Prospective...

The Applied Psychology Alumni Survey project was conducted on behalf of the SIU Applied Psychology Program and the Dean of the College of Liberal Arts. 

Purpose: Assess the experiences of alumni of the Applied Psychology Program regarding their time in the program and experiences after graduating. The main points of interest that were assessed were: the quality of education from the Applied Psychology Program, job search experiences, career outcomes, journal publications and conference attendance, satisfaction with the Applied Psychology Program, suggestions for improving the program, and advice for current students.

Methods: All alumni who graduated from the Applied Psychology Program within the past 15 years were contacted via email to complete a survey assessing the points of interest outlined above. Qualtrics Survey Software was utilized to create the survey and collect the data. Quantitative and qualitative data analyses were conducted.

Outcomes: The results were summarized in a report, highlighting the major findings in regard to the points of interest. Additionally, an action plan was created for the Applied Psychology Program based on the results of the survey. The action plan highlighted areas of the program to maintain and areas for improvement based on the responses/feedback from alumni. 

The First-Generation Students Interview and Survey project was conducted on behalf of SIU’s Higher Learning Commission Quality Initiative Subcommittee. 

Purpose: Assess the perspectives and experiences of first-generation students at SIU. The main points of interest that were assessed were: motivation to apply for college, challenges faced in preparing for college, resources utilized to help prepare for college, challenges faced while in college, involvement in campus activities, and utilization of campus resources to improve their college experience.

Methods: All first-generation students currently enrolled at SIU were contacted via email to participate in individual interviews and complete a paper survey assessing the points of interest outlined above. Interviews were recorded, transcribed, and analyzed for recurring themes. A short demographics survey was distributed individually after each interview. Quantitative and qualitative data analyses were conducted.

Outcomes: The results were summarized in a report, highlighting the major findings in regard to the points of interest. The SIU Higher Learning Commission Quality Initiative Subcommittee used this information to help address the specific needs and challenges of first-generation students in order to improve their college experience and retention.

The SIU Presidential Search Advisory Survey project was conducted on behalf of the SIU Board of Trustees. 

Purpose: Assist in the selection process for hiring a new SIU President. The main goals were to assess the preferred qualifications and characteristics that the new SIU President should have, as well as the issues and goals the new SIU President should focus on in relation to each SIU campus and the SIU system as a whole.

Methods: All current SIU students, faculty, staff, and administrators at the three SIU campuses (Carbondale, Edwardsville, and the School of Medicine - Springfield) were contacted via email to complete a survey assessing the goals outlined above. Qualtrics Survey Software was utilized to create the survey and collect the data. Quantitative and qualitative data analyses were conducted.

Outcomes: The results were summarized in a report, which highlighted the major themes that emerged in regard to the project goals. Results were broken down by SIU campus affiliation to allow accurate representation of each campus's concerns. The SIU Board of Trustees used this information to help inform their selection of the next SIU President.

The McNair Scholars Program Evaluation was conducted on behalf of the Assistant Director of the SIU McNair Scholars Program. This was an ongoing, annual project assessing McNair Scholars students as they entered and exited the program.

Purpose: Assess the degree to which the McNair Scholars Program is meeting its goal of properly preparing undergraduate students to enter graduate school. Specific goals included assessing current McNair Scholars students on their graduate school readiness (e.g., research skills, presentation skills, mentorship opportunities, plans to apply to graduate school, etc.) when they entered and exited the program, as well as identifying areas of improvement for the McNair Scholars Program. 

Methods: All newly recruited McNair Scholars students were contacted via email to complete an entrance survey, and all graduating McNair Scholars students were contacted via email to complete an exit survey. The surveys assessed the goals outlined above, with the entrance survey specifically assessing what students hoped to gain from the program, and the exit survey assessing what students had gained from the program, as well as areas for improvement. Qualtrics Survey Software was utilized to create the two surveys and collect the data. Quantitative and qualitative data analyses were conducted.

Outcomes: The results were summarized in a report, highlighting the major findings in regard to the project goals. The Assistant Director of the SIU McNair Scholars Program used the results to determine whether the McNair Scholars Program was meeting the needs of its students and if improvements needed to be made to better facilitate the goals of its students.

The Thompson Woods and Campus Lake Survey project was conducted on behalf of the SIU Physical Plant. 

Purpose: Assess the thoughts and concerns of the SIU Carbondale campus population and the Carbondale community regarding Thompson Woods and Campus Lake. The main goals were to assess respondents' opinions regarding the preservation of Thompson Woods and Campus Lake, maintenance, safety concerns, areas for improvement, and general thoughts and concerns.

