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Psych Degree Poster Final 2014

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Giovanni Riveros
Giovanni Riveros

The document summarizes a study examining undergraduate psychology course offerings at 174 institutions in the Rocky Mountain region. The most commonly offered courses were Introductory/General Psychology, Social Psychology, and Abnormal Psychology. While some core courses remained the same as previous studies, there was also some regional variation in course availability. The findings suggest a need for consensus on core guidelines for undergraduate psychology curricula to help programs with curriculum decisions.

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Psych Degree Poster Final 2014
The Undergr Giova Behavioral S
raduate Psychology Degree: A anni Riveros, Mari Miner, & Jessica C. H Science Department, Utah Valley Univer
Re-Examination Hill, Ph.D. rsity, Orem, Utah
Psych Degree Poster Final 2014
Background ?? Due to the growing need to assess accountability efforts in institutions of higher education, the American Psychological Association (APA) has provided assistance to psychology programs by publishing a revision of t Guidelines for the Undergraduate Maj (APA, 2013). ?? Current best practices in higher educa rely on setting clear expectations for student learning, aligning curricula wi these expectations, assessing student attainment, and using assessment resu
Method f the ajor ation ith ults to ?? Course offerings at 174 institutions of higher educatio ?? Coding methods similar to Stoloff et al. (2005) and Pe ?? Two-year programs were excluded if they offered ?? Four-year programs were excluded if they did not ?? The courses were then collapsed into the 46 most com Results ?? Surprisingly, there was a wide variety of courses offe ?? Along the different types of granting degree institutio Introduction/ General Psychology, Developmental Ps ? Even though historically most of the offered courses h
n in the Rocky Mountain Region (Idaho, Montana, Wyoming, Utah, erlman and McCann (1998) were used to establish exclusionary criter d no psychology courses. t offer a formal psychology or behavioral science (with an emphasis i mmon psychology courses as established by the APA (APA, 2014). red in the Rocky Mountain Region at the 2-year college level on studied, it has shown that most of their courses offered have remain ychology-Lifespan. have remained the same there are changes in their total frequency am
Colorado, Nevada, Arizona, and New Mexico) were examined. ria as well as tabulate the courses. in psychology) degree. ned the same: Clinical / Counseling Psychology, Social Psychology, mong all institutional levels
Discussion ?? The difficulties in the data mining remain the same as reported by Perlman (1999); that could imply that the difficulties in creating a broad consensus in course contents and their place in the psychology curriculum could be a field in itself ?? Considering that most of the courses are offered at the 2 year college level, it is necessary to review their curricula more deeply. ?? In the field of psychology as a ,
effect changes that promote more effic and effective student learning (APA, 2013). ?? Findings from the 1991 St. Mary¡¯s conference indicated that undergradua psychology students should have a str foundation in psychology as well as a broad base of knowledge in the natura social sciences that expose them to the diversity in the field. They should also experience conducting research in ord learn about the different methods used explore human behavior and cognition (Stoloff et al., 2005). ?? Current data are needed to allow department chairs deans and faculty
cient ate rong al and e o der to d to n to Table 1 Amount of Institutions in Region Included by Institutio Institution Type Doctorate Granting Universities Comprehensive Colleges and Universities Baccalaureate College Two-Year College Tribal: Tribal Colleges ?? Even though historically most of the offered courses h
Ta Ov Ra on Type # in Region # with ¦· Program/Classes % with ¦· Program/Classes 21 20 16.4 20 17 13.9 27 17 13.9 83 65 53.3 12 3 2.5 have remained the same, there are changes in their total frequency am
able 3 verall Frequent Courses by Study ank Perlman & McCann (1999) Stoloff et al. (2005) Rocky Mountain Area (2013) 1 Introductory Psychology Research Methods Area Introductory/ General Psychology 2 Abnormal Developmental Area Social Psycholo 3 Social Psychology Introductory Abnormal mong all institutional levels.
