Applied experimental psychology: A capstone course for undergraduate psychology degree programs

2011 ◽  
Author(s):  
Jenay M. Beer ◽  
Sara E. McBride ◽  
Anne E. Adams ◽  
Wendy A. Rogers
Keyword(s):  
Experimental Psychology ◽  
Degree Programs ◽  
Capstone Course ◽  
Undergraduate Psychology

Using Microcomputers in the Undergraduate Laboratory

1986 ◽  
Vol 13 (2) ◽  
pp. 94-96 ◽  
Author(s):  
John R. Hovancik
Keyword(s):  
Experimental Psychology ◽  
Psychology Students ◽  
Video Monitor ◽  
Aesthetic Preference ◽  
Great Reliability ◽  
Making Choices ◽  
Undergraduate Laboratory ◽  
Computer Controlled ◽  
Undergraduate Psychology ◽  
The Relationship

A computer-controlled experimental psychology investigation suitable for use in an undergraduate laboratory is described. The investigation examines the relationship between aesthetic preference and speed of reaction in making choices between colors generated on a video monitor. No special interfacing to the computer is required. The techniques have been used successfully and with great reliability to introduce microcomputer use to undergraduate psychology students.

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

Faculty Forum

2003 ◽  
Vol 30 (1) ◽  
pp. 46-74 ◽  
Keyword(s):  
Critical Thinking ◽  
Psychology Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Ethical Challenges ◽  
Capstone Course ◽  
Repressed Memories ◽  
Theoretical Approaches ◽  
Undergraduate Psychology

An issues-oriented capstone course can help undergraduate psychology students appreciate the complexity of the discipline, integrate the material, and exercise the critical thinking skills they have learned throughout their courses in the major. Example issues for such a course include clashes between major theoretical approaches, ethical challenges, fundamental questions (e.g., nature–nurture), and contemporary debates (e.g., repressed memories).

Outcomes of a new capstone course in undergraduate psychology

2011 ◽  
Author(s):  
Jennifer Miroballi ◽  
E. Jean Johnson ◽  
Chris W. Dyslin ◽  
Al D. Tuskenis
Keyword(s):  
Capstone Course ◽  
Undergraduate Psychology

Preparing Psychology Undergraduates for the Future

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Laura Terry ◽  
Laura Chesniak-Phipps
Keyword(s):  
American Psychological Association ◽  
Psychological Research ◽  
Bachelor's Degree ◽  
Methods Course ◽  
American Psychological ◽  
Capstone Course ◽  
Introductory Course ◽  
Capstone Courses ◽  
Undergraduate Psychology ◽  
Undergraduate Programs

The American Psychological Association (APA) separates student learning outcomes into two categories: foundational and baccalaureate. Foundational outcomes are generally built into the lower level course curriculum of the major and typically include an introductory course as well as a methods course (American Psychological Association, 2013). Baccalaureate indicators include specific expectations that a student who does not plan to continue their education needs in order to perform in the field at the completion of the bachelor’s degree (APA, 2013). In 2014, when a programmatic review was conducted on the undergraduate psychology program, a need for change was identified to ensure the program aligned to guidelines set forth by the APA for undergraduate programs. The guidelines help to confirm that students are prepared for a career in the field or graduate school. For this reason, changes to the curriculum included the addition of a foundational course focusing on research, Introduction to Psychological Research and Ethics. To ensure relevancy, a Cognitive Neuroscience course was added to the program. Finally, baccalaureate courses are to incorporate “expectations for performance at the completion of the major” for students who plan to further their education and for those who do not (APA, 2013, p. 4). For this reason, a Professional Capstone Project course was added to the program. With instructor guidance, the capstone course provides students the opportunity to explore and solidify choices post-graduation. This course has been successful; therefore, it has been used as a model to create capstone courses in other disciplines in the college (Freeman, 2012). However, improvements can still be made to ensure that students are prepared to transition to life post-graduation. Keywords: professional capstone, undergraduate, psychology, career preparation

Great Books in Psychology: Three Studies in Search of a Consensus

1994 ◽  
Vol 21 (2) ◽  
pp. 86-90 ◽  
Author(s):  
John C. Norcross ◽  
Thomas J. Tomcho
Keyword(s):  
Experimental Psychology ◽  
Origin Of Species ◽  
Great Books ◽  
The Third ◽  
Psychology Majors ◽  
History Of ◽  
Undergraduate Psychology

Three studies were conducted to determine a consensual list of psychology's great books. In the first study, 39 colleges described the composition of their undergraduate Great Books (GBs) curricula. Fifty-six percent of the 39 colleges assigned some psychology-related materials, but these materials accounted for only 4% of all readings. In the second study, 186 psychologists nominated 463 books as psychology's GBs. In the third study, 83 APA division presidents and 117 Division Two fellows rated the books and authors most frequently nominated in the second study in terms of those that undergraduate psychology majors should read. Books achieving the highest ratings were James's Principles of Psychology, Hall and Lindzey's Theories of Personality, Skinner's Beyond Freedom and Dignity, Darwin's On the Origin of Species, and Boring's History of Experimental Psychology. Top rated authors were Skinner, Freud, James, Piaget, Rogers, Darwin, Bandura, G. Allport, and Erikson.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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