Undergraduate Psychology Education Research Articles

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

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

Innovative Approaches to Undergraduate Psychology Education Within the New Liberal Arts Framework

Innovative Approaches to Undergraduate Psychology Education Within the New Liberal Arts Framework

PLAT 23(2) 2024: Centering Psychological Literacy in Undergraduate Psychology Education Internationally

PLAT 23(2) 2024: Centering Psychological Literacy in Undergraduate Psychology Education Internationally

Dispositional intelligence of the Five-Factor Model as a learning outcome in an undergraduate personality course.

This pedagogical prime aimed to examine whether undergraduate education in personality psychology was associated with increases in dispositional intelligence, a key variable underlying social skills. The sample consisted of students enrolled in a small Introduction to Personality college course who completed a summative performance-based assessment of their conceptual reasoning that required a complex application of their understanding of personality. On the first day of class, the students completed a dispositional intelligence scale, demonstrating their pre-course understanding of how personal adjectives (e.g., insecure) correspond to particular personality dispositions (e.g., neuroticism). They took the same scale again on the last day of class to assess if learning about the Five-Factor Model (FFM) during the class was associated with increased dispositional intelligence scores. Results from this longitudinal study revealed that participants had an increase in dispositional intelligence from the first to last day of class (d = 0.89, p = .001), especially when perceiving the dispositions of openness (d=.59, p=.04) and agreeableness (d=.69, p=.019). In conclusion, a college personality course emphasizing the Five-Factor Model was associated with increases in a measure of personality understanding.

Psychological Literacy and Undergraduate Psychology Education: An International Provocation

For over 50 years, psychology leaders have called for fundamental changes in how we undertake research, education, and community interaction. This paper provocatively argues the case for “why now, and how.” The COVID-19 pandemic demonstrated that psychology must contribute more to the wellbeing of local and global communities. We propose that a primary mechanism for doing so is by reinventing the undergraduate psychology program. This paper provides a stimulus to initiate international discussion of interconnected graduate capabilities, which we propose to be: Knowledge, Research Methods, Application of Knowledge to Personal, Professional and Community (Local, National, Global) Domains, Values and Ethics, Critical Thinking, Communication, and Cultural Responsiveness. Focusing on core aspects of psychology (Knowledge, Research Methods, Application) and more generic but evidence-informed capabilities is a unique formulation and should well serve graduates, employers, society, and the psychology discipline and profession in the uncertain “post-pandemic” era. We also propose psychological literacy as a promising unifying approach for psychology. Finally, we provide a “road-map” for curriculum renewal at international, national, and institutional levels, involving a consensus-seeking process (an extensive scholarly overview of the proposed capabilities is provided).

Undergraduate Psychology Teaching and Education at Argentinian Universities: A Sociobibliometric Investigation (1999–2018)

This study is an empirical analysis of the recent past and current state of Argentinian undergraduate psychology education in the context of psychology programs’ ongoing evaluation and accreditation processes. We used six bibliometric parameters to retrieve the required listed readings ( N = 16,085) of the 452 compulsory undergraduate courses’ syllabi from Argentina’s 12 most populated psychology programs at public and prívate universities. We then compared our data with analyses from the 2000–2010 period and with official accreditation criteria. Results showed a marked obsolescence and a limited updating of required readings. Syllabi showed a clear hegemony of psychoanalytically-oriented authors and readings, dominance of books and faculty-written manuscripts over scholarly articles, and a very limited internationalization. Our findings suggest that accreditation processes have not modified Argentinian psychology’s main, historical characteristics.

Pluralism and heterogeneity as criticism: Undergraduate history and systems of psychology courses in Argentinian psychology education (1983-2017).

