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knowledge
enabled me to develop my hypothesis. It was expected that high scores on the DES would be
associated with low levels of electrodermal activity, resulting in a negative correlation. The
results did not provide support for the idea that dissociative individuals have diminished skin
conductance readings while experiencing a stressful situation.
Analysis of variance became the focus of the statistical analysis. This score was tested via a
t-test. Through this process of compiling data and through statistical analysis, I came to
recognize the importance of accuracy and attention to detail. Overall, through conducting
research and writing a thesis, I strengthened my research and writing skills.
The greatest supplement to my academic experience has been the opportunity to be part of
service-learning. This is the concept of students volunteering in the community, accumulating
responsibilities that allow them to acquire hands-on experience in course materials. My first
experience with service-learning happened a year and a half ago, when I was offered the job
of Service-Learning Teaching Assistant (TA) in Psychology 101. After rigorous evaluation of
several agencies, we chose ones that would best suit the students' needs. We also developed
a lesson plan that would enhance the learning experience, and we created contracts by which
the agencies and students would abide. We gained valuable experience the first semester,
including how to successfully conduct the Service-Learning class.
By the next semester, we had developed a system for keeping the students motivated. Our
method involved asking students to keep reflective journals and conducting reflective sessions,
which not only allowed students to tell about their Service-Learning experiences, but also to
think critically about their experiences at their agency. We discovered that, in order for
students and agencies to have a fulfilling experience in Service-Learning class, the program
had to involve students in community service that addresses local needs and that allowed
them to develop their academic skills, sense of civil responsibility, and commitment to the
community. We also kept the students motivated by compiling the total number of hours in
which they served in the community. These hours reached into the thousands, and keeping a
record allowed students to see how their combined efforts made a difference.
This year, I am the Service-Learning TA in a Nurse-Practitioners graduate class. This has
given me the opportunity to show the instructor what I have learned about Service-Learning,
specifically how to successfully implement a service-learning course without the aid of a
Service-Learning TA. Next semester, I will be a Service-Learning TA in an Environmental
Ethics class, in which students will serve at activist-centered agencies. These agencies,
whose purpose is to make a difference in the community, demonstrate a high need for
service-learning students who can assist them in the effort.
The strongest transitions will not only introduce the ensuing material but will also draw
connections to prior paragraphs. These connections can note both similarities and differences.
The link does not even have to be intrinsic to the subjects themselves. For example, this
applicant compares the breadth of his interests to the concentration of his strengths: "Although
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