Improving Student Skills and Career Readiness Through Targeted and Embedded Instruction

Abstract

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.