Background

Psychology students can and sometimes do develop skills and career readiness in their courses, but these outcomes are rarely made explicit.

Objective

This research jointly examines how two potential factors may improve student skills and career readiness: explicit instruction on skill development in an advanced laboratory course, coupled with an embedded staff person from the institution’s career center.

Method

Changes in self-reports of skills and career readiness from pretest to posttest were examined for the course designed to improve these outcomes, as well as in a comparison group of similarly qualified students.

Results

Students in the course targeting skill development and career readiness improved on these outcomes over time. The comparison group did not improve.

Conclusion

These findings show promise for the impact of direct skill instruction and embedded staff on student career–related outcomes.

Teaching Implications

Instructors would serve their students well by pointing out the skills they are developing, when they are developing them, and their usefulness. Other implications for embedding staff, including feasibility, are discussed.

中文翻译：

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通过有针对性的嵌入式教学提高学生技能和职业准备

背景

心理学学生可以并且有时确实在他们的课程中培养技能和职业准备，但这些结果很少明确。

客观的

这项研究共同研究了两个潜在因素如何提高学生技能和职业准备：在高级实验室课程中对技能发展进行明确指导，以及来自该机构职业中心的嵌入式工作人员。

方法

针对旨在改善这些结果的课程以及具有类似资格的学生的比较组，检查了从前测到后测的技能和职业准备自我报告的变化。

结果

随着时间的推移，以技能发展和职业准备为目标的课程中的学生在这些成果上有所提高。对照组没有改善。

结论

这些研究结果表明，直接技能指导和嵌入式员工对学生职业相关成果的影响是有希望的。

教学意义

教师会通过指出他们正在发展的技能、何时发展这些技能以及他们的用处来为他们的学生提供很好的服务。讨论了对嵌入员工的其他影响，包括可行性。