Contents: Preface. Part I: Advising.Section I: Developing Strategies for Advising.R.W. Titley, B.S. Titley, Academic Advising: The Neglected Dimension in Designs for Undergraduate Education. R.P. Halgin, L.F. Halgin, An Advising System for a Large Psychology Department. J.F. Kremer, Three Obstacles to Improving Academic Consultation. U. Gielen, A Helping Hand for the Psychology Major: The Student Handbook. Section II: Improving Academic Performance.Study Techniques: E.J. O'Connor, M.B. Chassie, F. Walther, Expended Effort and Academic Performance. P.A. Spiers, R.O. Pihl, The Effect of Study Habits, Personality and Order of Presentation on Success in an Open-Book Objective Examination. M.G. Aamodt, The Effect of the Study Session on Test Performance. M.G. Aamodt, A Closer Look at the Study Session. M.R. Dean, R.W. Malott, B.J. Fulton, The Effects of Self-Management Training on Academic Performance. C.D. Hindman, Crib Notes in the Classroom: Cheaters Never Win. Note Taking Strategies: R.J. Palkovitz, R.K. Lore, Note Taking and Note Review: Why Students Fail Questions Based on Lecture Material. L. Baker, B.R. Lombardi, Students' Lecture Notes and Their Relation to Test Performance. Test Taking Strategies: C.A. Paul, J.S. Rosenkoetter, The Relationship Between the Time Taken to Complete an Examination and the Test Score Received. J.J. Johnston, Exam-Taking Speed and Grades. L. McClain, Behavior During Examinations: A Comparison of "A, " "C, " and "F" Students. G. Cirino-Gerena, Strategies in Answering Essay Tests. Changing Answers on Multiple Choice Tests: L.T. Benjamin, Jr., T.A. Cavell, W.R. Shallenberger, Staying With Initial Answers on Objective Tests: Is It a Myth? J.J. Johnston, Sticking With First Responses on Multiple-Choice Exams: For Better or For Worse. J.J. Johnston, Answer-Changing Behavior and Grades. N.F. Skinner, Switching Answers on Multiple-Choice Questions: Shrewdness or Shibboleth? J.B. Best, Item Difficulty and Answer Changing. K.A. Edwards, C. Marshall, First Impressions on Tests: Some New Findings. Section III: Investigating Graduate Education in Psychology.Admissions Variables: R.A. Smith, Advising Beginning Psychology Majors for Graduate School. J.V. Couch, J.O. Benedict, Graduate School Admission Variables: An Analysis of 1980-81 Students. R.H. Nowaczyk, J.D. Frey, Factors Related to Performance on the GRE Advanced Psychology Test. G.E. Littlepage, D.M. Bragg, J.O. Rust, Relations Between Admission Criteria, Academic Performance, and Professional Performance. J.H. Korn, M.E. Lewandowski, The Clinical Bias in the Career Plans of Undergraduates and Its Impact on Students and the Profession. D.C. Wright, D.H. Kausler, Commentary: Advising Students About Graduate Work. Professional School Considerations: C.J. Scheirer, Professional Schools: Information for Students and Advisors. D.L. Cole, Undergraduate Preparation for Admission to Professional Schools of Psychology. Additional Issues: D.B. Henderson, On Advising Undergraduates About Graduate School in Professional Psychology. M.C. Gottlieb, Introduction to the Fields of Psychology: A Course Proposal. P.W. Lunneborg, How Are Changes in Graduate Admissions Affecting the Teaching of Undergraduate Psychology? P.G. Zimbardo, Reducing the Agony of Writing Letters of Recommendation. Section IV: Promoting Graduate Student Development.Personal Development: P.E. Delfin, M.C. Roberts, Self-Perceived Confidence and Competence as a Function of Training in the Beginning Graduate Student in Clinical Psychology. L.J. Bloom, P.A. Bell, Making It in Graduate School: Some Reflections About