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

Undergraduate Psychology Curricula in North Carolina

1997 ◽  
Vol 24 (2) ◽  
pp. 127-130 ◽  
Author(s):  
Wayne S. Messer
Keyword(s):  
North Carolina ◽  
Experimental Design ◽  
Baccalaureate Degree ◽  
Undergraduate Curriculum ◽  
General Psychology ◽  
Psychology Programs ◽  
Introductory Course ◽  
Statistics Course ◽  
Undergraduate Psychology ◽  
College Catalog

To provide information on psychology curricula in North Carolina, college catalog descriptions of the 42 undergraduate psychology programs in the state were examined. Although most programs (79%) offered only a general psychology baccalaureate degree, 21% offered specially designated degrees and within-degree concentrations, usually in addition to a general degree. When the 63 degree options of these 42 programs were examined, the modal minimum introductory, methodological, and capstone requirements were found to be a 1–term introductory course, a 1–term statistics course, a 1–term experimental design course, and I integrative experience, which was most often a history and systems course or a senior seminar. These components are very similar to those of the model undergraduate curriculum recommended by Brewer et al. (1993).

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.

scholarly journals Stress and ways of coping among first year nursing students: A Turkish perspective

2018 ◽  
Vol 15 (1) ◽  
pp. 319 ◽  
Author(s):  
Hicran Bektaş ◽  
Nurten Terkes ◽  
Zeynep Özer
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Baccalaureate Degree ◽  
First Year ◽  
Degree Programs ◽  
Clinical Experiences ◽  
Clinical Practices ◽  
Ways Of Coping ◽  
Ways Of Coping Questionnaire ◽  
Collection Form

Aim: The aim of this descriptive study was to assess stress and ways of coping among first year nursing students.Methods: The sample consisted of 90 nursing students from baccalaureate degree programs at a university in Turkey. The research tool consisted of demographic questions, the Pagana Clinical StressQuestionnaire  (CSQ) and the Ways of Coping Questionnaire (WCQ). The data collection form was performed at the end of the first clinical practice day and the re-test was performed at the end of the last clinical practice day.Results:  The average age of the population was 19.72±1.32, 78.9% of the students were female. In the research, average point of the students’ CSQ and WCQ were calculated as 50.50±9.36 and 71.06±13.64 before the clinical practice, 52.07±9.87 and 77.63±17.03  after the clinical practice respectivelyand it was found that nursing students had significantly higher stress in their clinical practices.Conclusions: Nursing students experience varying degrees of stress across clinical practices and they consistently report that their clinical experiences are stressful.

scholarly journals Situating Ontario's Colleges Between the American and European Models for Providing Opportunity for the Attainment of Baccalaureate Degrees in Applied Fields of Study

2016 ◽  
Vol 46 (1) ◽  
pp. 38-56
Author(s):  
Michael Skolnik
Keyword(s):  
Higher Education ◽  
Degree Attainment ◽  
Baccalaureate Degree ◽  
Degree Programs ◽  
Baccalaureate Degrees ◽  
European Model ◽  
Occupational Programs ◽  
Fields Of Study ◽  
Applied Fields

During the last third of the twentieth century, college sectors in many countries took on the role of expanding opportunities for baccalaureate degree attainment in applied fields of study. In many European countries, colleges came to constitute a parallel higher education sector that offered degree programs of an applied nature in contrast to the more academically oriented programs of the traditional university sector. Other jurisdictions, including some Canadian ones, followed the American approach, in which colleges facilitate degree attainment for students in occupational programs through transfer arrangements with universities. This article offers some possible reasons why the Ontario Government has chosen not to fully embrace the European model, even though the original vision for Ontario’s colleges was closer to that model to than to the American one.  

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