Evaluating the “visit day” tool for supporting underrepresented and/or marginalized students in applying to doctoral programs

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Author(s)Grassetti, Stevie N.
Author(s)Meehan, Zachary M.
Author(s)Beveridge, Ryan M.
Author(s)Teachman, Bethany A.
Author(s)Stanton, Alexis G.
Author(s)Cooper, Phoenix Jazmine
Author(s)Daniel, Katharine E.
Date Accessioned2023-02-10T16:46:27Z
Date Available2023-02-10T16:46:27Z
Publication Date2023-02
Description©American Psychological Association, 2023. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. The final article is available, upon publication, at: https://doi.org/10.1037/tep0000426
AbstractThe Council of Chairs of Training Councils’ (CCTC) 2020 Social Responsiveness in HSP Education and Training Toolkit recommends that training programs host “open houses and information sessions” to recruit a more diverse group of trainees. Aligning with this recommendation, doctoral training programs across the country have been hosting program “visit days” that facilitate opportunities for underrepresented prospective students and HSP doctoral programs to connect. There are no published empirical studies to inform whether such visit days are associated with expected benefits for prospective and current students. Published studies could aid HSP training programs in considering this tool. The current study presents data from three surveys that evaluated visit days held across four clinical psychology doctoral training programs. Participants included two groups—38 underrepresented prospective students who had attended a visit day and 35 current graduate students who assisted with hosting a visit day at one of four clinical psychology doctoral training programs. Prospective students reported that visiting was a positive experience and identified talking with graduate students and faculty members as the most satisfying aspect of visit day. A 1 year follow up survey suggested that 78% of the visitors who applied to graduate school received an offer of admission. Current graduate students also reported benefits of participating in visit day that included enhanced knowledge of both the challenges experienced by and supports available for students from marginalized groups. We conclude by discussing study limitations, identifying visit day implementation challenges, and offering advice to HSP training programs that are considering implementing visit days. Public Significance Statement: This paper presents evaluation data from four doctoral programs that hosted program “visit days” to connect with underrepresented prospective trainees. Data suggest that prospective and current students view involvement in visit days as positive and beneficial.
CitationGrassetti, S. N., Meehan, Z. M., Beveridge, R. M., Teachman, B. A., Stanton, A. G., Cooper, P. J., & Daniel, K. E. (2023). Evaluating the “visit day” tool for supporting underrepresented and/or marginalized students in applying to doctoral programs. Training and Education in Professional Psychology, 17(1), 43–52. https://doi.org/10.1037/tep0000426
ISSN1931-3926
URLhttps://udspace.udel.edu/handle/19716/32267
Languageen_US
PublisherTraining and Education in Professional Psychology
Keywordsdoctoral program
Keywordsinclusion
Keywordsrecruitment
Keywordsrepresentation
Keywordstraining
TitleEvaluating the “visit day” tool for supporting underrepresented and/or marginalized students in applying to doctoral programs
TypeArticle
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