite having three years of experience. Then, there are students who cannot afford to work in unpaid internships because they are paying for school, and even their own bills!

Strategies to Succeed

So, how do we fix this problem? In my opinion, internships should be gateways to skill-building, and prospective students should not be required to have prior experience to be considered for them. But, internships should not be the only service learning to be presented to students. Professors and faculty could always make sure students are aware of community events that could use their help, centers that need volunteers, and part-time work on and off campus that could help students hone their psychology skills. There should always be a chance for students of all walks of life to apply themselves and learn more about what to expect from their chosen careers.

I also understand that all internships cannot afford to pay students. That being said, internships should offer more than just class credit for students because many students would have to balance class and another job with it. Perhaps they could be treated like graduate assistantships; in lieu of giving the students a paycheck or stipend, offer them a tuition discount for the semester after completing the internship. This would make paying for school easier and allow the students to perform their internship duties relatively stress-free, increasing job performance. This would be especially helpful for on-campus internships and volunteer work because both the students and the university would benefit from it.

As psychology students, we know our field has, can, and will continue to change the world. We learn this in lecture, online work, while writing research papers and reading peer reviewed journals, and creating and carrying out our own research and peer-reviewed writing. Nevertheless, learning should take place outside the classroom as much as it does inside the classroom. So apply to that internship, volunteer at your local psychology clinic, shadow a classroom, type in data for a colleague’s research, and always look out for new opportunities to learn in every psychological field. If knowledge is indeed power, than experience is the key to utilizing that power.

Tags:  A Better You  Career Advice 

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The Pursuit of Graduate School: Vanity or Necessity?

Posted By Carolyn Cowl-Witherspoon, Tuesday, December 12, 2017

The Pursuit of Graduate School:
Vanity or Necessity?

Carolyn Cowl-Witherspoon, Walden University (MN)

For most of my life, I have felt suction cupped in place. It is a curious feeling because, although there is often a perceived sense of movement, no actual forward momentum occurs. It was during a moment of visceral awareness that I recognized my lack of progressive movement, and that realization propelled me to return to graduate school 30 years after completing my undergraduate degree. Making the decision to return to graduate school was fairly easy, but actually returning to graduate school has been somewhat more challenging. My young brain was a marvel, quick and curious, effortlessly connecting disparate chunks of knowledge into a seamless unification of understanding and content mastery. When I was awarded my bachelors degree, I felt no glowing sense of pride or feeling of accomplishment because it had taken no appreciable effort to achieve it. It felt more like successfully completing the automatic process of a breathing cycle: inhalation, exhalation, inhalation, exhalation. Natural.

Partnered with my older brain, graduate school and the processes of learning are both vaguely familiar and exhilarating, reminiscent of the innate cycles of my breathing, except paced to a roller coaster’s rhythm. From my very first glance at my very first syllabus in my very first graduate course, I was convinced that I had waited far too long to return to school. I was concerned that the academic burdens of graduate school might simply overwhelm my less-elastic brain, prohibiting me from learning anything. However, I was relieved to recognize that although my brain functions differently now, it still functions. Gone are the heady abilities of my youth when I could glance quickly at a textbook and be able to instantly recall its contents days later. Instead, that has been replaced by a steady consistency of reading and review, allowing me to acquire new knowledge through a cycle of gentle repetition.

And so I made it through my first course, and then my second, and then the next. In fact, it began to feel almost effortless, just like breathing in and out. It was automatic, natural. The final course in my Masters program was the subject of one of my areas of specialty, and it was especially gratifying to be able to finish my graduate degree by taking a course that I really enjoyed. As I moved through that last course and the quarter unwound with one week melting into the next, I began to wonder how it would feel when I had finally achieved my initial objective of earning a Masters degree. And more importantly, would it represent enough tangible forward movement for me to perceive that I had finally loosened and lifted the edges of my metaphorical suction cup. When I turned in my last assignment and realized that I had successfully completed graduate school after a 30 year hiatus from the educational process, I definitely, finally felt something about my academic achievement: pride, and it felt very empowering and affirming. I recognized that I had truly earned this degree through indefatigable determination, intellectual curiosity, and very hard work.

