terri conley, associate professor (conleyt@umich)

Terri Conley, Associate Professor ([email protected])

Dedicated to Success

• Complete the PhD degree: 91%• Average Time to PhD: 5.5 years• First position is Academic: 81%

– Postdoctoral Fellow: 55%– Tenure Track: 20%– Other University: 6%– Government/Non-Profit/Private Sector: 10%

Dedicated to Research Breadth

• African American Racial Identity• Competition and Group Size• How Siblings Shape and Annoy Us• The Multitasking Brain • How Fear Flows through the Mind• The East-West Divide in Cognition• Effects of Violence on Children• Incivility in the Workplace• How Liking Turns to Wanting• Media and Sexual Socialization• Women in Science Fields• Cross-training your Brain• Why Stress Triggers Binge Eating

• Genetics in Face & Place Recognition• How Spanking Hatches Bullies• Conversation Boosts Brain Power• Estrogen and the Allure of Vices• “Dirty” Hands and Mouths• With Age Comes Wisdom• What Makes Life Worth Living• What Motivates Kids in School• Managing Bicultural Identities• Minority Attitudes Toward Whites• Racial Discrimination in School• How Drug Abuse Changes the Brain• How Sex Changes our Hormones

We are committed to fostering research across subfields of psychology and across disciplines!

Dedicated to Diversity:Ranked #1 in the Nation in Support and Placement of Diverse Students

•Out of 81 faculty…• 26% are faculty of color• 47% are women

•Out of 197 graduate students…• 40% are ethnic minority or international students• 73% are women

•Graduate student organizations• Asian American Psych Student Association (APSA)• Black Student Psych Association (BSPA)• Latino/a Student Psych Association (LSPA)• Students of Color of Rackham (SCOR)

Program Areas Biopsychology Clinical Cognition & Cognitive Neuroscience Developmental Personality & Social Contexts Social Education & Psychology Social Work & Psychology Women’s Studies & Psychology

• Ranked #1 Behavioral Neuroscience program in psychology

• Research at the interface of behavior, biology, and evolutionary theory

• Tracks: Brain and Behavior; Evolution of Behavior

Learning

Attention

Reward

MotivationSex

Behavior

Social Behavior

Physiology

In the Lab

and Field

Biopsychology

Clinical Psychology– APA-accredited, Clinical Science program– Prepare students for academic/research careers– Train students in clinical practice (prevention,

assessment, case conceptualization, & intervention) to inform their clinical research

Assessment

Treatment

Prevention

Psycho-pathology

Neuro-developmental disorders

Minority mental health

Cultural competence

– APA Suinn Award: excellence in the recruitment, retention and graduation of ethnic minority students

• Research interests in all areas of human cognitive psychology and cognitive neuroscience

• Develop skills in mathematics, statistics, neuroscience, artificial intelligence & psychology

Performance

Sensation

Perception

Language

ThinkingProblem Solving

Decision Making

Judgment

Categorization

Learning

Memory

Attention

Motor Control

Cognition & Cognitive Neuroscience

http://www.gehringlab.org/welcome/welcome.html

Developmental Psychology

• #1 ranked Developmental Psychology program in the nation

• The study of social and cognitive change from infancy to old age

• Lifespan Development– Development in context (schools,

families, neighborhoods)– Risk and resilience– Normative development

Cognitive DevelopmentSocial DevelopmentLanguageFamilyMediaNeurosciencePovertyEthnicity GenderMotivationTheory of Mind

Personality & Social Contexts• Highly unique program: Blend of Applied Social,

Organizational, Personality, & Community Psychology

• Focused on the interplay of individual differences and social contexts

• Training in a wide range of diverse & innovative methods

Power

IdentityOppression

Culture

Diversity

Body Image

Stigma

Sexuality

Emotion

Work

School

Gender

Race

Social Psychology

• Top-ranked Social Psych program in US• The study of social behavior• The relations between people and groups

– How thoughts, feelings and behaviors are influenced by other people

Violence

Culture & Cognition

Decision Making

Emotion

Evolution

Group Processes

Law

Identity

Prejudice

Self

Social Cognition

• Apply psychological theory to educational issues

• Faculty from the School of Education and Psychology

Motivation

Achievement

Learning

Pedagogy

Cognitive Development

Social Development

Self-Regulation

Self-Concept

Racial Identity

School Climate

Combined Program in Education and

Psychology (CPEP)

•Four broad research themes:•Human Development in Context•Cognitive and Learning Sciences•Motivation and Self-Regulated Learning•Resilience and Development

Joint Program in Social Work &

Psychology• First program of its kind• Focus: social problems, social change, social

interventions, and social welfare• Joint degree in any area of psychology• Graduates are highly recruited & well-placed in

academic jobs

Poverty

Mental Health

Gerontology

Youth Engagement

Policy

Prevention

Intervention

Law

Child Welfare

LGBT Youth

• First program of its kind

• Joint PhD in Psychology & Women’s Studies

• Area of Psych: Personality & Social Contexts

• Apply women’s studies theories and methods to psychological research topics

• Graduates are well-placed in academic jobs

Psychology and Women’s Studies

Gender, race, and class

Violence against women

Sexuality

Gender harassment

Anti-LGBQ prejudice

Sex hormones

Gender in adolescence

Gender in the media

My Research Interrogating Monogamy

Are non-monogamous relationships healthy? Does (ostensible) monogamy actually prevent the

spread of STIs?

