PhDs - if you’re not super into stats and data analysis and looking to shift to #altac/non-prof roles the skills you want to hone & excel at are:
- Writing (but not dense academic writing)
- Project management
- Strategic, big picture thinking
You have a leg up here ^^ use it.
Now two years out, I look on whether my PhD was “worth it”.
If only based on job requirements then no. Most roles I want don’t need a PhD.
BUT my PhD gave me the writing, PM & strategy skills I use everyday that will get me on a new path. So yes, it was worth it.
I did so many types of tasks during my PhD and it really is all about leveraging those things and being able to translate what you did for a new career audience.
Your PhD also gives you confidence and leadership skills that most just don’t have coming out of undergrad.
Don’t be dismayed by the “all coding all the time” heavy quant times that seem like a requirement for research PhDs.
Of that’s your thing, then do it! If not that’s ok, too!
Identifying your relative strengths and finding a company/org that you’re into is what matters.
Its honestly incredible how many COOL career paths there are that PhDs would be great at.
Don’t be down about the academic job market. Get out there, keep an open mind, and explore the possibilities.
You just might find an amazing career!
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No. 2 – Introduction to Psychology with Better Readings where I give you a full reading list of popular books that are way better to read than your dated intro psych textbook
I spoke to students and faculty at @AbertayUni about how we do #edtech research at WGU Labs, and advice for psychology PhDs looking to land an #altac role.
[THREAD] with pics, links to posts, and the full presentation at the end 👇🏼 1/
The #edtech industry has been on the rise since 2018, but #COVID19 has acted as a catalyst for online learning at scale in 2020. Edtech adoption by educators has been a huge output of this pandemic & all the more reason that our work at Labs is super relevant right now. 2/
However, there are some three key problems that I see with #edtech research👇🏼
Edtech research should focus IMO on enhancing core learning processes. I've talked about some of this here: nicolebarbaro.com/2020/06/16/usi… 3/
I saw this title and “thought this is so unlikely to be what the actual scientific paper said” and I was right. First things first – let’s look at the title of the actual paper, linked at the end of the article 2/
Well the article must at least talk about race and racism, right? Right?!
Juicy take on why replication attempts *really* fail: The phenomenon I studied was super complex and you probably didn't do something correctly.
2/
Their proposal is a(nother!) framework or "lens" to evaluate failed replications across 4 types of validity to identify the potential ways in which the replication study differed that could explain the failed replication.
[Thread] I'm a bit late but as people are prepping courses for the new semester (or already started) I wanted to share all my teaching materials for those that may find them useful! #TeachPsych#PhDchat please RT to share!
1. The Psychology of Human Sexuality [3000 level, elective, 4 credit hours]. I took an evo, cross-cultural approach. The 2-day a week course was split, I did lecture one day & discussed a recent research article the other. Term paper materials included osf.io/qn3w2/
2. Intro to Lifespan Developmental Psychology [2000 level, program req & gen ed, 4 credit hours]. Formatted for a 2-day a week full semester (fall 2019) and a 8 week 2-day a week summer semester. Scientific literacy assignments included! osf.io/af8rk/
First, the good: The basic research design is great. The classes are online courses that were run by a single admin throughout the semester. The only difference was the brief video intro by the professor. This is a really clean way to run a realistic quasi-experimental design. 2/
Now for the less good: The overall sample size is small -- 14 professors. The analysis used t-test to determine differences in overall course ratings by gender and race, and then a regression to see how gender and race uniquely predict course/prof ratings. 3/