RyanS

As both a psychologist and professor, I was interested to see any comments on this topic when you first posted a few weeks ago. I think the lack of comments is telling. Regarding the seeking therapy thing, I have always held that not everyone needs therapy, however everyone can benefit from therapy. I truly believe that. Of course, I'm biased.

Thanks for the info. I think you're right about having increased contact between class sessions. That's probably where I need more attention. That and increasing resources, which I hadn't thought about. Over the summer I ended up making self-guided modules for some of the lecture content (using powerpoint), thinking that it would put my "voice" into the content and I could plan out and elaborate on my points. It ended up just being "more reading," though, and I think your point about videos with me talking would have been better. Thank you!

Depends a little when your deadlines are for making your final application decisions. With that aside, I'd say 2-3 weeks from the first email. Keep it very brief, include the original email below, and assume any error is in your side. For example: "Dear Dr. Chu, I hope you are doing well in your new academic year. I'm following up on the below email and wanted to make sure it reached you. Please let me know if there is any other information that I could provide or if I could clarify anything for you. I appreciate your time, -dancewithmoonlight"

I hope you don't mind if I paste the last few paragraphs of a book I wrote. It's about becoming part of something larger than yourself, which is what you do in grad school. "I hope that any concerns created by reading this book do not overshadow the growth potential that awaits you in graduate school. Academia is a deeply personal pursuit, and through it you are likely to build formative relationships that alter your social trajectory, gain access to cutting-edge approaches, and find mentors who truly care about you as a person. You will encounter opportunities to practice alongside the current movers and shakers, learn from the “old guard,” and witness the emergence of innovation. You may experience radical shifts in your worldview, learn skillful means in walking the world, and find a deepening sense of purpose. Professionalism is also about all of these things. Your profession was built before you and is carried through time by those who have adopted it as part of their identity. To build a professional identity means that you, too, accept the responsibility and commitment that your profession has promised to society. It is a noble undertaking, one that requires ongoing personal growth and selfless dedication. Your willingness to honestly examine these principles within yourself is a testament to your value as a true professional." Also, reddit is a terrible source for information. Good luck! -R

The student's response is probably functioning in helping them feel less inadequate. If they can make it your fault, then they don't have to feel inadequate and muster up the effort to improve. It's not about you. They're just looking for a way out of their poor performance. That being said, I also don't see anything "aggressive" in the examples you provided, even though you've used that word a few times. If a student is truly being aggressive, then you must set firm limits and communicate expectations very clearly (e.g., refuse to engage until they can be appropriate). If instead they're just being entitled and haughty, then you can just maintain your standards and show them what they need to do to measure up.

If they are waived, then they are not using them for admissions criteria. If they are not using them for admissions criteria, then it does not benefit you to send them. They will be set aside.

Sorry to hear that you're struggling after just first starting. It can be a difficult transition, especially when you've moved so far away from home. I have just a few thoughts for you to think through (you don't have to answer here, of course). First, is it possible that the doubts stem from the typical adjustment that is happening and not reflective of your desired life direction? Second, is it possible you might find some passion in your topic and study at a later time? Third, if you dropped out of your PhD program and wanted to return to grad school later, are you prepared to explain why you dropped out? Fourth, if there is no passion and no real career reason for staying, are there any emotional barriers to dropping out (e.g., disappointing family, letting down advisor)? I only advise people to endure misery when it is in service of moving in a valued life direction, in which case the payoff is purpose and meaning. If misery is in the service of keeping others happy, this often becomes a cost that people later regret (or even resent). The professional community is smaller than you think, so if you were staying in the field, word would get around and your reputation would be an issue. If instead you're just wanting to do something different all together, then the short-term cost of disappointing others might be worth the long-term gain of doing something that you want to do.

Did it go to the admissions committee or an admissions counselor? Either way I wouldn't sweat it. That's not going to make or break you. Now if the typo made a funny word or phrase it might help you by making your application stand out!

Yes, I mean "no, it won't be seen negatively," in response to the question.

In that case, no. Sending more than is asked for is a no-no, but if they state that they'll take four it shouldn't be a problem.