Gender Difference in Sexuality OR Do Women Actually Like Sex Less?

Why do women like casual sex less than men? Why do women fantasize about submission more

than men? Why do women report less desire than men?

The Funding PlanFive Years Fully Funded:

Tuition – fully covered Health insurance – fully covered Stipend – over $100K over 5 years

Five semesters of teaching (as a TA) Five semesters of research fellowship Four summers of funding included

Retention

a n overal l retenti on ra t e o f 91% fo r s t u d e nt s

who began in the Fall 2000 through Fall 2003

The Michigan Psychology graduate program has

Some Links

• Psychology Department:– http://www.lsa.umich.edu/psych/grad/progr

am/

• Psychology Diversity:– http://www.lsa.umich.edu/psych/diversity/

• Summer Research Opportunity Program:– http://www.rackham.umich.edu/student_life

/diversity/community/srop/

http://www.lsa.umich.edu/psych/grad/program/

http://www.lsa.umich.edu/psych/grad/program/

http://www.lsa.umich.edu/psych/diversity/

http://www.rackham.umich.edu/student_life/diversity/community/srop/

http://www.rackham.umich.edu/student_life/diversity/community/srop/

Applying to Graduate School

in Psychology Terri Conley

UM Recruitment Workshop

October 14, 2013

Is Grad School Right for You?(AKA: a realistic look at life in grad school)

PhD Programs Average 5-6 years (can take between 4-8 years!)

Can you commit to that right now? Intense! Full time job!

Are you sure you love love LOVE this type of research? Usually requires you to teach (TA/GSI)

Are you comfortable with public speaking? Usually fully funded (do not pay for your PhD)

However, doesn’t pay well and often not allowed to work elsewhere Are you ok with making little money for now?

Masters Programs Average 2 years (can take between 1-3 years) Usually have to pay Tuition, teaching, workload varies

Apply Now or Later? (or at all?)

High GRE?

High GPA?

Lots of Research

Experience?

Idea ofwhat

to study?

LifeExperience?

ApplyNow!

yes yes yes yes yes

considerretakingthe test

andre-applying

no

consider a full-time research job or Master’s program

o develop or solidify your interests

no no no no

This may be yourlast good chanceto do somethinginteresting that

you always wanted to try out

Gaining Research Experience Undergraduate Research Experience

Research Assistant Any research experience is good research experience Builds skills and discipline. Is it really what you want to do?

Do an undergraduate thesis if possible

Summer research internships (before your sophomore or jr year) Ask professors for any opportunities they may know of Don’t be afraid to go to another part of the country!

Research Post-Undergrad Lab manager positions Paid vs. Volunteer Ask around!!!

The GRE Computer-based, adaptive, LEARNABLE

Study 1-3 months Get books: Kaplan (practice) Princeton Review (tricks) Take LOTS of practice exams

GRE Importance varies Some schools/departments have cut offs, others don’t.

Check websites, ask people (don’t let it deter you) My department doesn’t weigh GREs heavily

Not doing poorly is more important than doing really well Psychology GRE is less important (UM doesn’t require

it!)

Research Tips

Know what research you want to do BEFORE applying to grad school Admissions look for clear research plans Do NOT want to try to decide in grad school -- NOT the time to

decide on research

What drives you? What interests you about psychology? **What would you learn more about on your own even if NO ONE made you read it? – Study that!

Build bridges and maintain the bridges Your professors have connections, research opportunities,

experience. Talk to them!

Letters of Recommendation How Many?

Three. At least 2 academic letters. Preferably least 1 research related. How to ask

Ask profs/grad students who know you well (plan ahead) * STRONG * letter of rec. for grad school Give them an out (“I understand if you’re too busy..”)

When to ask Early! (+1 month); Right after course/research assistantship Send reminders as deadlines approach

What to give Any and all materials

CVs, personal statements, writing samples, info about programs Tell them how they can help you!!

Learning disability? Great class research project? Envelopes, stamps, addresses, forms, timelines

Keep them organized, make it easySay thank you!!!

Application Checklist

Statement of Purpose Transcripts (all) Letters of Recommendation GRE score reports University application form Departmental application form (occasionally) Curriculum Vitae, or c.v. (usually optional) Writing sample (usually optional)

Timeline

Summer Sept Oct Nov Dec Jan Feb Mar Apr

Research grad schools and advisors

Timeline



Study for and take the GRE

Timeline




Organize applications with a spreadsheet

Timeline





Start statement of purpose

Timeline






Ask for letters of recommendation

Timeline







Contact potential advisors

Timeline








Finalize your list

Timeline







Contact potential advisers

Finalize your list

Send GRE reports, transcripts, etc

Timeline








Finalize your list


Remind LORwriters

Timeline








Finalize your list


Remind LORwriters

Finish SOP, C.V.

