Basis for CIP Designation As STEM and Implementation Practicalities/Considerations and Strategies in Designating Undergraduate Psychology Programs as STEM

2015 ◽  
Author(s):  
Cynthia Legin-Bucell ◽  
H.L. (Lee) Gillis ◽  
Susan K. Putnam ◽  
Robert Keefer
Keyword(s):  
Psychology Programs ◽  
Undergraduate Psychology

Preparing Psychology Majors to Enter the Workforce

2017 ◽  
Vol 45 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Drew C. Appleby
Keyword(s):  
American Psychological Association ◽  
The United States ◽  
Bachelor's Degree ◽  
American Psychological ◽  
Psychology Programs ◽  
Job Seeking ◽  
Psychology Faculty ◽  
Psychology Majors ◽  
Psychology Curriculum ◽  
Undergraduate Psychology

Undergraduate psychology programs have not always provided the same level of support for their job-seeking students than they have for those preparing to become psychologists. This is a particularly unfortunate situation because, according to the American Psychological Association's Center for Workforce Studies (American Psychological Association, 2017), only 13% of the 3.4 million people in the United States who have earned a bachelor's degree in psychology have gone on to earn a higher psychology degree. The first part of this article uses quotations from seven national reports on the psychology curriculum to identify the genesis and gradual amelioration of this unfortunate situation. The remainder of this article focuses on strategies that psychology faculty can use to help their job-seeking students successfully accomplish Goal 5: Professional Development of the APA Guidelines for the Undergraduate Psychology Major. These strategies include referring advisees to professionally trained advisors and becoming aware of careers in which baccalaureate-level psychology majors have entered or can prepare to enter and the sets of knowledge, skills, and characteristics important for success in these careers.

A National Survey of the Academic Minor and Psychology

1994 ◽  
Vol 21 (2) ◽  
pp. 69-74 ◽  
Author(s):  
Carolyn Stache ◽  
Baron Perlman ◽  
Lee McCann ◽  
Susan McFadden
Keyword(s):  
National Survey ◽  
Academic Program ◽  
Basic Information ◽  
Psychology Programs ◽  
Psychology Majors ◽  
Undergraduate Psychology ◽  
Support Evaluation

Brewer et al. (1993) recommended the collection of curricular information to support evaluation of undergraduate psychology programs. We gathered basic information on the psychology minor, including national patterns of requirements and recommendations, chairperson opinions about the psychology minor as an academic program, and the minor areas of study that students with psychology majors are advised to select. Surveys were sent to 400 psychology departments; 275 (69%) returned surveys were usable. Discussion focuses on the structure of the minor, the need for advising minors, assessing the minor, and the type of attention psychology departments could give the academic minor, including the minors they recommend for their majors.

Assessment drivers and practices in undergraduate psychology programs: A survey of associate and baccalaureate degree programs.

2016 ◽  
Vol 2 (2) ◽  
pp. 99-111 ◽  
Author(s):  
Robin Hailstorks ◽  
John C. Norcross ◽  
Rory A. Pfund ◽  
Leona S. Aiken ◽  
Karen E. Stamm ◽  
...  
Keyword(s):  
Baccalaureate Degree ◽  
Degree Programs ◽  
Psychology Programs ◽  
Undergraduate Psychology

scholarly journals A Place for Comparative Psychology in Undergraduate Curricula

2018 ◽  
Vol 31 ◽  
Author(s):  
Mark A. Krause
Keyword(s):  
Human Behavior ◽  
Comparative Psychology ◽  
American Psychological ◽  
Psychology Programs ◽  
Undergraduate Major ◽  
Core Set ◽  
Psychology Majors ◽  
Undergraduate Psychology ◽  
Undergraduate Programs ◽  
The U.S

Establishing a place for comparative psychology within the curricula of undergraduate psychology programs in the U.S. can be challenging. Psychology majors typically take a core set of required classes and select the remainder from a menu of options or from purely elective courses offered by faculty that are primarily focused on human behavior. It is within this context that many of us who teach comparative psychology find ourselves competing for space in our undergraduate programs. In this paper I describe a way to make comparative psychology more visible in undergraduate psychology programs. Specifically, I outline a strategy for mapping undergraduate courses in comparative psychology onto the American Psychological Association’s (2013) guidelines for the undergraduate major. The aim is to bring our unique contributions into focus, offer clarity on common course objectives, and hopefully offer something useful for assessing undergraduate student learning.

scholarly journals Academic needs of students in undergraduate psychology programs

