Undergraduate Education in Psychology

Abstract

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