So, now what? My initial goal was successfully realized. I have completed my Masters degree, and it has been an incredibly positive and productive experience. However, have I learned enough and will it be enough, personally and professionally, for me to actually move forward (Murdoch, 2016)? My graduate program has taught me to think scientifically (Dane, Baer, Pratt, & Oldham, 2011; Kuhn, Ramsey, & Arvidsson, 2015; Pinnow, 2016), so I began to assess the logic of academic continuation from a scientific perspective. I am, after all, an older learner, and I have often wondered if it would be financially advisable or professionally viable to continue moving forward in pursuit of a PhD. I have also considered that, within the field of psychology, there is often a perceived value difference in academic credibility between a Masters and a PhD. Therefore, perhaps my career opportunities and professional options would be enhanced if I continue to move forward. Most notably, I have asked myself if the desire that compels me to consider this additional academic commitment and resulting financial burden are motivated by personal vanity or justifiably warranted because of professional necessity and expediency.

I have vacillated daily between resolving to stop and being determined to continue; but in the end, my decision was predicated upon the most unexpected catalyst. I had turned in a project in my last course, and my professor called me to say that it had far exceeded the efforts of my classmates. In fact, she told me that it had far exceeded the efforts of the doctoral students, and she wanted my permission to use my project as an exemplary for current and future students in the course. She also asked me if I planned to continue in my studies, indicating that it would be unfortunate if I chose to stop, because she believes that I understand the material in an exceptional way. It was at that precise moment that I decided to continue, unencumbered by reservations.

In reflection, maybe I felt suction cupped in place for so long because I was simply waiting for that catalytic moment, for someone who I respect to remind me that the forward momentum in our academic and professional lives really is just like breathing in and out. It can be automatic, and effortless, and natural. It is something that we just do. Upon reflection, I often wonder if these feelings are simply unique to me, or if they are shared by my colleagues, mentors, and classmates. Do we all yearn for more, and in our yearning, do we wait for that universalized catalytic moment that ultimately propels us forward? What do you think?

Conduct a Lab Experiment

Psi Chi members, are you considering returning to graduate school? Post your questions or advice in the comments below (login required).


Dane, E., Baer, M., Pratt, M. G., & Oldham, G. R. (2011). Rational versus intuitive problem solving: How thinking 'off the beaten path' can stimulate creativity. Psychology of Aesthetics, Creativity, and the Arts, 5, 3–12.

Kuhn, D., Ramsey, S., & Arvidsson, T. S. (2015). Developing multivariable thinkers. Cognitive Development, 35, 92–110.

Murdoch, D. D. (2016). Psychological literacy: Proceed with caution, construction ahead. Dove Press, 9, 189–199.

Pinnow, E. (2016). Decoding the disciplines: An approach to scientific thinking. Psychology Learning and Teaching, 15, 94–101.

Tags:  A Better You  Going to Grad School 

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84 Students Receive MAF to Join Psi Chi for Free—Even More Expected This Year

Posted By Lisa Norman, Tuesday, December 5, 2017

84 Students Receive MAF
to Join Psi Chi for Free—
Even More Expected This Year

Lisa Norman, Associate Director of Membership Services

Four years ago, I had the idea to offer some assistance to prospective members who had financial need. I wanted to develop a meaningful program that would make a true difference for students struggling to afford school tuition, housing, bills, books, car payments, etc. In other words, I wanted to help students who have trouble adding just one more fee, even as small as our lifetime membership fee of $55.

During the summer of 2014, I made the request to our Board of Directors, and our Board agreed. They approved our first-ever Membership Assistance Fund (MAF) and funded 100 fee waivers. We were so excited to get this program up and running during the fall of 2014.

Awareness of the program was admittedly slow to get started, as it can be for many new programs. During the first two years, we accepted and approved 37 and then 46 requests from advisors, respectively. However, during the third academic year, we started promoting the MAF more than ever. Due to website promotion, an advisor calling campaign, and many monthly e-mails, we had a huge improvement in our MAF requests that came in. We approved 84 MAFs during our 2016–17 academic year.

Our current funding provides 100 fee waivers annually. However, I hope to have more than 100 requests during this upcoming academic year so that we can request to offer even more waivers.

