Workshop: Undergraduate psychology major competencies: Start to finish and everything in-between

2006 ◽  
Author(s):  
Patricia Puccio
Keyword(s):  
Undergraduate Psychology ◽  
Psychology Major

scholarly journals Science, Story, and Structure: Framing the Conversation for Psychology Faculty and Librarian Information Literacy Collaboration

2018 ◽  
Vol 46 (1) ◽  
pp. 64-71 ◽  
Author(s):  
Loretta L. C. Brady ◽  
Melinda Malik
Keyword(s):  
Student Learning ◽  
Information Literacy ◽  
Literacy Skill ◽  
Psychology Faculty ◽  
Science Story ◽  
Writing Assignment ◽  
Undergraduate Psychology ◽  
Psychology Major ◽  
Literacy Skill Development

This case study illuminates the effectiveness of collaboration between a librarian and psychology faculty as they use the Framework for Information Literacy for Higher Education and the Guidelines for the Undergraduate Psychology Major to improve an assignment and frame their conversation on scaffolding students’ information literacy skill development. Faculty and librarian collaboration is critical to supporting student learning. Disciplinary standards may be effective tools for librarians and faculty to frame their collaboration, using a shared vocabulary to engage in meaningful conversation about the planning and implementation of course assignments in order to facilitate student learning. Through examination of an undergraduate psychology writing assignment, a librarian and psychology faculty critically examine various paths to information literacy.

Crafting and Implementing a Career Development Course in Psychology

2015 ◽  
Author(s):  
Eric A. Goedereis ◽  
Stanley H. Cohen
Keyword(s):  
Career Development ◽  
West Virginia ◽  
West Virginia University ◽  
Major Function ◽  
Successful Career ◽  
Career Interventions ◽  
Undergraduate Psychology ◽  
Psychology Major ◽  
Development Course

The purpose of this chapter is to present one method of crafting and implementing a career development course in psychology that has proven valuable to students at West Virginia University (WVU). The WVU model serves botha career development and an orientation to the major function consistent withAPA’s Guidelines for the Undergraduate Psychology Major by incorporatingseveral key components of successful career interventions that have been identified in major reviews of the careerdevelopment literature.

scholarly journals Factors That Motivate and Challenge Psychology Majors’ Pursuit of Academic Good Work

2018 ◽  
Vol 46 (1) ◽  
pp. 34-46
Author(s):  
Mary Katherine Duncan ◽  
Jennifer Adrienne Johnson
Keyword(s):  
Academic Work ◽  
Peer Influences ◽  
Good Work ◽  
Short Term ◽  
American Psychological ◽  
Psychology Majors ◽  
Short And Long Term ◽  
Undergraduate Psychology ◽  
Psychology Major

Gardner, Csikszentmihalyi, and Damon defined good work as excellent, ethical, and engaged. In two studies, we explored factors that motivate and challenge undergraduate psychology majors’ pursuit of academic good work ( N = 100; Mage = 21.7; mostly female, Caucasian, and seniors). We found that excellent academic work was motivated by short- and long-term goals but challenged by personal habits, demanding/uninteresting coursework, and competing obligations. Ethical academic work was motivated by short-term goals and internal principles but challenged by not knowing the rules, willingness to cut corners, and negative peer influences. Engaged academic work was motivated by short-term goals, dedicated faculty, and thought-provoking courses but challenged by demanding/uninteresting coursework. We discuss how our findings align with American Psychological Association’s guidelines for the undergraduate psychology major and suggest high-impact practices and discipline-specific resources aimed at cultivating good workers.

Measuring What Students Know: SNAP’s Guidelines and Suggestions for Assessing Goal 1 Content in Psychology

2020 ◽  
Vol 47 (4) ◽  
pp. 262-273
Author(s):  
Jennifer L. W. Thompson ◽  
Aaron S. Richmond ◽  
Barika Barboza ◽  
Jennifer Bradley ◽  
J. Noland White ◽  
...  
Keyword(s):  
Content Knowledge ◽  
Working Group ◽  
American Psychological Association ◽  
National Assessment ◽  
American Psychological ◽  
Inappropriate Use ◽  
Version 2.0 ◽  
Undergraduate Psychology ◽  
Psychology Major

Although many psychology departments and instructors are aware of the American Psychological Association Guidelines for the Undergraduate Psychology Major Version 2.0, they are often less aware of the means by which to assess student mastery of the recommended goals. Our purpose is to discuss general principles for assessment, offer a psychology learner taxonomy that aligns with Goal 1 of the Guidelines 2.0, and present a rubric for reviewing assessments. Goal 1 of the Guidelines 2.0 is based on content knowledge in psychology. Whereas most assessments allow for the measure of the mastery of content to different extents, the results of those assessments can be invalid due to the design or inappropriate use of the rubric. The working group at the Summit on National Assessment of Psychology addressed these issues and curated evidence-informed assessment exemplars designed to measure content knowledge in psychology.

Assessing Goal 4 Communication Skills for Psychology Across Audience, Purpose, and Context

2020 ◽  
Vol 47 (4) ◽  
pp. 296-304
Author(s):  
Stephen L. Chew ◽  
Garth Neufeld ◽  
Sharon Hamill ◽  
Annette Taylor ◽  
Salvador Macias
Keyword(s):  
Social Media ◽  
Communication Skills ◽  
Communication Skill ◽  
Undergraduate Psychology ◽  
Psychology Major ◽  
Multiple Assessment

The challenge of teaching communication skills outlined in Goal 4 of the APA Guidelines for the Undergraduate Psychology Major is that it occurs in many contexts and the communicator must adapt the form to match both context and purpose. We created a taxonomy of dimensions and kinds of communication that represents the various contexts in communication assignments in psychology classes. We propose a curricular-level solution to assessing the development of communication skill, including multiple assessment opportunities in both course and curriculum with progressively higher standards. We discuss how different forms of rubrics can be used to assess communication and created a “common” rubric that can be adapted and used to assess communication across many different contexts. Finally, since social media have increased the frequency of exposure to often engaging, but misleading or inaccurate communication, we discuss the value of being able to judge the validity of received communications and the importance of teaching students how to evaluate messages critically.

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