the Superstars. B. Perlman, P. Dehart, The Master's-Level Clinician: Application and Admission to Doctoral Programs. Teaching Skills: A. Strachan, V. Ortega Welch, C. Barker, B. Compas, M. Lund Ferguson, A Framework for Training College-Level Teachers of Psychology: Five Basic Processes. K.A. Lattal, A Workshop for New Graduate Student Teachers of Undergraduate Psychology Courses. J.H. Grosslight, The Teaching Apprentice: A Community College-University Program. P. Hettich, S. Lema-Stern, J.V. Rizzo, Dear Graduate Student (and Future Professor): . Scholarly Skills: D. Glenwick, A.A. Burka, Research Collaboration Between Graduate Students: Facilitating the Rites of Passage. J.S. Blanton, Midwifing the Dissertation. D. Fox, The Pressure to Publish: A Graduate Student's Personal Plea. M. Heesacker, From One Without Tenure: A Response to Fox. D.R. Fox, Alternative Perspectives on the Pressure to Publish. Part II: Career Development.Section I: Stimulating Career Exploration and Development.T.V. McGovern, Development of a Career Planning Program for Undergraduate Psychology Majors. M.E. Ware, Evaluating a Career Development Course: A Two Year Study. M.E. Ware, M.L. Beischel, Career Development: Evaluating a New Frontier for Teaching and Research. K.A. Lattal, "Psychology as a Profession;" A Brief Course Providing Career Information for Psychology Majors. V. Bluestein, Variations on the Fields of Psychology Course. M.E. Ware, J.R. Matthews, Stimulating Career Exploration and Research Among Undergraduates: A Colloquium Series. Section II: Identifying Occupational Opportunities for Psychology Majors.M.E. Ware, A.E. Meyer, Career Versatility of the Psychology Major: A Survey of Graduates. P. Sachs Wise, G.F. Smith, F.E. Fulkerson, Occupations of Psychology Majors Receiving Undergraduate Degrees from Western Illinois University. C. Erdwins, L.J. Olivetti, Psychology Related Employment Settings for Graduates of Submaster's Programs in Psychology: A Bibliography. Section III: Developing Occupationally Related Skills.T.V. McGovern, S.E. Ellett, Bridging the Gap: Psychology Classroom to the Marketplace. W.A. Marzano, Individualizing Job-Entry Skills. P.R. Korn, An Undergraduate Helping Skills Course: Skill Development and Career Education. F.J. Prerost, M.J. Reich, Factors Affecting Evaluation of Undergraduate Job Applicants: Urban vs. Rural Human Service Delivery Systems. Section IV: Assessing Job Satisfaction Among Psychology Majors.P.W. Lunneborg, V.M. Wilson, Job Satisfaction Correlation for College Graduates in Psychology. P.W. Lunneborg, Job Satisfactions in Different Occupational Areas Among Psychology Baccalaureates. Part III: Field Placement.Section I: Exploring Administrative Issues.L. VandeCreek, M. Fleischer, The Role of Practicum in the Undergraduate Psychology Curriculum. J.R. Matthews, Undergraduate Field Placement: Survey and Issues. L. VandeCreek, G. Thompson, Management of Undergraduate Psychology Internships. E.J. Barton, P.H. Duerfeldt, Undergraduate Psychology Practica Pragmatism. D.G. Wolfgang, The Psychology Teacher and Undergraduate Field Experience Courses: The Problem of Supervision. D.D. Anderson, D.K. Stein, Organization and Administration of the Psychology Practicum: Meeting Student, Agency, and Program Goals. P.A. Keller, Identifying Goals for Undergraduate Internships. J.H. Dalton, Discussing Ethical Issues in Practicum Courses. Section II: Describing Undergraduate Placements.Diversified Settings/Clientele: A.K. Hess, A.O. Harrison, D.W. Shantz, R.S. Fink, H. Zepelin, L. Lilliston, J.F. Aponte, J.H. Korn, Critical Issues in U
