Senior Advice: Graduating Seniors Write to Psychology Freshmen

Abstract

We describe the course context, representative results, and student evaluations of an assignment in which graduating psychology majors provided written advice in the form of letters to incoming psychology freshmen. Quantitative analyses of 101 letters written as part of a senior seminar revealed that the letters contained an average of 11 recommendations and expressed a positive tone. Prevailing advice centered on becoming involved in student organizations, cultivating study skills, securing research experience, and living college to its fullest. Evaluative data demonstrated favorable reactions to the assignment by both the authors and the recipients. We conclude with a discussion of the pedagogical and advising uses of the assignment and its results.