FAQ鈥檚: Industrial-Organizational Psychology at Seattle Pacific University - YouTube

Channel: unknown

[0]
[upbeat music]
[2]
[text: "Frequently Asked Questions"]
[5]
(Rob McKenna) Hi, I'm Dr. Rob McKenna
[7]
I'm chair of the Industrial Organizational Psychology
[10]
Masters and PhD programs at Seattle Pacific University
[14]
and one common thing that many programs like ours receive
[17]
are Frequently Asked Questions,
[19]
which we thought we get asked these questions often
[22]
and we should create a video for you
[24]
so that you can get some of these answers
[26]
and you can move on to other questions that you have.
[29]
So, I'm gonna roll through some of these
[30]
that we receive quite often.
[32]
The first one is this:
[34]
I'm applying to the program,
[37]
what do you look for in a candidate?
[39]
And there's some basics in terms of
[42]
your written application that we look for.
[44]
Certainly your GRE scores, the quantitative component
[47]
of our program is pretty rigorous,
[49]
especially the PhD level.
[50]
So that matters.
[52]
The overall GRE scores are very important.
[54]
And we want to make sure that you are successful,
[56]
we set you up for success,
[58]
and so that's why that has been an indicator for us.
[61]
Make sure you spend some good time on your personal statement.
[64]
Make it clear; tell us something about your story,
[68]
let us see you in your writing
[71]
and also tell us something about why you want to
[74]
be studying Industrial Organizational Psychology
[75]
here at Seattle Pacific.
[77]
That answer of the question of why
[79]
is just as important as your resume,
[81]
so make sure that you are clear in stating that.
[83]
Research experience is helpful,
[86]
it isn't absolutely necessary, but if you have some,
[88]
certainly talk about that
[89]
so that we see that you've got some of that,
[91]
because research is a component of our program,
[94]
both in the masters, and even more, at the PhD level.
[96]
Practical experience.
[98]
Having, again, a long history of work experience is not necessary
[103]
but it can be helpful for us to understand
[106]
the portfolio of experience that you bring.
[108]
So, all those things are important
[110]
and then what we also look for
[112]
is once we see your application on paper,
[114]
then if you are invited to the interview day,
[117]
we get a chance to meet each other in person
[118]
and to really see what's important to you
[121]
and for you to see what's important to us
[123]
as we make these selections.
[125]
So, that's the way the process looks.
[128]
Do I have to be a psychology major
[131]
to apply or to be accepted?
[134]
And the answer to that is no,
[135]
you do not have to be.
[137]
There are certain core requirements
[140]
that you can see in our application process,
[142]
but we get students from business,
[145]
from psychology, from theology, from sociology,
[148]
from a lot of different disciplines and so
[150]
certainly psychology in your background
[152]
and a little bit of business can be very helpful
[154]
to you in terms of your success,
[156]
but it's not absolutely necessary.
[158]
What does a typical student look like in the program?
[161]
Are they older or younger?
[163]
Experienced or not experienced?
[165]
What different backgrounds- ethnicity and so on?
[169]
I would say this, that there is a common characteristic
[172]
of students in our program.
[174]
One of them would be that they are different
[176]
in terms of their perspectives and the stories
[177]
that they bring to the program,
[178]
which would be common a lot of places.
[180]
But, I think one of the common factors,
[182]
in terms of how they show up is our students come
[185]
with a sense of themselves,
[188]
or at least a beginning sense of themselves,
[190]
wherever they are developmentally,
[191]
but also a willingness to edit,
[193]
a willingness to change and to adapt,
[197]
because the program itself requires that.
[200]
If you're someone who already has all the answers,
[201]
I don't know why you'd be looking
[202]
at a graduate program anyway,
[203]
but that's a really important piece here.
[206]
And so, that's what I would say that our students look like.
[209]
Also, in terms of older or younger,
[211]
sometimes there's this assumption that,
[212]
especially in our PhD program,
[214]
it's more seasoned people with a longer career experience,
[217]
who happen to be a little bit older
[219]
who would do their PhDs, and that's not necessarily true.
[221]
We have students across the age spectrum
[223]
who are studying here.
[224]
I mean, not high school, of course, [laughs]
[226]
we have students who are post their college education
[230]
and up into later seasons of life
[231]
who do very well here.
[234]
One of the questions that's asked is
[236]
Will I meet spouse in the program?
[239]
And I'm kidding.
[240]
That's not on my list,
[241]
but I wanted to say it because
[243]
I would say that one of the common factors is
[246]
that this program is challenging,
[249]
it will challenge you intellectually,
[252]
it will challenge you socially,
[254]
it will challenge you inter-personally and personally
[256]
and so when you get challenged
[259]
and you spend that time with people,
[260]
you will develop some very close bonds with others
[263]
and so we have had people, actually today
[265]
I can say that we have had a couple people who've
[266]
actually met their spouse in the program.
[268]
So, a lot of people in other people's weddings
[271]
and at the birth of their children now,
[273]
so it's- you do generate some very close relationships.
[276]
Are there scholarships or graduate assistant-ships
[279]
to assist with tuition?
[282]
Most all of our PhD students get some scholarship money
[285]
offered in their offer letters.
[288]
And it's a percentage. It's not a huge percentage,
[291]
but it is something to help
[293]
those doctoral students with their progress in the program.
[296]
But they do need to figure out financing for the rest of their-
[299]
we want to make sure that we have a realistic preview
[301]
that we want people to have a clear understanding
[303]
of the costs of the program.