Timeline








Finalize your list


Remind LORwriters

Finish SOP, C.V.

Submit applications!

Timeline








Finalize your list


Remind LORwriters

Finish SOP, C.V.


Verify applications are complete

Timeline








Finalize your list


Remind LORwriters

Finish SOP, C.V.



Begin to hear good news

Timeline








Finalize your list


Remind LORwriters

Finish SOP, C.V.




Begin to travel

Timeline








Finalize your list


Remind LORwriters

Finish SOP, C.V.




Begin to travel

End of good news; begin to hear bad news

Timeline








Finalize your list


Remind LORwriters

Finish SOP, C.V.




Begin to travel

All final decisions by Apr 15

End of good news; begin to hear bad news

Researching Programs

Make LONG list of schools (~40) Look at rankings of programs; journal articles; ask profs Research each school on your list (websites)

What to look for Faculty research interests on dept. website Recent faculty pubs Lab websites Ph.D. requirements, feel of program

Email/contact possible schools for more info!! Potential professors Current graduate students

Email to facultyDear Dr. _____,

Hello, my name is_____. I am a senior at _____(or graduated from ___on MONTH/YEAR) and I am planning to apply to the University of ________ Program in _____________Psychology for possible entry in fall 2008. Thus my reason for emailing you.

I have read about the areas of research you work on. I am broadly interested in issues relating to the academic achievement of students of color. More specifically, I am interested in ways in which students of color define and understand their racial identities and how this relates to how they come to challenge stereotypes and perceptions of them in relation to academics, in predominantly white campuses. I believe my research interests intersect quite well with your current work.

I was wondering whether you would be taking on students for fall 2018. This way, I will know whether to mention you as one of the possible faculty that I am interested in working with if I were to be accepted to the program.

If you could answer this question for me, it would be greatly appreciated. Please feel free to let me know of any other suggestions you might have. Thank you for your time.

Enclosed you will find my curriculm vita.

Sincerely,

Where to apply?

Find programs with the best FIT Faculty with similar research interests Positive contact with professors Meet criteria (GRE scores, statistics background) * Two or more potential advisors HUGE plus*

Should have a few safety schools, a few reach schools, a few in between (~7+)

Writing Statements

Research & Personal Statements (AKA “statement of purpose”) Most important part of application! Varies by school – FOLLOW INSTRUCTIONS Revise/have advisor/GSI read it Tailor statements to each school Emphasize research experience & interests Talk explicitly about who you want to work with (name

faculty) Be as detailed as possible about what you want to

research (PROPOSE AN ACTUAL PROJECT!)

Statement of Purpose Possible Structure

How Psych excites you; background/preparation Specific interests; Research experience Plans for grad school; Plans beyond grad school Why this school in particular (including faculty)

Tips Explain how grad school is the next logical step Avoid cliches (do not say you’ve always been curious!) Show, don’t tell (do not be arrogant) Be concise (people read LOTS of these) Be careful (think of your reader!) Include the future

Addendum to Application

To the Admissions Committee:

I am writing this letter to ask the admissions committee to take into consideration my documented learning disabilities as they consider my application. I was given diagnoses of documented learning disabilities on Data and Year (type of disability). I believe my GRE scores are not an accurate representation of my true abilities and potential as a student. I would note that my SAT and ACT scores (specify score if relevant) did not accurately predict how successful I could be as a college student. I have learned how to use compensatory techniques while taking exams and completing academic coursework, earning a ___GPA for my last two years. In sum, I believe that my intellectual curiosity and dedication are not accurately portrayed through my test scores and overall GPA. Thank you for taking this letter into consideration.

Sincerely,

Decisions

Overrated factors Underrated factors

Prestige of University

Prestige of Faculty Advisor

Absolute Stipend

Location (fun/city)

The Visit

It’s where you got in

Research Match

Personality of Faculty Advisor

Other Students

Departmental Collaborations

Departmental / Lab Money

Taking time off

Be nice: Don’t hang on to multiple offers for long!

Good Luck!

Additional Resources http://www-personal.umich.edu/~mooreks/

http://community.livejournal.com/applyingtograd/http://www.psychgrad.org/http://gradschool.about.com/od/admissionsadvice/a/overview.htmhttp://www.thegradcafe.com/

http://www-personal.umich.edu/~mooreks/

http://community.livejournal.com/applyingtograd/

http://www.psychgrad.org/

http://gradschool.about.com/od/admissionsadvice/a/overview.htm

http://www.thegradcafe.com/

Terri Conley, Associate Professor ([email protected])

terri conley, associate professor (conleyt@umich)

Documents

subfields of psychology

cognitive change

clinical practice prevention

study of social

interface of behavior

usthe multitasking brain

mouthswith age

science fieldscross