whole, there is a general lack of understanding of what is being taught in each course nationwide, the content of the curriculum on a national level, and the courses being offered nationally. ?? The difficulties experienced and coding and the dramatic variation of courses from institution to institution may indicate that there is a need for set of guidelines to help departments and programs as they shape their curriculum. These guidelines should likely address consensus in the field on what courses and skills are critical for psychology students. In addition there should be flexibility n gy
department chairs, deans, and faculty evaluate the status of national curricul and to assist them in curricular decisio for their service areas, justifying and defining new and existing positions, a developing outcome and assessment measures. (Perlman & McCann, 1999 Hypotheses ?? The same general courses or course are should be represented as in previous investigations with some allowance for regional variation in interests. ?? Even though traditional core courses co remain in the most frequent offered cou
to la ons and 9). Special Focus Institutions (Art/Business/Religion) eas ould urses Table 2 Most Frequent Offered Course / Area - Rocky Mounta Doctoral Granting (N=20) Com RankCourses Raw Count % Ra Cou 1 Introductory/General Psychology 15 75% 15 2 Social Psychology 20 100% 18 3 Abnormal 17 85% 14 4 Personality Psychology/ 17 85% 13
11 0 0.0 Total 174 122 100 ain Region (2013) mprehensive (N=20) Baccalaurate (N=22) 2-Year (N=82) All Institutions (N=144) aw unt % Raw Count % Raw Count % Raw Count % 5 75% 27 100% 70 85% 127 88% 8 90% 27 100% 41 50% 106 74% 4 70% 24 89% 40 49% 95 66% 3 65% 27 100% 21 26% 78 54%
4 Personality Abnormal Psychology Personality Psychology/ Personality Theo 5 Learning Social Psychology Research Metho 6 Special Topics Personality Statistics 7 History and Systems Independent Study Cognitive Psychology/ Human Cognitio Cognition Child Psycholog
Selected References Future Directions ??Phase II will involve evaluation of course offerings from Universities Nationwide ??Phase III requires all data as compared to the new APA 2013 core guidelines ??Possible evaluation of availability of Capstone offerings across Universities addition, there should be flexibility and room for variation to address the needs of the region and of faculty. ory ods on/ gy/
remain in the most frequent offered cou psychology, as professional hub betwee disciplines, could be adapting to new community and professional demands, changing the relative weight that some professional areas have in the education curriculum. ?? With the recent re-emphasis on psychol as a science and it¡¯s role as a hub scienc (Cacioppo & Freberg, 2013), there may more statistics and research methods co offered. View publication statsView publication stats
urses, en nal logy ce y be ourses Personality Theory 5 Research Methods 18 90% 11 6 Statistics 17 85% 11 7 Cognitive Psychology/ Human Cognition/ Cognition 19 95% 15 8 Child Psychology/ Infancy and Childhood Development 14 70% 8 9 Human Sexuality 12 60% 6 10 Special Topics/Survey of Current Topics 19 95% 4
1 55% 22 81% 18 22% 69 48% 1 55% 17 63% 17 21% 62 43% 5 75% 17 63% 8 10% 59 41% 8 40% 17 63% 25 30% 64 44% 6 30% 14 52% 31 38% 63 44% 4 20% 11 41% 16 20% 50 35%
8 Tests and Measurement Physiological psychology Infancy and Childhood Development 9 Cognitive Psychology History and Systems Human Sexualit 10 Statistics Practicum or Field Experience Special Topics/ Survey of Curre Topics
Selected References American Psychological Association. (2013). 2014 Undergraduate Study in Psychology: Curricula and Outcomes. Survey. American Psychological Association. American Psychological Association. (2013). APA Guidelines for the Undergraduate Psychology Major V 2.0. . Retrieved from http://www.apa.org/ed/precollege/undergrad/index.aspx Cacioppo, J. T, & Freberg, L. A. (2013). Discovering Psychology: The Science of Mind, Briefer Version (1st Ed.). Belmont, CA: Wadsworth. Perlman, B. & McCann, L. I. (1999). The Most Frequently Listed Courses in the Undergraduate Psychology Curriculum. Teaching of Psychology, 26:3, 177-182. Stoloff, M., McCarthy, M., Keller, L., Varfolomeeva, V., Lynch, J., Makara, K., &¡­Smiley, W. (2010). The Undergraduate Psychology Major: An Examination of Structure and Sequence. Teaching of Psychology, 37(1), 4-15. ty ent

