Announcement Board
Hello Colleagues,
I am reaching out on behalf of myself, Dr. Melissa Young, PsyD, Dr. Cynthia Gerhardt, PhD, Dr. Colleen Stiles-Shields, PhD, Dr. Glynnis McDonnell, PhD, and Khirsten Wilson, BS. Through the Society of Pediatric Psychology, Division 54 of the American Psychological Association, our group, as part of Division 54's Anti-Racism Initiative, has founded an undergraduate underrepresented minority (URM) mentorship program. The program provides students an opportunity to apply for a mentorship program for the 2022-2023 academic year. This is the program’s second year in existence. During the 2021-2022 year, we were able to provide mentorship to two URM undergraduate students.
The purpose of the mentoring program is to provide undergraduate students with the opportunity to learn more about the field of pediatric psychology, while providing individualized mentorship opportunities to assist students with submitting a research poster at a national conference, co-authoring a peer-reviewed publication within the field of pediatric psychology, as well as co-authoring a peer-reviewed publication surrounding their experiences with the mentoring program. In order to achieve these goals, students will apply to the mentoring program. Accepted students will then be paired with mentors who have been approved by the mentoring program, with whom they will meet with virtually on a regular basis. Additionally, students will meet virtually once per month with a group of psychologists, including those who identify as URMs, to discuss various topics (e.g., CV building, funding graduate school, the graduate school interview process, etc.) relevant to pursuing a master’s and/or PhD/PsyD program in psychology.
All mentoring will be conducted remotely due to COVID-19, as well as to provide access to the program to students from across the United States. For the upcoming 2022-2023 academic year, we will be accepting 2-3 students into the program.
Students interested in participating as mentees should send a one-page statement of interest outlining why they are interested in the program, how participating in the program aligns with their short- and long-term career goals, an applicant statement introducing themselves using the ADDRESSING model (https://www.ohio.edu/cas/psychology/diversity/addressing-model;https://www.psychologicalscience.org/observer/encouraging-diversity-in-psychology), and a description of previous research experience (if applicable) to Dr. Eileen Chaves (Eileen.Chaves@nationwidechildrens.org) and Dr. Melissa Young (Melissa.Young@cchmc.org) by September 19th at 5:00 PM EST. Students will be informed by October 8th if they have been accepted into the program. Virtual mentorship meetings will begin in October 2022. The program will run through May 2023.
If you have any questions about the program and/or if students have any questions, please feel free to email Melissa.Young@cchmc.org and/or Eileen.chaves@nationwidechildrens.org. Please pass this email along to interested students. I am also attaching a flyer for the program which can be printed out, placed on department bulletin boards, and shared with students. Please feel free to put this information up.
Thank you for time. We look forward to hearing from you!
All the best,
Eileen Chaves, PhD
Melissa Young, PsyD
Khirsten Wilson, BS
Cynthia Gerhardt, PhD
Colleen Stiles-Shields, PhD
Glynnis McDonnell, PhD
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The Board of Educational Affairs (BEA) is requesting review and comment on the revised APA Principles for Quality Undergraduate Education in Psychology.
The Principles for Quality Undergraduate Education in Psychology offer best practices that faculty members, programs, and departments can adopt to facilitate student learning and development, in ways that fit their specific institutional needs and missions. This document is designed to complement, and to be used in conjunction with, the APA Guidelines for the Undergraduate Psychology Major: 3.0. Whereas Guidelines 3.0 describe a set of curricular goals, student learning outcomes, and foundation and baccalaureate indicators of learning progress, the Quality Principles define the actions that faculty members, programs, and departments can take, and the ongoing practices they can adopt, to create a high-quality, stimulating, and inclusive learning environment designed to maximize student learning and professional development.
The document will be available for a sixty (60) day period of public review and comment.
Link to comment: https://apps.apa.org/CommentCentral2/default.aspx?site=96
Deadline for comments (60-day public comment period): June 13, 2022.
Martha E. Boenau, MS
Center for Education in Psychology
Education Directorate
American Psychological Association
750 First St., NE
Washington, DC 20002-4242
202-336-6140 | www.apa.org