Methods: Focus groups were conducted to help develop survey questions that adequately reflected the concerns of key stakeholders. After that, SIU students, faculty, staff, and administrators were contacted via email to complete the survey assessing the goals outlined above. Carbondale community members were handed postcards with the survey URL as they walked around Campus Lake and/or Thompson Woods. Qualtrics Survey Software was utilized to create the survey and collect the data. Quantitative and qualitative data analyses were conducted.

Outcomes: The results were summarized in a report, highlighting the major findings in regard to the project goals. The SIU Physical Plant used the results to help inform plans for maintaining and improving Thompson Woods and Campus Lake.

The SIU Alumni Association Board Focus Group Facilitation project was conducted on behalf of the SIU Alumni Association Board. 

Purpose: Assess how to improve membership and decrease costs for the SIU Alumni Association. The main goals were to gather opinions and ideas about the current decline in membership, as well as marketing strategies to improve the current membership model. 

Methods: Focus groups were conducted with current SIU Alumni Association board members to assess the goals outlined above. The focus group sessions were recorded, transcribed, and analyzed for recurring themes. 

Outcomes: The results were summarized in a report, highlighting the major findings in regard to the project goals. The SIU Alumni Association Board used the results to help strategize ways to improve recruitment efforts, increase membership, and decrease costs.

Current SIU juniors and seniors majoring in Psychology can apply to be in the Applied Psychology Accelerated Master's Program, which will position them as ARC associates. To enroll in the program, there are a few requirements to apply:

• Obtain a grade of B or higher in both PSYC 211 Research Methods & Statistics and PSYC 311 Advanced Research Methods & Statistics.
• Take 9 credits of 400-level PSYC courses.
• Have an overall GPA of 3.0 or higher.
• Have an interest in learning how to be a consultant in such areas as statistical methodology, research design, data analysis, program evaluation, survey design, and similar areas.

(For more information about the Accelerated Master's Program, click on the link to the right under our list of Related Links). 

Students in the Accelerated Master's Program are not required to lead an ARC project during their time in ARC, but can choose to do so after gaining enough experience.

It is recommended that students apply for the Accelerated Master's Program during their junior year in order to receive the most experience out of ARC during their time at SIU. If students apply for the Accelerated Master's Program during their senior year, they will undergo the same training, but will experience fewer semesters as an ARC Associate. If students apply for the Accelerated Master's Program during their junior year, they can expect the following timeline in ARC:

• Fall of Senior Year:
  • Become an intern for ARC. As an intern, you will begin to learn more about ARC and the projects we do, help out on our consulting projects as desired, and begin to learn consulting-based skills from older students.
• Spring (Last Semester) of Senior Year (1-2 ARC Credits):
  • Become a Shadow in ARC. You will continue helping out on our consulting projects as desired and continue learning skills from older students. 
• Summer before beginning the Accelerated Master's Program (3 ARC Credits): 
  • Become an Associate in ARC. As an Associate, you will continue helping out on our consulting projects and continue learning skills from older students. As you are still new to ARC, you will likely not be positioned to lead a project yet. 
• Fall of 5th Year (1st semester in the Accelerated Master's Program) (3 ARC Credits): 
  • Continue as an ARC Associate. You will continue helping out on our consulting projects and continue learning skills from older students. You may have enough experience to lead a project at this point and may be put in a project leadership position.
• Spring of 5th Year (final semester of the Accelerated Master's Program) (3 ARC Credits): 
  • Continue as an ARC Associate. You will continue helping out on our consulting projects and continue learning skills from older students. If you are already leading a project that began the previous semester, you will continue leading the project to completion. If you are not already leading a project, you may be given a leadership position if the project is expected to end before the semester is over.

Prospective Applied Psychology graduate students currently enrolled in a Bachelor's degree program should apply to the Applied Psychology Doctoral Program during their senior year of their Bachelor's degree program. The requirements to apply to the program can be found on this page academics.siu.edu/human-behavioral/psychology/masters

All students in the Applied Psychology Doctoral Program will be required to lead an ARC project during their time in ARC.

