Graduate Program Leadership Resources
This subcommittee focuses on the needs of individuals responsible for leading and administering I-O psychology graduate programs, including both Master’s and doctoral programs. This subcommittee addresses issues related to, and provides resources for, sustaining and strengthening I-O psychology programs, such as program structure, curriculum planning, resource management, and alignment with evolving expectations in science, practice, and training. The work is intended to support program leaders in maintaining high-quality, resilient, and forward-looking educational programs. This includes providing support for those looking to utilize the Education and Training Guidelines for various purposes (e.g., program evaluation, re-design, creation).
This subcommittee should work closely with the planned Program Directors Special Interest Group (SIG) to clarify needs, ensure coordination, avoid duplication of effort, and leverage shared expertise in addressing program-level challenges and opportunities.
Instructional Needs and Resources
This subcommittee is responsible for the development, organization, and stewardship of resources that support instructors (e.g., graduate students, part-time/full-time faculty members) teaching I-O psychology. This subcommittee focuses on identifying core scientific and applied competencies relevant to the science and practice of I-O psychology and translating those competencies into usable instructional materials. These materials are designed to support pedagogical efforts across educational levels and instructional contexts and to promote alignment between what is taught in I-O psychology programs and the skills required for a variety of career paths (e.g., consulting, research, practice, academia). Additionally, this subcommittee will engage in activities that systematically gather and interpret data (e.g., faculty survey results, resource download trends, and feedback from program directors) to clarify instructional needs and the committee’s priorities.
In addition to resource development, the subcommittee, with the support of SIOP staff, manages the curation, and updating of instructional materials hosted on SIOP’s website, ensuring that resources remain current, accessible, and pedagogically sound.
Instructor Mentoring
This subcommittee focuses on the professional development and long-term growth of educators within the I-O psychology community. Recognizing that teaching is a distinct professional competency, this subcommittee develops and manages initiatives that connect experienced I-O psychology educators with those newer to the classroom (e.g., doctoral students, early-career faculty, or practitioners transitioning to adjunct roles). The work includes establishing mentoring frameworks, facilitating "peer-to-peer" coaching on pedagogical techniques, and providing guidance on navigating the unique career milestones associated with academic and teaching-heavy roles. Specific programmatic offerings may include a formalized mentorship-matching program, virtual networking mixers for educators, and specialized workshops on building effective teaching portfolios. This subcommittee ensures that the "human element" of I-O psychology education is supported through stable, professional relationships.
Student Resources
This subcommittee develops and curates resources to support students as they navigate key educational decisions in the field of I-O psychology, with a particular emphasis on the transition from undergraduate to graduate training. This subcommittee focuses on providing clear, accurate, and supplemental information to help students make informed decisions about graduate education, including understanding program types, application processes, and factors relevant to selecting graduate training pathways. These resources are designed to complement existing Society offerings, including the Graduate Training Program (GTP) Directory. This subcommittee can also be available to curate content for students on key competencies in I-O psychology or to help students make informed decisions about career paths, etc.
It is expected that subcommittees will coordinate with each other when needs span multiple roles. For example, the Program Leadership subcommittee may also have insights about resources for advising students; the Instructional Needs and Resources subcommittee may work with both the Graduate Program Leadership and Student Resources subcommittees, depending on the primary use/audience of intended resources, etc.