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

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

How do you prepare students in a world of changing information and professional practices? The scientific approach encompasses problem solving, critical thinking, and the ability to interpret and apply scholarly information. Conducting original research at the undergraduate level is a meaningful experience, because the overall process, developing questions and systematically finding the answers, presents a mechanism for students to develop and practice the necessary skills. The Accreditation Council for Education in Nutrition and Dietetics (ACEND) curriculum standards for didactic programs emphasize the importance of these skills, because students must understand research methods, interpret research findings, and translate external findings into evidence-based practice. 1 Accreditation Council for Education in Nutrition and Dietetics. 2012 Standards for Didactic Programs in Nutrition & Dietetics. Adopted February 24, 2012. Updated March 31, 2015. http://www.eatrightacend.org/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=6442485378&libID=6442485356. Accessed September 13, 2015. Google Scholar The value of these skills is also documented across other related disciplines, including biology, psychology, and public health, 2 American Society for Biochemistry and Molecular Biology. Curriculum. https://www.asbmb.org/accreditation/curriculum/. Accessed August 25, 2015. Google Scholar , 3 American Psychological Association. APA principles for quality undergraduate education in psychology. 2011. http://www.apa.org/education/undergrad/principles-undergrad.pdf. Accessed August 25, 2015. Google Scholar , 4 Council on Education for Public Health. Accreditation criteria for standalone baccalaureate programs. 2014. http://ceph.org/assets/SBP-Criteria.pdf. Accessed August 25, 2015. Google Scholar and has been widely endorsed by the Association of American Colleges and Universities as a high-impact learning practice. 5 Association of American Colleges and Universities. High-impact educational practices. https://www.aacu.org/leap/hips. Accessed June 28, 2016. Google Scholar Introducing original research activities early also prepares students for the expectations of leading research at the Master’s level. 6 AbuSabha R. Developing research knowledge and competence in Master’s students: individualizing group research projects. J Acad Nutr Diet. 116(3):389-391. Google Scholar However, faculty struggle to provide enough individual research opportunities because of increasing workloads. Broader, course-based options are becoming a popular alternative to reach more students. Faculty offer course-based research activities equally across disciplines, ranging from social sciences (49%) to science, technology, engineering, and math (commonly referred to as “STEM” [36%]). 7 Douglass JA, Zhao C. Undergraduate research engagement at major US research universities. Center for Studies in Higher Education. 2013. http://www.cshe.berkeley.edu/publications/undergraduate-research-engagement-major-us-research-universities. Accessed August 25, 2015. Google Scholar The purpose of this article is to present a semester-long undergraduate research project in a junior-level Lifecycle Nutrition course as a model to highlight the learning opportunities gained by conducting original research at the undergraduate level. Additional evidence from the literature informs implementation considerations and recommendations.

Whatever happened to the human experience in undergraduate psychology? Comment on the special issue on undergraduate education in psychology (2016).

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

Why wasn’t prevention included? Comment on the special issue on undergraduate education in psychology (2016).

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

Intergroup dialogue in undergraduate multicultural psychology education: Group climate development and outcomes.

We examined group climate and outcomes in 19 intergroup dialogues (IGD) focused on gender, race and ethnicity, religion and spirituality, sexual orientation, or social class at a large, public university in the Southeastern United States. Group members were undergraduate students enrolled in a course in multicultural psychology. Participants completed preand post-dialogue outcome measures of: attitudes toward diversity, colorblind attitudes, and ethnocultural empathy. Following each of the eight weekly sessions, participants completed a group climate measure assessing engagement, avoidance, and conflict. Across eight weeks, group members perceived significant increases in engagement and decreases in avoidance, but no significant changes in conflict. In addition, we found significant decreases in two aspects of colorblind racial attitudes: blindness to racial privilege (RP) and blindness to institutional discrimination (ID); and significant increases in empathic perspective taking (EPT). Finally, change in individual group members’ perceptions of the level of engagement over time predicted post-dialogue RP, ID, and EPT, when controlling for pre-dialogue scores on the same variables. These findings are discussed in relationship to the critical-dialogic model of IGD, and implications for research and practice are explored.

A Social Justice Approach to Undergraduate Psychology Education: Building Cultural Diversity, Inclusion, and Sensitivity Into Teaching, Research, and Service

A Social Justice Approach to Undergraduate Psychology Education: Building Cultural Diversity, Inclusion, and Sensitivity Into Teaching, Research, and Service

心理学学部教育へのコースクレジット制度の導入と評価(2012年度第1回フォーラム 基礎心理学の実験倫理)

心理学学部教育へのコースクレジット制度の導入と評価(2012年度第1回フォーラム 基礎心理学の実験倫理)

Modeling Community Engagement in an Undergraduate Course in Psychology at an HBCU

This article describes an undergraduate course in community psychology at an Historically Black University. The course integrated community engagement using a local neighborhood revitalization project as a platform for students to volunteer, prepare a historical analysis, and sense of community project. The course aims to fulfill a requirement under the Counseling, Community, and Health Foundation for psychology majors. The course used applied experiences within a neighborhood context to introduce students to theories and principles in community psychology. The article will discuss implications for undergraduate psychology education and the value of providing undergraduate community psychology courses to students.

Psychological literacy: proceed with caution, construction ahead.