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Psych Degree Poster Final 2014

  • 3. raduate Psychology Degree: A anni Riveros, Mari Miner, & Jessica C. H Science Department, Utah Valley Univer
  • 6. Background ?? Due to the growing need to assess accountability efforts in institutions of higher education, the American Psychological Association (APA) has provided assistance to psychology programs by publishing a revision of t Guidelines for the Undergraduate Maj (APA, 2013). ?? Current best practices in higher educa rely on setting clear expectations for student learning, aligning curricula wi these expectations, assessing student attainment, and using assessment resu
  • 7. Method f the ajor ation ith ults to ?? Course offerings at 174 institutions of higher educatio ?? Coding methods similar to Stoloff et al. (2005) and Pe ?? Two-year programs were excluded if they offered ?? Four-year programs were excluded if they did not ?? The courses were then collapsed into the 46 most com Results ?? Surprisingly, there was a wide variety of courses offe ?? Along the different types of granting degree institutio Introduction/ General Psychology, Developmental Ps ? Even though historically most of the offered courses h
  • 8. n in the Rocky Mountain Region (Idaho, Montana, Wyoming, Utah, erlman and McCann (1998) were used to establish exclusionary criter d no psychology courses. t offer a formal psychology or behavioral science (with an emphasis i mmon psychology courses as established by the APA (APA, 2014). red in the Rocky Mountain Region at the 2-year college level on studied, it has shown that most of their courses offered have remain ychology-Lifespan. have remained the same there are changes in their total frequency am
  • 9. Colorado, Nevada, Arizona, and New Mexico) were examined. ria as well as tabulate the courses. in psychology) degree. ned the same: Clinical / Counseling Psychology, Social Psychology, mong all institutional levels
  • 10. Discussion ?? The difficulties in the data mining remain the same as reported by Perlman (1999); that could imply that the difficulties in creating a broad consensus in course contents and their place in the psychology curriculum could be a field in itself ?? Considering that most of the courses are offered at the 2 year college level, it is necessary to review their curricula more deeply. ?? In the field of psychology as a ,
  • 11. effect changes that promote more effic and effective student learning (APA, 2013). ?? Findings from the 1991 St. Mary¡¯s conference indicated that undergradua psychology students should have a str foundation in psychology as well as a broad base of knowledge in the natura social sciences that expose them to the diversity in the field. They should also experience conducting research in ord learn about the different methods used explore human behavior and cognition (Stoloff et al., 2005). ?? Current data are needed to allow department chairs deans and faculty
  • 12. cient ate rong al and e o der to d to n to Table 1 Amount of Institutions in Region Included by Institutio Institution Type Doctorate Granting Universities Comprehensive Colleges and Universities Baccalaureate College Two-Year College Tribal: Tribal Colleges ?? Even though historically most of the offered courses h
  • 13. Ta Ov Ra on Type # in Region # with ¦· Program/Classes % with ¦· Program/Classes 21 20 16.4 20 17 13.9 27 17 13.9 83 65 53.3 12 3 2.5 have remained the same, there are changes in their total frequency am
  • 14. able 3 verall Frequent Courses by Study ank Perlman & McCann (1999) Stoloff et al. (2005) Rocky Mountain Area (2013) 1 Introductory Psychology Research Methods Area Introductory/ General Psychology 2 Abnormal Developmental Area Social Psycholo 3 Social Psychology Introductory Abnormal mong all institutional levels.