2018 ◽  
Vol 82 (0) ◽  
pp. 3EV-081-3EV-081
Author(s):  
Nozomi Wada ◽  
Nobuhito Jin ◽  
Yasushi Ohashi ◽  
Takuro Nakatsubo
Keyword(s):  
Academic Needs ◽  
Psychology Programs ◽  
Undergraduate Psychology

scholarly journals ¿Pluralismo o monoteoría en psicología clínica? Análisis empírico de problemas epistemológicos y formativos en carreras de psicología en Argentina (2015)

2017 ◽  
Vol 15 (2) ◽  
Author(s):  
Catriel Fierro ◽  
Laureano Brisuela Blume ◽  
Ornella Bruna ◽  
Franco Biglieri
Keyword(s):  
Clinical Psychology ◽  
Bibliometric Study ◽  
Theoretical Orientations ◽  
Psychology Programs ◽  
La Plata ◽  
Current State ◽  
Undergraduate Psychology ◽  
National Universities

La bibliografía utilizada en el entrenamiento psicoclínico en carreras de grado es central para explicar las particularidades teóricas, epistemológicas y prácticas de la psicología argentina. Este trabajo aporta datos sobre el estado actual de dicha formación psicoclínica en universidades nacionales en el contexto de los debates sobre evaluación y acreditación de grados de psicología, que en lo epistemológico han enfatizado de la necesidad de formar profesionales pluralistas, críticos y actualizados. Se realizó un estudio descriptivo, expost facto retrospectivo de tipo socio-bibliométrico, analizándose la bibliografía obligatoria (N=629) de los sílabos  de asignaturas sobre psicología clínica y psicoterapia de carreras de psicología de las universidades nacionales de Rosario, Mar del Plata y La Plata, a partir de categorías de análisis socio-bibliométrico. Se halló un predominio de trabajos de Freud y Lacan, y de trabajos de orientaciones psicodinámicas en desmedro de otras orientaciones psicoclínicas. Existiría predominio de obras de psicólogos por sobre psiquiatras, médicos y filósofos. Menos del 5% de la bibliografía fue publicada en los últimos cinco años, y menos de un 20% en los últimos diez años. Se concluye que no existiría adecuación entre contenidos impartidos y parámetros de los procesos de acreditación y debates teóricos y epistemológicos de la disciplina. AbstractMandatory readings of undergraduate psychology programs’ training in clinical psychology are of key importance in order to explain the theoretical, epistemological and practical peculiarities of Argentinian psychology. This study provides data on the current state of psychoclinical training at national universities in the context of the debates on evaluation and accreditation of psychology careers, which in an epistemological sense have emphasized the need to train pluralistic, critical and up-to-date professionals. A descriptive, retrospective, socio-bibliometric study was carried out, to analyze the literature used as mandatory readings (N = 629) at clinical psychology and psychotherapy syllabi of psychology programs at the national universities of Rosario, Mar del Plata and La Plata, using socio-bibliometric variables and indicators. We found a predominance of works by Freud and Lacan, and works of psychodynamic orientations in detriment of other theoretical orientations. There exists a predominance of works by psychologists over psychiatrists, physicians and philosophers. Less than 5% of the literature was published in the last five years, and less than 20% in the last ten years. It is concluded that there would be no congruence between the contents taught at psychotherapy undergraduate courses, criteria used for psychology programs’ accreditation processes, and theoretical and epistemological debates of the discipline. 

Characteristics of Successful Undergraduate Psychology Programs

2012 ◽  
Vol 39 (2) ◽  
pp. 91-99 ◽  
Author(s):  
Michael L. Stoloff ◽  
Nicholas A. Curtis ◽  
Megan Rodgers ◽  
JoAnne Brewster ◽  
Maureen A. McCarthy
Keyword(s):  
Psychology Programs ◽  
Undergraduate Psychology

Increasing Undergraduate Psychology Major’s Workforce Readiness Through Courses in Applied Behavior Analysis

2019 ◽  
Vol 46 (4) ◽  
pp. 334-339
Author(s):  
Barbara Metzger ◽  
Catherine M. Gayman
Keyword(s):  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Undergraduate Curriculum ◽  
Central Feature ◽  
Workforce Readiness ◽  
American Psychological ◽  
Psychology Programs ◽  
Job Opportunities ◽  
Undergraduate Psychology ◽  
Undergraduate Programs

The American Psychological Association’s 2013 guidelines recommend that psychology undergraduate programs make workforce preparation a central feature in undergraduate psychology programs. The addition of courses in applied behavior analysis (ABA) is one method to provide students with the skills and credentials necessary to enter a psychology-related career immediately after graduation. The number of university programs offering coursework in ABA is increasing in tandem with the explosive growth in job opportunities for behavior analysts at both the master’s and bachelor’s level. We describe Troy University’s course sequence in ABA and present some possible challenges for adding coursework in ABA. It is our hope that this article will engender lively intradepartmental discussion about adding courses in ABA to a psychology undergraduate curriculum.

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