Life-Span Developmental Psychology
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Alumni Reflections: What do our alums say about their training?
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Preparation for Academic Careers: Reflections on Research Training
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Preparation for Academic Careers: Reflections on Teaching Training
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Preparation for Applied Careers
Reflections on Teaching Training
The education that I received at WVU was absolutely outstanding and vital to the position I now hold at Slippery Rock University. The junior colleague model prepared me very well for my career in academia. I have developed strong teaching, research, and leadership skills that have been extremely beneficial to my career. However, if I had to identify one component of the Life-Span Developmental Program that influenced my success in academia, I would have to say it was the teaching experience I received under the junior colleague model. WVU definitely has the right formula for success after graduate school – I can attest to that!!
- Cost of books/copied research articles = $4,000
- Cost of coffee to stay awake for writing papers/thesis/dissertation = $6,000
- Earning a WVU Life-Span Developmental Psychology Degree = PRICELESS!!
- Catherine Massey Ph.D. (2000). Life-Span Developmental Program. Current position: Associate Professor, Slippery Rock University.
When I began the doctoral program at WVU, I intended to focus on a career in research upon the completion of my degree. While the program provided training across the breadth of the academic mission, the Department's strong emphasis on preparing students to become effective teachers played a major role in my professional development. The extensive teaching experience I received made me realize that, in terms of a career, I wanted to spend more of my time in the classroom. In addition, I believe it contributed greatly to my future success as an instructor. I feel fortunate to have earned my degree from a Department that valued teaching and to have been surrounded by mentors who strove to maintain excellence in this area.
- Robin (Myers) Bartlett Ph.D. (2000). Life-Span Developmental Program. Current position: Associate Professor, Northern Kentucky University.
I benefited greatly from my education at WVU and specifically the vast experiences that were offered within the junior colleague model. Having the opportunity, as a graduate student, to conduct research, teach several courses, and serve on different departmental committees allowed me to gain valuable experiences that were beneficial to both my job search and my transition into a tenure track position. When applying for employment, several interviewers seemed impressed that as a graduate student I was able to obtain substantive experience in research, teaching, and service. While graduates from WVU typically gain experiences in all three of these areas, the junior colleague model also maintains flexibility, allowing individuals to focus on specific areas that are congruent with their career and academic aspirations.
- Kristopher Kimbler, Ph.D. (2006). Life-Span Developmental Program. Current position: Assistant Professor, Troy University.
The solid training in Life-span Development at WVU along with extensive teaching experience as a graduate student has positively impacted my ability to teach in my new position. I feel very confident in my teaching abilities because I received so much feedback as a graduate teaching assistant. I also feel that I have been extremely prepared to teach my life-span course in at IUP because I was well-rounded in my knowledge of every age period. Students who go into developmental programs that focus solely on one age period do not have the same knowledge that is obtained from a life-span program such as WVU's. Having been a student representative for three committees (faculty, graduate, developmental) allowed me to better understand how policies get developed and the many expectations of faculty members. This experience has helped me better prepare for my current position as a faculty member in a large department. The close relationships between faculty and students at WVU (due to the Junior Colleague Model) prepared me to mentor my students in the same fashion, which I believe significantly aids in their learning. It was also refreshing to know that I have developed my own program of research rather than having a mentor tell me what I must do. I'm doing what I love.
- Tara Neely, Ph.D. (2006). Life-Span Developmental Program. Current position: Assistant Professor, Indiana University of Pennsylvania.
The graduate program in Life-Span Developmental Psychology at West Virginia University provided excellent training for my current position teaching and conducting research at a liberal arts college. The junior colleague model is unique. It allows students to gain experience developing their own ideas and interests, which is invaluable once graduate study is complete. The junior colleague model also allowed for students to serve as committee members on every departmental committee, to be involved in the interview process for incoming graduate students, and to form long-lasting collaborative relationships with faculty members. In addition, graduate students gain considerable experience teaching as they actually teach the courses instead of merely assisting a faculty member. The training that I received while at WVU has given me the opportunity to excel in research, teaching, and service.
- Kelly (Snyder) Schuller, Ph.D. (2006). Life-Span Developmental Program. Current Position: Visiting Assistant Professor, College of Charleston.
As a new professor on the tenure track at a state university, I am heavily involved in teaching, research, and departmental/community service. Maintaining this balance with a 4-4 teaching load is very challenging, but my graduate training in Life-span Developmental Psychology at WVU has prepared me very well for these challenges. Thanks to the junior colleague model, I served on many departmental committees and was involved in major departmental decisions as a graduate student. I believe that the teaching I did as a graduate student helped me to be a strong, confident, and effective instructor.
- Karri (Bonner) Verno, Ph.D. (2005). Life-Span Developmental Program. Current position: Assistant Professor, Mansfield University.
Teaching undergraduate psychology courses as a Graduate Teaching Assistant at WVU was an invaluable experience and helped to prepare me for my current position. I was able to gain experience in presenting course material as well as developing and coordinating undergraduate courses. Also Graduate Teaching Assistants at WVU have the opportunity to develop and teach their very own course on a topic of their choosing. Doing this in my final year was wonderful preparation for my current potion as an Assistant Professor teaching an average load of three undergraduate courses per semester.
- Rebecca Ryan, Ph.D. (2006). Life-Span Developmental Program. Current Position: Assistant Professor. Georgia Southern University.