Transformative education applied to the philosophical principles of undergraduate education in psychology.

The principles for undergraduate education in psychology presented here are designed for creating a world-class educational system that provides students with the workplace skills needed in this information age; a solid academic background that prepares them for advanced study in a wide range of fields; and the knowledge, skills, and abilities that will enhance their personal lives. A quality undergraduate education is designed to produce psychologically literate citizens who apply the principles of psychological science at work and at home. The American Psychological Association (APA) urges all stakeholders in undergraduate education in psychology to incorporate these principles in establishing goals and objectives that fit their specific institutional needs and missions.

This comment addresses the omission of a series of critical reflections in recent discussions of undergraduate education in psychology. The lack of a stronger focus on human meaning and experience, on social context, on methodological diversity, and on social critique limits the critical horizons of undergraduate psychology education. Many perspectives are routinely excluded from undergraduate psychology curricula and associated guidelines, particularly psychoanalytic theories, human science approaches, and related critical standpoints. These perspectives can offer an educational focus vital for development of students capable of critical reflection and social action. (PsycINFO Database Record

Looks at undergraduate education in psychology, covering topics such as: the faculty's role in improving psychology education; assessment and advising in psychology education; the undergraduate psychology curriculum; and increasing undergraduate psychology faculty effectiveness.

Undergraduate psychology is among the most popular fields of study in the United States, and globally as well (e.g., Australia, China, European Union). Scholar-teachers of psychology are among the most published about disciplinary learning outcomes and pedagogical strategies. An increasing number of studies and best practices recommendations from 1990 to 2010 have been stimulated by three national conferences (St. Mary's, Psychology Partnerships Project, Puget Sound) and their subsequent task force reports. We evaluated this plethora of resources around two historical themes. The first, Constructing a Paradigm, includes our review of the curriculum, learning outcomes, students, faculty roles, teaching strategies, and the role of a community of scientist-educators of psychology. We conclude this section by evaluating the contemporary use of rubrics and benchmarks to measure change and to catalyze improvements. In the second section, Composing a Narrative, we widen our perspective beyond the analysis of one American discipline to the history of liberal learning and major fields of study, 21st century transdisciplinary outcomes, and global trends in higher education in general and psychology in particular. We conclude this section by considering the future of disciplinary paradigms and the tensions between liberal arts versus accreditation models for undergraduate education. Finally, to prepare psychologically literate global citizens, we propose that psychology has become a hub program in every baccalaureate degree, and that programmatic pluralism continue to be an essential element in a vibrant future. Keywords: undergraduate education; psychological literacy; global citizens

Comment requested: Principles for quality undergraduate education in psychology

Engaging Undergraduates in Research: Designing and Developing a One-Semester, Course-Based Research Project

Principles for quality undergraduate education in psychology.

APA Principles for Quality Undergraduate Education in Psychology

In the February/March 2016 special issue, articles by Gurung et al. (2016) and Norcross et al. (2016) called for change in undergraduate education; however, the special issue failed to include prevention. This comment shows that undergraduate education should include a specialization in prevention, focusing on prevention groups. This could offer a new 4-year career path in psychology, expanding psychology student job opportunities. Prevention groups include health prevention, school-based prevention, violence and anger prevention, and bullying prevention. With many 4-year psychology majors looking for work, a 4-year specialization in prevention groups could help students secure psychology-related employment while meeting community needs. (PsycINFO Database Record