For students who come in with a Bachelor's degree, they can expect the following timeline in ARC:

• Spring of 1st Year:
  • Become a Shadow in ARC. As a Shadow, you will help out on our consulting projects as desired and begin learning consulting-based skills from older students. As you are new to ARC, you will not be put in a position to lead a project yet. 
• Summer of 1st Year (1-3 ARC Credits):
  • Become an Associate in ARC. As an Associate, you will continue helping out on our consulting projects and continue learning skills from older students. As you are still new to ARC, you will likely not be positioned to lead a project yet.
• Fall of 2nd Year (3 ARC Credits): 
  • Continue as an ARC Associate. You will continue helping out on our consulting projects and continue learning skills from older students. At this point, you will have enough experience to lead a project, and you may be put in a leadership position.
• Spring of 2nd Year (3 ARC Credits): 
  • Continue as an ARC Associate. You will continue helping out on our consulting projects and continue learning skills from older students. You may be put in a leadership position on a project.
• Summer of 2nd Year (1-3 ARC Credits):
  • Continue as an ARC Associate. You will continue helping out on our consulting projects and continue learning skills from older students. At this point, you will likely be put in a leadership position on a project. If you have already led a project, you may be put in a co-lead position to help a less-experienced ARC Associate lead a project.
• Fall of 3rd Year (3 ARC Credits):
  • Continue as an ARC Associate. You will continue helping out on our consulting projects and building your skillset. If you have not led a project yet, you will be put in a leadership position on a project. If you have already led a project, you may be put in a co-lead position to help a less-experienced ARC Associate lead a project.
• Spring of 3rd Year (3 ARC Credits):
  • Continue as an ARC Associate. You will continue helping out on our consulting projects and building your skillset. If you have not led a project yet, you will be put in a leadership position on a project. If you have already led a project, you may be put in a co-lead position to help a less-experienced ARC Associate lead a project. This is your final required semester of ARC, unless a project you are leading/co-leading continues beyond this point.
• Optional: Senior Advisor Status:
  • After completing the required semesters of ARC outlined above and finishing up any ongoing projects you are leading/co-leading, you can elect to remain in ARC as a Senior Advisor. Senior Advisors have amassed advanced skillsets and help out on a variety of projects as necessary, and can lead or co-lead projects as necessary. If they desire, students can remain as Senior Advisors for the rest of their time in the Applied Psychology Program.

Prospective Applied Psychology graduate students currently enrolled in a Master's degree program should apply to the Applied Psychology Doctoral Program during their final year of their Master's degree program. The requirements to apply to the program can be found on this page
academics.siu.edu/human-behavioral/psychology/masters

All students in the Applied Psychology Doctoral Program will be required to lead an ARC project during their time in ARC.

For students who come in with a Master's degree, they can expect the following timeline in ARC:

• Fall of 1st Year:
  • Become a Shadow in ARC. As a Shadow, you will help out on our consulting projects as desired and begin learning consulting-based skills from older students. As you are new to ARC, you will not be put in a position to lead a project yet.
• Spring of 1st Year (3 ARC Credits):
  • Become an Associate in ARC. As an Associate, you will continue helping out on our consulting projects and continue learning skills from older students. As you are still new to ARC, you will likely not be positioned to lead a project yet.
• Summer of 1st Year (1-3 ARC Credits): 
  • Continue as an ARC Associate. You will continue helping out on our consulting projects and continue learning skills from older students. At this point, you will have enough experience to lead a project, and you may be put in a leadership position.
• Fall of 2nd Year (3 ARC Credits): 
  • Continue as an ARC Associate. You will continue helping out on our consulting projects and continue learning skills from older students. You may be put in a leadership position on a project.
• Spring of 2nd Year (3 ARC Credits):
  • Continue as an ARC Associate. You will continue helping out on our consulting projects and continue learning skills from older students. At this point, you will likely be put in a leadership position on a project. If you have already led a project, you may be put in a co-lead position to help a less-experienced ARC Associate lead a project.
• Summer of 2nd Year (1-3 ARC Credits):
  • Continue as an ARC Associate. You will continue helping out on our consulting projects and building your skillset. If you have not led a project yet, you will be put in a leadership position on a project. If you have already led a project, you may be put in a co-lead position to help a less-experienced ARC Associate lead a project.
• Fall of 3rd Year (3 ARC Credits):
  • Continue as an ARC Associate. You will continue helping out on our consulting projects and building your skillset. If you have not led a project yet, you will be put in a leadership position on a project. If you have already led a project, you may be put in a co-lead position to help a less-experienced ARC Associate lead a project. This is your final required semester of ARC, unless a project you are leading/co-leading continues beyond this point.
• Optional: Senior Advisor Status:
  • After completing the required semesters of ARC outlined above and finishing up any ongoing projects you are leading/co-leading, you can elect to remain in ARC as a Senior Advisor. Senior Advisors have amassed advanced skillsets and help out on a variety of projects as necessary, and can lead or co-lead projects as necessary. If they desire, students can remain as Senior Advisors for the rest of their time in the Applied Psychology Program.