apa guidelines for the undergraduate psychology major 2.0...

APA Guidelines for the

Undergraduate

Psychology Major 2.0:

Rationale and Overview

http://www.apa.org/ed/

precollege/about/

psymajor-guidelines.pdf

Goals for Today’s Session

Briefly review the history and rationale for

APA’s Guidelines for the Undergraduate

Psychology Major 2.0

Compare the new vs the old Guidelines

To answer any questions you might have

about Guidelines 2.0~

Guidelines 2.0 Development Team

Jane S. Halonen (Chair), University of West Florida*

Bill Buskist , Auburn University*

R. Eric Landrum, Boise State University

Dana S. Dunn, Moravian College

Maureen McCarthy, Kennesaw State University*

Jerry Rudmann, Irvine Valley Community College*

Michael Stoloff , James Madison University

James Freeman, University of Virginia

Bill Hill, Kennesaw State University*

Carolyn Enns, Cornell College & BEA

Nadine Kaslow, Emory University & APA BOD

Martha Boenau & Robin Hailstorks, APA Staff Liaisons

A Brief History of the Guidelines

2001: APA empanels 1st task force on this question:

What should the psychology major be able to know

and do upon graduation?

2002: Development of 10-goal format

2003: Development of Assessment Cyberguide

2007: Adoption of APA Guidelines as policy

2010: Publication of Assessment Cyberguide 2.0

2012: APA policy dictates updating Guidelines 2.0

2013: Development/Publication of Guidelines 2.0~

Previous APA GuidelinesFeaturing Ten Goals

Focused on psychology’s contributions to

both the discipline and the liberal arts~

Guidelines 1.0 Architecture

PSYCHOLOGY

SKILLS

Knowledge Base

Critical Thinking

Research

Applications

Values

LIBERAL ARTS

SKILLS

Information Literacy

Communication

Sociocultural/Internatio

nal

Personal Development

Career Planning

Guidelines 2.0 Architecture

Guidelines 1.0

GOAL 1: Knowledge Base of Psychology. Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

GOAL 2: Research Methods in Psychology. Understand and apply basic research methods in psychology, including research design, data analysis, and interpretation.

GOAL 3: Critical Thinking Skills in Psychology. Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solve problems related to behavior and mental processes.

GOAL 4: Application of Psychology.* Understand and apply psychological principles to personal, social, and organizational issues.

GOAL 5: Values in Psychology. Value empirical evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a science.

GOAL 6: Information and Technological Literacy. Demonstrate information competence and the ability to use computers and other technology for many purposes.

GOAL 7: Communication Skills. Communicate effectively in a variety of formats.

GOAL 8: Sociocultural and International Awareness.* Recognize, understand, and respect the complexity of sociocultural and international diversity.

GOAL 9: Personal Development. Develop insight into their own and others’ behavior and mental processes and apply effective strategies for self-management and self-improvement.

GOAL 10: Career Planning and Development. Pursue realistic ideas about how to implement their psychological knowledge, skills, and values in occupational pursuits in a variety of settings that meet personal goals and societal needs.

*Infused Throughout New Guidelines Where Possible

Guidelines 2.0

Goal 1: Knowledge Base in Psychology. Students should demonstrate fundamental knowledge and comprehension of the major concepts, theoretical perspectives, historical trends, and empirical findings to discuss how psychological principles apply to behavioral problems.

Goal 2: Scientific Inquiry and Critical Thinking. The skills in this domain involve the development of scientific reasoning and problem solving, including effective research methods.

Goal 3: Ethical and Social Responsibility in a Diverse World. The skills in this domain involve the development of ethically and socially responsible behaviors for professional and personal settings in a landscape that involves increasing diversity.

Goal 4: Communication. Students should demonstrate competence in writing and in oral and interpersonal communication skills.

Goal 5: Professional Development. The emphasis in this goal is on application of psychology-specific content and skills, effective self-reflection, project-management skills, teamwork skills, and career preparation.

Mapping G 1.0 onto G 2.0(Application [4] & Sociocultural Awareness [8]

Infused Throughout )

2.0 Goal 1: Knowledge Base in Psychology

– Knowledge Base (1)

2.0 Goal 2: Scientific Thinking/Critical Inquiry

– Res Meth, Crit Think, Info Literacy (2, 3, 6)

2.0 Goal 3: Ethical/Social Responsibility

– Values and Personal Development (5 & 9)

2.0 Goal 4: Communication

– Communication Skills (7)

2.0 Goal 5: Professional Development

– Career Planning and Development (10)

Rationale for Guidelines 2.0

1. Ten goals are too many.

2. The guidelines should be consistent with

recent SoTL.