[304]
So, there is some money in those offer letters.
[306]
Masters students can get graduate assistant-ships,
[309]
and you apply for those after you
[313]
get into the program and it's not just for financial aid,
[317]
it's for assistant-ships were you'd actually be working,
[319]
you'd have the time to work on a faculty member's research team.
[323]
So, if you'd be interested in applying for that,
[325]
you would apply after you come into the program.
[329]
How do I know whether to apply for the PhD
[331]
or the master's degree?
[334]
Both of these populations of students
[336]
are in our program and they do study together
[337]
at certain points and are wonderful people.
[340]
If there were a separation,
[342]
I would say that if you're gonna apply to the PhD program,
[344]
you have got to love research.
[346]
You gotta love research,
[347]
you gotta love deep, analytical thinking,
[351]
digging into questions that are challenging to answer.
[354]
You have love to think about these things
[357]
and also, if you want to be a practitioner,
[358]
but you're gonna have to want to study
[362]
with one of the faculty members here
[364]
because your going to work on their research agenda
[366]
for the next several years of your life.
[368]
And so make no mistake about that.
[369]
Get to know who we are.
[371]
This is why it's important.
[373]
I had a question on here that is not a real question,
[375]
but it is, What is Dr. Yost really like?
[377]
If you don't know who Dr. Yost is,
[378]
he's one of our faculty members
[380]
and I'm not gonna tell you what he's really like.
[383]
You can find out if you end up in the program.
[386]
But I would say you need to understand what we're about,
[389]
as a PhD student, and be driven to understand that.
[393]
And master's students are people
[396]
that want that same foundation in research,
[399]
but they really want to get out and practice sooner.
[401]
And they see themselves as increasingly applied.
[404]
And most of our students end up working
[406]
in organizational settings anyway,
[408]
not academic settings,
[409]
but it is important to know that
[410]
there is that difference there
[412]
so that love of research is certainly a really important
[415]
piece of the program.
[416]
Can I do the program part-time
[418]
and can I work during the program?
[420]
If you're a master's student, yes!
[421]
The courses are in the evening,
[423]
so as long as you can be there,
[425]
and you gotta be present in the program,
[428]
then many of our master's students
[430]
do have full time jobs.
[431]
They would say it's challenging,
[433]
but it is do-able.
[435]
With the PhD students, the answer to that
[438]
is mostly no. That this is your primary vocational identity
[442]
is as a doctoral student
[444]
and I'm not just here to get you a job,
[447]
but we are here to change your name.
[448]
We are here to give you-
[451]
it's a long, kinda journey through the program,
[454]
and so know that there are some doctoral students
[456]
who take on part-time roles,
[458]
but it is a residential program,
[460]
and so you have to be fully present.
[462]
This is your primary- not only vocational identity, but
[464]
but the place where most of your hours will be spent.
[468]
So, that's a conversation that if you ever do,
[469]
have permission from your adviser,
[471]
to take on a role somewhere,
[473]
but we are here to make sure
[474]
that you finish your PhD,
[476]
and now some of you are thinking,
[477]
Of course you are, that's what I want,
[479]
but when those job opportunities start to come-
[482]
and they do- we're gonna tell you [to] stay home.
[485]
This is the most important thing going on right now.
[489]
And then the other piece is
[491]
a question that is so commonly asked is,
[495]
SPU is a Christian community.
[497]
What does that mean?
[498]
What does that mean to study here?
[499]
I studied at a state university
[500]
and I don't know what that means
[501]
or what that looks like.
[503]
And I would say, yes, our faculty come
[505]
from a Christian faith perspective
[507]
and we believe in the God in the Bible who-
[513]
the story is so engaging, it's the story
[515]
of a God who sacrificed Himself,
[518]
and at the same time, this is a God
[520]
who has a very strong sense of who He is
[522]
and asks us to model that same thing
[524]
in our own character.
[526]
And so for us, that means that it's
[529]
walking this line between discovering
[531]
the importance of who we are,
[533]
that we are beloved children of God,
[536]
but also this willingness to sacrifice for others around us,
[539]
because sometimes those sacrifices might be
[540]
little moments in the program
[542]
and what that means is that, really, this is a place
[544]
where we are attempting to model grace.
[546]
Both offering grace to ourselves,
[548]
but offering grace to others,
[550]
even when it's very difficult to do so.
[552]
That's what character development looks like
[553]
in the program.
[555]
Now, more practically, what does that look like?
[557]
It means in some cases, if you haven't experienced
[559]
a professor who prays in the classroom-
[561]
and who care deeply about our students-
[563]
it sometimes occurs, and there certainly are
[566]
places in the program where we would
[567]
discuss our Christian theology,
[569]
but I would say that we have students
[571]
who are not of the Christian faith perspective
[573]
and unless you're someone
[574]
pushing back hard against that,
[577]
this can be a wonderful place,
[579]
a wonderful place of grace,
[581]
especially given it is such a rigorous learning environment.
[584]
But understand that it is the perspective
[587]
that underlies what we work on here
[589]
and also, there will be courses where
[591]
you will get into some Christ-centered theology
[594]
in the program as well,
[596]
as we understand our own faith journey and perspective.
[599]
It is from that foundation.
[600]
So, I hope this video was helpful
[602]
as you consider the program
[606]
and we hope to see your application!
[607]
[upbeat music]