Multiple studies have analyzed the aims, resources, and approaches to undergraduate and graduate history of psychology education in several countries. Argentina is one of the countries with the highest historiographical production in Latin America. However, to date, there are no published studies on the collective debates among professionals, institutions, and associations that were instrumental in the development of the historiography of science becoming a mandatory part of the curriculum in Argentinian psychology programs. This study describes and analyzes the role of undergraduate history of psychology courses in official debates that took place during the last 30 years regarding Argentinian psychologists' training and education, in the context of regional and international historiography. Data was retrieved from several primary sources, such as minutes and official dossiers, working documents on accreditation standards, and nationwide curricular diagnoses on undergraduate psychology education, as well as individual scholars' ideas. Our findings suggest that, in line with regional and international historiography, history of psychology courses in Argentina have repeatedly been considered as core content in debates and discussions about psychology education, from the restoration of democracy in 1983 to the present day, in which they are currently considered to be mandatory minimum curricular content. Although throughout its history Argentinian psychology has largely been reduced to the teaching of Freudian and Lacanian psychoanalysis, historical education has been perceived as a gateway toward a more plural and critical local psychology. We conclude by discussing some potential and actual concerns that pose a threat to Argentinian undergraduate history courses. (PsycINFO Database Record

Larry Wrightsman’s textbook, Psychology and the Legal System, is the longest-lived, best-selling, and arguably most influential text read by students in law and psychology courses across the country. This chapter focuses on Larry Wrightsman’s considerable contributions to undergraduate education in law and psychology. With subsequent editions of his text, we have the uncanny ability to trace the growth in the field throughout the years and take note of the changes that have occurred through Wrightsman’s eyes. It is important to describe the organizing framework featured in every edition of Psychology and the Legal System, namely the broad psychological and philosophical issues that Wrightsman termed “dilemmas” at the intersection of the two fields—and we drill down on two of them: rights of individuals versus the common good, and equality versus discretion. The chapter illustrates the evolution of these two themes and provides exemplars from various editions of the textbook. In particular, the chapter comments on the psychological science, case law, and legal policies relevant to those issues. One of the objectives is to use Wrightsman’s significant contribution as a vehicle for examining ongoing and vibrant debates in the field of psychology and law. Another is to illustrate how the two disciplines have independently and jointly examined topics of broad societal concern and provided complementary perspectives on their resolution.

Undergraduate education in psychology.

This study documents and quantifies the benefits of serving as an undergraduate research assistant based on the results of a national survey of undergraduate psychology educators (N = 211). The survey consisted of a list of 40 potential benefits, skills, and abilities. Respondents rated each of the items on (a) whether their research assistants attain the benefit, skill, or ability and (b) the importance of each item to an undergraduate education in psychology. Factor analysis revealed 2 major themes: The first factor contained items relating to technical skills, such as math, statistics, writing, and effective communication, whereas items in the second factor pertained to interpersonal benefits. This study provides important information for evaluating the value of the assistantship experience.

Undergraduate education in psychology: Will the mermaids sing?

Until the last quarter of the 19th century, many colleges and universities in the USA did not have separate departments of psychology. Now, psychology undergraduate degrees are among the most popular and frequently awarded in US higher education. Undergraduate psychology programs appeal to students for many reasons, including self‐understanding as well as their relatedness to other career paths of interest. Unlike undergraduate programs in most of the world, which are 5 years in length and designed to prepare professional psychologists, programs in the US are 4 years in length and do not prepare professional psychologists. Licensed psychologists in the US are generally required to hold doctoral degrees. Graduate programs to prepare psychologists are accredited by the American Psychological Association, but undergraduate programs vary widely and are evaluated by state and regional accrediting entities. Teaching methods, materials, and forms of student assessment also differ widely. Providing specific information about program and course requirements, because of this variation, is impossible. The majority of programs include a combination of general studies and psychology courses. Required psychology courses include general, developmental, social, history, learning, experimental, research, and statistics courses as well as seminars on other topics and require approximately 130 credit hours of total coursework. Lecture, discussion, peer‐tutoring, reading, written reports, and exams are common teaching methods. Most instructors require textbooks and supplemental readings as well. Since 1950, numerous groups have studied the undergraduate psychology curriculum. Recent efforts to clarify learning goals and outcomes for high school psychology courses and courses taught within the undergraduate psychology major have focused on establishing objectives, competencies, and content guidelines. Important work on assessing academic outcomes is ongoing, as are activities designed to internationalize the curriculum. Considering the dramatic achievements of the past decade, the future appears bright for the teaching of undergraduate psychology within US universities.