3. Skills and workforce development should

receive greater emphasis.

4. The identity of psychology as a STEM and

an interdisciplinary “hub” science should be

strengthened.~


5. All goals, including liberal arts goals, should

be achievable and realistic.

6. Values [old Goal 5], personal development

[old Goal 9] , and career planning [ old Goal

10] needed greater development.

7. Sociocultural domain [old Goal 8] should be

cast in more positive terms and should be

infused throughout Guidelines, rather than

isolated.~


8. The Guidelines should encourage

appropriate course experiences, sequencing,

and timing.

9. Support for assessment planning needs to be

included within the primary document.

10. Experiences in the first 2 years need

clarification to promote appropriate

community college involvement.~


11. Setting a possible stage for APA

endorsement of programs.

12. Distinction between psychology liberal arts

was confusing and arbitrary.~

Primary Goals for

Guidelines 2.0 Make PUBLIC our shared understanding of the

primary objectives/values of the psychology major.

Clarify the focus on psychological science.

Emphasize skill development appropriate for liberal arts programs.

Provide guidance to departments to facilitate development of excellence in outcomes-based curricula.

Reflect a paradigm shift from concern about psychology’s role in the liberal arts to psychology’s role in workforce development.~

Primary Goals for

Guidelines 2.0

The goals all:

Focus on best practices

Are intended to be flexible

Are indented to be modifiable

Are aspirational~

Goal 1—Knowledge Base

in Psychology

1.1 Describe key concepts, principles, and

overarching themes in psychology.

1.2 Develop a working knowledge of

psychology’s content domains.

1.3 Describe applications of psychology.~

Goal 2—Scientific Inquiry and

Critical Thinking

2.1 Use sci. reasoning to interpret behavior.

2.2 Demonstrate psychological info. literacy.

2.3 Engage in innovative and integrative

thinking and problem solving.

2.4 Interpret, design, conduct basic research.

2.5 Incorporate sociocultural factors in

scientific inquiry.~

Goal 3—Ethical

and Social Responsibility

3.1 Apply ethical standards to evaluate

psychological science and practice.

3.2 Promote values that build trust and enhance

interpersonal relationships.

3.3 Adopt values that build community at local,

national, and global levels.~

Goal 4—Communication

4.1 Demonstrate effective writing for different

purposes.

4.2 Exhibit effective presentation skills for

different purposes.

4.3 Interact effectively with others.~

Goal 5—Professional Development

5.1 Apply psychological content and skills

to career goals.

5.2 Exhibit self-efficacy and self-regulation.

5.3 Refine project management skills.

5.4 Enhance teamwork capacity.

5.5 Develop meaningful professional direction

for life after graduation.~

Two-Tier Structure of Guidelines 2.0

Foundational (2-year; core courses)

Baccalaureate (4-year; full major)~

An Example: The Two-Tier Structure

(see p. 33 in hard copy)

5.1 Apply psych. content/skills to career goals.

Foundational: Recognize the value and

application of research and problem-solving skills

in providing evidence beyond personal opinion to

support solutions [5.1a].

Baccalaureate: Describe and execute problem-

solving and research methods to facilitate

effective workplace solutions [5.1A].~

Recommended

Departmental Practices

Encourage faculty to review Guidelines 2.0.

Consider adopting them in your department.

All, some, or a locally-developed variation.~

Recommended


Map individual courses to curriculum

outcomes.

To what extent do students who complete

your program focus on these objectives?

Consider not only required courses, but also

popular courses.

Focus attention on activities within courses,

skill development, and high impact

experiences.~

Recommended


Propose curriculum changes to better address

the outcomes you have adopted.

Create a developmentally coherent

experience that facilitates higher-level

experiences by building on earlier ones.

Focus on skill development and preparation

for bachelors-level careers.~

Recommended


Enhance student awareness of program objectives.

Be explicit regarding how students should strive to

meet program objectives.

Include program objectives in departmental

website, catalog, on checklists, on bulletin boards,

and on course syllabi.~

Recommended


Help students see many occupational options

available for graduates with a liberal arts

degree.

Help students articulate their skills and the

value of what they can do in the workplace.

Recommended


Engage faculty in the assessment process.

Regularly discuss program strengths and

weaknesses discovered through student

assessment.

Use program assessment data to justify

improvements.

Share assessment findings with students.

Expect students take responsibility for their

education.

Feedback on Guidelines 2.0 Please!!

http://apaoutside.apa.org/EducCSS/Public/



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