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).

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

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.

Sport and Exercise Psychology in the Undergraduate Curriculum

1996 ◽  
Vol 23 (1) ◽  
pp. 40-42 ◽  
Author(s):  
Mark B. Andersen ◽  
Britton W. Brewer ◽  
Judy L. Van Raalte ◽  
Stephen F. Davis
Keyword(s):  
Social Psychology ◽  
Developmental Psychology ◽  
Undergraduate Curriculum ◽  
Psychological Research ◽  
Introductory Statistics ◽  
General Psychology ◽  
Exercise Psychology ◽  
Psychology Curriculum ◽  
Undergraduate Psychology ◽  
Sport And Exercise

We describe the use of examples from sport and exercise psychology in the undergraduate psychology curriculum. Sport and exercise have much to offer general psychology and can provide interesting and stimulating examples of psychological research, principles, and practice. We discuss sport and exercise topics from developmental psychology, social psychology, and introductory statistics.

Gravity

2021 ◽  
Author(s):  
James B. Hartle
Keyword(s):  
Black Holes ◽  
General Relativity ◽  
Gravitational Waves ◽  
Undergraduate Curriculum ◽  
Physics First ◽  
Cambridge University ◽  
Introductory Course ◽  
Modern Physics ◽  
The Subject ◽  
Curriculum Making

Einstein's theory of general relativity is a cornerstone of modern physics. It also touches upon a wealth of topics that students find fascinating – black holes, warped spacetime, gravitational waves, and cosmology. Now reissued by Cambridge University Press, this ground-breaking text helped to bring general relativity into the undergraduate curriculum, making it accessible to virtually all physics majors. One of the pioneers of the 'physics-first' approach to the subject, renowned relativist James B. Hartle, recognized that there is typically not enough time in a short introductory course for the traditional, mathematics-first, approach. In this text, he provides a fluent and accessible physics-first introduction to general relativity that begins with the essential physical applications and uses a minimum of new mathematics. This market-leading text is ideal for a one-semester course for undergraduates, with only introductory mechanics as a prerequisite.

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 Measuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum †

2017 ◽  
Vol 18 (1) ◽  
Author(s):  
Ryan A. Shanks ◽  
Chuck L. Robertson ◽  
Christian S. Haygood ◽  
Anna M. Herdliksa ◽  
Heather R. Herdliska ◽  
...  
Keyword(s):  
Experimental Design ◽  
Introductory Course

Using Computerized Study Guides to Increase Performance on General Psychology Examinations: An Experimental Analysis

1996 ◽  
Vol 79 (1) ◽  
pp. 235-241 ◽  
Author(s):  
Stephen R. Flora ◽  
Richard E. Logan
Keyword(s):  
Experimental Design ◽  
Experimental Analysis ◽  
Study Guide ◽  
General Psychology ◽  
Improve Performance ◽  
Study Guides ◽  
Psychology Courses ◽  
Principles Of Learning

The effectiveness of using a commercially available computerized study guide to improve performance on examinations in two general psychology courses was investigated. The experimental design required 37 students to use a computerized study guide on two examinations and not on two others, counterbalanced across two classes. Analysis suggested that use of the study guides was associated with an increase in examination scores. These commercially available computerized study guides may be effective because they use many empirically established general principles of learning.

Design-Oriented Introduction of Nanotechnology into the Electrical and Computer Engineering Curriculum

2005 ◽  
Vol 34 (2) ◽  
pp. 155-164 ◽  
Author(s):  
Donghwi Kim ◽  
Ridha Kamoua ◽  
Andrea Pacelli
Keyword(s):  
System Design ◽  
Materials Science ◽  
Undergraduate Curriculum ◽  
Great Effort ◽  
Computer Engineering ◽  
Integrated Electronics ◽  
Simulation Tools ◽  
Introductory Course ◽  
Molecular Diodes ◽  
Nanotube Transistors

Nanoelectronics has the potential, and is indeed expected, to revolutionize information technology by the use of the impressive characteristics of nanodevices such as carbon nanotube transistors, molecular diodes and transistors, etc. A great effort is being put into creating an introductory course in nanotechnology. However, practically all courses focus on the physics, chemistry, and materials science aspects of this discipline. On the other hand, a more abstract, design-oriented introduction is desirable for electrical and computer engineering majors. In order to teach design-oriented nanotechnology, the teaching curriculum must be extended to include new concepts. In particular, it is necessary to supply the design principles, device models, and software simulation tools. This article describes our approach for introducing nanotechnology system design into the Electrical and Computer Engineering undergraduate curriculum at Stony Brook University. The approach consists of developing a nanodevice library for SPICE-like simulator and a 3-week module on nanotechnology system design utilizing this library. The module will be woven into an existing course on Integrated Electronics.

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