There's typically leeway for letters of rec because those are outside of the applicant's control. If you don't get in, I don't think it will be because of a late letter.

Getting feedback on our writing is hard because it's our own voice that's getting critiqued. It feels personal. In my experience, I notice that when I get a lot of red line much of it is simply style preferences. It helps me to see those as less personal, and I just let those go. The rest is there for your growth. No one starts out being a perfect writer.

Hi everyone, Like everyone else, I had to adapt to teaching online this year, first very abruptly in the middle of the spring semester and then converting two classes I previously taught to an online format for the summer session. While overall they went well (and the course evals were positive), I'm wondering what your feedback is for online courses that you have taken. What worked well? What didn't? What bugged you? What do you prefer? I always give my students an opportunity to give anonymous feedback part-way through the course, but I thought I could get some more candid opinions here. I'm pretty tech savvy generally speaking, so I was able to use a diverse array of tools in Blackboard (our LMS). Thanks in advance, -R

No. However, it could be true according to the pragmatic truth criterion. William James (who wrote the most popular psychology textbook ever) was very interested in the psychic studies of his day, to the absolute ire of the scientific community. Point being, if it works then it's true. If believing in astrology works to provide comfort, then it is a truth to that person (a relative truth). It's a little similar to what he meant when he wrote about the "moral holiday."

Yes, was pretty fast for me. So much to get involved in and a very exciting time made it fly by. Would love to do it again.

If I understand correctly, are you referring to a second Penn State professor? If so, that won't be necessary. If he puts in a good word, that's all you need. You don't want to overweight your application packet with a bunch of internal recommendations. If instead you are still talking about the original professor you mentioned in your opening thread, yes a letter from him would be fine.

What kind of psych programs are you applying to? Are they research or clinically oriented? What are your goals?

Yes, that is fine and pretty common. Happens at our school every couple of years or so. Good luck!

+1DRMF. The reason programs want LOR from faculty is because they want to know how you do as a student. Being a student is a little different than being an employee, even though there are qualities of professionalism that overlap.

Do not send extra materials/list extra references that are not asked for in your application packet. It simply communicates that you cannot follow directions.

Generally, yes. Don't expect them to answer on the weekend, though.

Hi Emma, As a professor, I would be seriously annoyed with having to be constantly updated with letter deadlines. Of course, this might be tempered a little by how much I like the student. Nonetheless, I personally would prefer a more organized approach. You can always ask your referees what they would prefer. I totally get that it's a somewhat chaotic process anyways, but you can reduce the burden on your faculty by grouping your requests instead of doing it individually. For example, maybe you have one round of 4 or 5 letters to go out. You could then send a followup email with another round or grouping. That way the faculty member is not stuck trying to figure out what they're supposed to do for you. Regarding the changed deadline, there doesn't seem to be any need to notify the referee. There's no penalty for early materials, right? Good luck! -R

I think you're confusing "eligibility to apply" with "likelihood of getting in." The former should be clearly stated on the admissions website. The latter is determined by the admissions committees, not any predetermined standards. Besides your own self-doubt, what's stopping you from applying? That's the surest way to know if you'll get in!

We strongly discourage students from getting outside employment while in our program, but we're also sympathetic to how difficult it can be to live like a grad student. We notice that the students who attempt to maintain outside employment are the students who struggle more in their program duties. Aside from whether or not it violates any program policies or rules, the biggest problem will be when you start experiencing work/school scheduling conflicts. When we get an email from a student asking the program to be flexible because they have "work commitments," we immediately address this as a professional issue (right after we say, "yeah... nope."). If you can do something on the side and not let it get in the way, you should be okay.

I don't think the degree would be the issue, but rather the lack of consistent direction. I think it's fine to want to do new things all the time (in fact, this is recognized as a type of vocational pattern/style- but I don't remember the model it comes from), but employers may wince at your checkered background. For example, what's to stop them from thinking, "this person is clearly interested in this position now, but it looks like they're going to leave in a couple years for something different." I've been on lots of search committees and I have these thoughts all the time.