  • 15. whole, there is a general lack of understanding of what is being taught in each course nationwide, the content of the curriculum on a national level, and the courses being offered nationally. ?? The difficulties experienced and coding and the dramatic variation of courses from institution to institution may indicate that there is a need for set of guidelines to help departments and programs as they shape their curriculum. These guidelines should likely address consensus in the field on what courses and skills are critical for psychology students. In addition there should be flexibility n gy
  • 16. department chairs, deans, and faculty evaluate the status of national curricul and to assist them in curricular decisio for their service areas, justifying and defining new and existing positions, a developing outcome and assessment measures. (Perlman & McCann, 1999 Hypotheses ?? The same general courses or course are should be represented as in previous investigations with some allowance for regional variation in interests. ?? Even though traditional core courses co remain in the most frequent offered cou
  • 17. to la ons and 9). Special Focus Institutions (Art/Business/Religion) eas ould urses Table 2 Most Frequent Offered Course / Area - Rocky Mounta Doctoral Granting (N=20) Com RankCourses Raw Count % Ra Cou 1 Introductory/General Psychology 15 75% 15 2 Social Psychology 20 100% 18 3 Abnormal 17 85% 14 4 Personality Psychology/ 17 85% 13
  • 18. 11 0 0.0 Total 174 122 100 ain Region (2013) mprehensive (N=20) Baccalaurate (N=22) 2-Year (N=82) All Institutions (N=144) aw unt % Raw Count % Raw Count % Raw Count % 5 75% 27 100% 70 85% 127 88% 8 90% 27 100% 41 50% 106 74% 4 70% 24 89% 40 49% 95 66% 3 65% 27 100% 21 26% 78 54%
  • 19. 4 Personality Abnormal Psychology Personality Psychology/ Personality Theo 5 Learning Social Psychology Research Metho 6 Special Topics Personality Statistics 7 History and Systems Independent Study Cognitive Psychology/ Human Cognitio Cognition Child Psycholog
  • 20. Selected References Future Directions ??Phase II will involve evaluation of course offerings from Universities Nationwide ??Phase III requires all data as compared to the new APA 2013 core guidelines ??Possible evaluation of availability of Capstone offerings across Universities addition, there should be flexibility and room for variation to address the needs of the region and of faculty. ory ods on/ gy/
  • 21. remain in the most frequent offered cou psychology, as professional hub betwee disciplines, could be adapting to new community and professional demands, changing the relative weight that some professional areas have in the education curriculum. ?? With the recent re-emphasis on psychol as a science and it¡¯s role as a hub scienc (Cacioppo & Freberg, 2013), there may more statistics and research methods co offered. View publication statsView publication stats
  • 22. urses, en nal logy ce y be ourses Personality Theory 5 Research Methods 18 90% 11 6 Statistics 17 85% 11 7 Cognitive Psychology/ Human Cognition/ Cognition 19 95% 15 8 Child Psychology/ Infancy and Childhood Development 14 70% 8 9 Human Sexuality 12 60% 6 10 Special Topics/Survey of Current Topics 19 95% 4
  • 23. 1 55% 22 81% 18 22% 69 48% 1 55% 17 63% 17 21% 62 43% 5 75% 17 63% 8 10% 59 41% 8 40% 17 63% 25 30% 64 44% 6 30% 14 52% 31 38% 63 44% 4 20% 11 41% 16 20% 50 35%
  • 24. 8 Tests and Measurement Physiological psychology Infancy and Childhood Development 9 Cognitive Psychology History and Systems Human Sexualit 10 Statistics Practicum or Field Experience Special Topics/ Survey of Curre Topics
  • 25. Selected References American Psychological Association. (2013). 2014 Undergraduate Study in Psychology: Curricula and Outcomes. Survey. American Psychological Association. American Psychological Association. (2013). APA Guidelines for the Undergraduate Psychology Major V 2.0. . Retrieved from http://www.apa.org/ed/precollege/undergrad/index.aspx Cacioppo, J. T, & Freberg, L. A. (2013). Discovering Psychology: The Science of Mind, Briefer Version (1st Ed.). Belmont, CA: Wadsworth. Perlman, B. & McCann, L. I. (1999). The Most Frequently Listed Courses in the Undergraduate Psychology Curriculum. Teaching of Psychology, 26:3, 177-182. Stoloff, M., McCarthy, M., Keller, L., Varfolomeeva, V., Lynch, J., Makara, K., &¡­Smiley, W. (2010). The Undergraduate Psychology Major: An Examination of Structure and Sequence. Teaching of Psychology, 37(1), 4-15. ty ent