Internationalizing the U.S. undergraduate psychology curriculum: A qualitative investigation of faculty perspectives.

2013 ◽  
Vol 2 (2) ◽  
pp. 116-131 ◽  
Author(s):  
Lynette H. Bikos ◽  
Nicola F. DePaul Chism ◽  
Rebekah L. Forman ◽  
David R. King
Keyword(s):  
Qualitative Investigation ◽  
Faculty Perspectives ◽  
Psychology Curriculum ◽  
Undergraduate Psychology ◽  
The U.S

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.

An Evaluation of Production Versus Error-Recognition Techniques for Teaching APA-Style Citations and References

2019 ◽  
Vol 46 (4) ◽  
pp. 328-333
Author(s):  
Guy A. Boysen
Keyword(s):  
American Psychological Association ◽  
Student Evaluations ◽  
American Psychological ◽  
Production Activity ◽  
Psychology Curriculum ◽  
Error Recognition ◽  
Undergraduate Psychology ◽  
Initial Instruction

American Psychological Association (APA)-style writing is an essential part of the undergraduate psychology curriculum. However, little is known about the effectiveness of specific techniques for instructing students on how to format APA-style citations and references. The current research compared the effectiveness of having students ( N = 76) produce versus recognize errors in APA-style citations and references. Production of materials led to significantly better performance on both an immediate quiz and a later test. Student evaluations ( N = 43) of the activities showed that they elicited similar enjoyment and effort, but most students preferred the error-recognition activity despite indicating that the production activity would lead to more learning. These results indicate that initial instruction of APA style should emphasize the production of correctly formatted APA-style materials.

Overcoming Fragmentation in the Undergraduate Psychology Curriculum

1982 ◽  
Vol 9 (4) ◽  
pp. 201-205 ◽  
Author(s):  
Paul R. Solomon ◽  
Robert D. Kavanaugh ◽  
George R. Goethals ◽  
Andrew Crider
Keyword(s):  
Psychology Curriculum ◽  
Undergraduate Psychology

Fragmentation, all too apparent to students, has the unsettling effect of obscuring underlying problems that are really common to sub-areas.

scholarly journals Teaching movement science with full-body motion-capture in an undergraduate liberal-arts psychology class

2018 ◽  
Author(s):  
Alyssa Yao ◽  
Elizabeth Queathem ◽  
David Neville ◽  
Damian Kelty-Stephen
Keyword(s):  
Motion Capture ◽  
Liberal Arts ◽  
Science Curriculum ◽  
Complex Problem ◽  
Body Motion ◽  
Psychology Curriculum ◽  
Recent Developments ◽  
Undergraduate Psychology ◽  
Human Participants ◽  
P Movement

Movement science is a field that is quickly growing in its scope, leaning heavily on psychological expertise for research design with human participants but requiring computational and engineering ability. Undergraduate psychology curricula are in a unique position to train some of its future scholars. This report reviews an attempt to pilot a class on motion-capture for undergraduate psychology students. Recent developments in motion-capture technology have opened up the opportunity for giving hands-on experience with high-quality motion capture for students at liberal-arts colleges with lean research budgets. Post-course responses to the Research on Integrated Science Curriculum (RISC) survey demonstrated that our students made significantly large gains in their ability to organize an empirical approach to studying a complex problem with no clear solution, and to collect and analyze data to produce a coherent insight about that problem. Students may benefit from incorporating motion-capture into their undergraduate psychology curriculum.

“It gave me a little more freedom." Smartphone technology to empower people experiencing homelessness: a qualitative investigation (Preprint)

2021 ◽  
Author(s):  
Whitney Thurman ◽  
Monika Semwal ◽  
Leticia R. Moczygemba ◽  
Mark Hilbelink
Keyword(s):  
Functional Limitations ◽  
Secondary Analysis ◽  
Feasibility Studies ◽  
Social Needs ◽  
Health Conditions ◽  
Self Management ◽  
Qualitative Investigation ◽  
Exit Interviews ◽  
Smartphone Technology ◽  
The U.S

BACKGROUND In the U.S., the number of people experiencing homelessness (PEH) has continually increased for the last 3 years.Homelessness is associated with poor health, and PEH are often burdened with high rates of chronic and mental health conditions, functional limitations, and cognitive impairment. Despite a high burden of chronic illness and functional limitations, there is limited literature exploring self-management among homeless populations. OBJECTIVE To investigate how access to smartphone technology facilitates self-management including attainment of social needs within the context of homelessness. METHODS A secondary analysis of 33 exit interviews from two feasibility studies related to mHealth interventions among people experiencing homelessness (PEH) was conducted. Iterative thematic analysis was used to identify themes representative of participants’ experiences using smartphone technology. RESULTS Collectively, participants revealed how the context of homelessness constrained their ability to engage in activities necessary to self-manage health and meet social needs but also how consistent and predictable access to the tools available through a smartphone changed their behaviors and outlook. The global theme of empowered by technology was identified and defined as how having the smartphone with a plan for unlimited text, calling, data, and transportation allowed participants to navigate homelessness and facilitated self-management. CONCLUSIONS PEH used the tools on a smartphone to make decisions, take action, solve problems, and utilize resources – skills necessary for fulfilling tasks required for effective self-management. Further, consistent access to Smartphone technology and transportation empowered participants to meet requirements for attainment of social needs.

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