Psychological literacy is the ethical application of psychological skills and knowledge. This could benefit individuals in their personal, occupational, and civic lives and subsequently benefit society as a whole. We know that psychology has a wide-ranging impact on society. The potential benefits of a psychologically literate citizenry in improved parenting, better business practices, enlightened legislation, and many other areas make this a desirable goal. It has been proposed that this should become the primary goal of an undergraduate psychology education to benefit the majority who do not go on to graduate school and even those who only take a few psychology courses. This idea has significant merit and warrants further investigation and development. However, there are major concerns that need to be addressed. First, what are uniquely psychological skills and knowledge? Many of the skills psychology undergraduates acquire are generic to university and not specific to psychology. Second, psychology can be as harmful when misapplied as it can be beneficial when ethically applied. Third, psychology departments will need to address pragmatic as well as ethical issues, including issues of competency, boundaries, accountability, and confidentiality. Fourth, the available empirical evidence to direct such efforts is primarily at the anecdotal, case example, and pilot study stages. Significant improvements are needed in measuring psychological literacy, choice of outcome measures, and research methodologies before these advantages can be realized in an empirically supported manner. Currently, best practices in the undergraduate curriculum are the mindful and purposeful design of courses and experiential opportunities. It is proposed that psychological literacy is best conceptualized as a meta-literacy and that it should become a goal of psychology undergraduate education but not necessarily the goal.

The Oxford handbook of undergraduate psychology education

The Oxford handbook of undergraduate psychology education

Internationalizing undergraduate psychology education: Trends, techniques, and technologies.

How can we best internationalize undergraduate psychology education in the United States and elsewhere? This question is more timely than ever, for at least 2 reasons: Within the United States, educators and students seek greater contact with psychology programs abroad, and outside the United States, psychology is growing apace, with educators and students in other nations often looking to U.S. curricula and practices as models. In this article, we outline international developments in undergraduate psychology education both in the United States and abroad, and analyze the dramatic rise of online courses and Internet-based technologies from an instructional and international point of view. Building on the recommendations of the 2005 APA Working Group on Internationalizing the Undergraduate Psychology Curriculum, we then advance 14 recommendations on internationalizing undergraduate psychology education--for students, faculty, and institutions.

The measurement of psychological literacy: a first approximation.

Psychological literacy, the ability to apply psychological knowledge to personal, family, occupational, community and societal challenges, is promoted as the primary outcome of an undergraduate education in psychology. As the concept of psychological literacy becomes increasingly adopted as the core business of undergraduate psychology training courses world-wide, there is urgent need for the construct to be accurately measured so that student and institutional level progress can be assessed and monitored. Key to the measurement of psychological literacy is determining the underlying factor-structure of psychological literacy. In this paper we provide a first approximation of the measurement of psychological literacy by identifying and evaluating self-report measures for psychological literacy. Multi-item and single-item self-report measures of each of the proposed nine dimensions of psychological literacy were completed by two samples (N = 218 and N = 381) of undergraduate psychology students at an Australian university. Single and multi-item measures of each dimension were weakly to moderately correlated. Exploratory and confirmatory factor analyses of multi-item measures indicated a higher order three factor solution best represented the construct of psychological literacy. The three factors were reflective processes, generic graduate attributes, and psychology as a helping profession. For the measurement of psychological literacy to progress there is a need to further develop self-report measures and to identify/develop and evaluate objective measures of psychological literacy. Further approximations of the measurement of psychological literacy remain an imperative, given the construct's ties to measuring institutional efficacy in teaching psychology to an undergraduate audience.

Characteristics of Programs That Maximize Psychology Major Success

We conducted a national survey of psychology department chairs, and, based on their responses, we concluded that psychology programs differ in the number of students enrolled in various types of classes; the degree of focus on each of the goals recommended by the American Psychological Association (APA) Guidelines for an Undergraduate Psychology Education; the frequency of student participation in research, study abroad, and field placement; and the frequency of student–faculty interactions. We describe the percentage of psychology majors who have these program-relevant experiences. We also demonstrate that there are relationships between key high-impact activities and graduate school attendance, assessment test scores, and program completion rate. Based on the findings, we suggest how psychology programs may be able to help students to maximize their success.

Características da Psicologia do Trabalho e das Organizações na Formação do Psicólogo no Brasil

Work and Organizational Psychology’s Characteristics in the Brazilian Undergraduate Education in Psychology This paper aims to analyse the presence of Work and Organizational Psychology (WOP) in the Brazilian psychological training after the changes brought about by new National Curricular Guidelines. A convenience sample of 43 pedagogical projects from public and private higher education institutions throughout Brazil was submitted to a documental analysis. As results, WOP was found to be mentioned in 41 courses, specifically in the context of graduates’ student profiles and their training as psychologists. All the courses require students to enroll in at least one class in WOP, which is equivalent to 10% of the total training workload. The analysis showed that WOP is related to discussions concerning quality of life and worker health in such contexts as organizations, public policies and unions. In addition to recovering a wide thematic diversity, the findings suggest that WOP has an important place in the training of psychologists in Brazil.