Feedback from some of our MAF recipients is truly inspiring and shows me that we are meeting our mission of “Recognizing and promoting excellence in the science and application of psychology.”

Ja’Darrius Strickland of the University of Southern Mississippi (USM) stated recently:

“It has truly been an honor being both recommended and accepted into this honor society. Being recognized for my accomplishments in academia gave me a bit of a needed spark to continue striving for success in my studies. As a member, I feel that this role is like a badge of honor, and mentioning of it during my application process will help give me that extra push that may be needed in the decision making process of the different review boards in which I will be submitting.”

Sondeika Miller, also from USM, stated:

“To become a member of Psi Chi was one of my best accomplishments thus far here at the University of Southern Miss. I had recently applied the year before and didn't get accepted. However, I'm glad that I persevered and kept going and finally got accepted. Having Psi Chi on my resumé will be an advantage when it comes to applying and getting accepted into grad school. Being a member shows that I have determination, I'm a hard-worker, and I believe in having great academics because all of these are requirements to join. Not only that, Psi Chi gives insightful and helpful tips on how to apply for grad school. It's just a great organization overall, and I am glad to be a part.”

Students like these from USM are exactly the students I envisioned would benefit from our Membership Assistance Fund. I wanted the MAF for involved, active, conscientious psychology students who will benefit from Psi Chi membership in their future studies, from applying for awards, grants, and scholarships to applying to graduate school. Even that leg up advantage from listing Psi Chi on a resumé can open new doors for students and connect students with others interested in psychology—great relationships that will last a lifetime! These are those students!

With tuition costs consistently going up annually, we have heard from many Psi Chi advisors about a constant need for financial assistance to help cover the cost of membership fees for eligible Psi Chi prospective members. Through the development of our MAF program, I think we are accomplishing this goal. I am proud to work for an organization that has this mission and that works with its members to encourage and support them throughout their time in college and beyond.

You can read full testimonials by MAF recipients Ja’Darrius and Sondeika in a recent blog article.

Tags:  Chapter Life  Psi Chi Related 

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Behind the Scenes of Giving Tuesday at Psi Chi

Posted By Cynthia Wilson, Tuesday, November 28, 2017
Updated: Friday, November 17, 2017

Behind the Scenes of
Giving Tuesday With Psi Chi

Since Psi Chi launched its inaugural Give Back to Psi Chi annual giving campaign earlier this fall, things have been really busy here at the Central Office; even busier than usual. One of the reasons we’re so busy is Giving Tuesday. The concept is, after the consumerism of Black Friday and Cyber Monday there comes Giving Tuesday. A day set aside to give back: to help the nonprofit of your choosing with a gift during the holiday season.

Each year Giving Tuesday has been in existence, just 6 short years, gifts have risen sharply. In 2015 alone some $177 million dollars were donated on Giving Tuesday!* Just imagine if everyone who reads this blog would donate $28? Think of what that could mean for Psi Chi’s member programs!

Psi Chi’s Central Office has put in a great deal of work into its first Giving Tuesday. You’ll see evidence of that on, our store, our publications, and even in Chattanooga, Tennessee’s local paper (home of Psi Chi’s Central Office) that Giving Tuesday is a day we have embraced wholeheartedly.

When you Give Back to Psi Chi, it’s not just giving back…it’s giving forward. What better time than during the holiday season to give a gift that will help build the future of psychology? That’s what you’re doing when you make your financial contribution to the Give Back to Psi Chi campaign, you know? You are making an impact.

The goal of Give Back to Psi Chi is to raise $88,000. Already, gifts total 24% toward this goal! And with your help on Giving Tuesday, we will surpass it!

Dr. Nadine Kaslow was the President of her Psi Chi chapter as an undergraduate. In 2014 she was the President of APA. Now, she is the Give Back to Psi Chi 2017–18 Chair. Watch her testimonial video to see why you too should Give Back to Psi Chi.

Just click on to make your Giving Tuesday gift now!

Please contact me if you’d like more information or to make your contribution:

Cynthia Wilson
Director of Membership and Development


Tags:  Psi Chi Related 

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