Majors:

Minors:

B.S. in Neuroscience (Curriculum Map) (GLOBE Outcomes Map)
B.A. in Psychology (Curriculum Map) (GLOBE Outcomes Map)

Cognitive Science
Human Development
Psychology 

Psychology Major Objectives and Learning Outcomes

In 2013, the American Psychological Association (APA) published updated guidelines for the undergraduate major in psychology. These guidelines included a recommended set of five learning goals, each with several specific learning outcomes. These guidelines also suggest what students should know and be able to demonstrate upon completion of foundation courses, as well as upon completion of the baccalaureate degree. The Psychology Department voted to adopt the APA's recommended guidelines as the official program objectives and program learning outcomes for the Psychology major on March 6, 2017.

Objective 1: Knowledge Base in Psychology

Students should demonstrate fundamental knowledge and comprehension of the major concepts, theoretical perspectives, historical trends, and empirical findings to discuss how psychological principles apply to behavioral phenomena. Students completing foundation courses (basic requirements for the major) should demonstrate breadth of their knowledge and application of psychological ideas to simple problems; students completing a baccalaureate degree should show depth in their knowledge and application of psychological concepts and frameworks to problems of greater complexity.

  • 1.1 Describe key concepts, principles, and overarching themes in psychology
  • 1.2 Develop a working knowledge of psychology’s content domains
  • 1.3 Describe applications of psychology

Objective 2: Scientific Inquiry and Critical Thinking

The skills in this domain involve the development of scientific reasoning and problem solving, including effective research methods. Students completing foundation-level courses should learn basic skills and concepts in interpreting behavior, studying research, and applying research design principles to drawing conclusions about psychological phenomena; students completing a baccalaureate degree should focus on theory use as well as designing and executing research plans.

  • 2.1 Use scientific reasoning to interpret psychological phenomena
  • 2.2 Demonstrate psychology information literacy
  • 2.3 Engage in innovative and integrative thinking and problem solving
  • 2.4 Interpret, design, and conduct basic psychological research
  • 2.5 Incorporate sociocultural factors in scientific inquiry

Objective 3: Ethical and Social Responsibility in a Diverse World

The skills in this domain involve the development of ethically and socially responsible behaviors for professional and personal settings in a landscape that involves increasing diversity. Students completing foundation-level courses should become familiar with the formal regulations that govern professional ethics in psychology and begin to embrace the values that will contribute to positive outcomes in work settings and in building a society responsive to multicultural and global concerns. Students completing a baccalaureate degree should have more direct opportunities to demonstrate adherence to professional values that will help them optimize their contributions and work effectively even with those who do not share their heritage and traditions. This domain also promotes the adoption of personal and professional values that can strengthen community relationships and contributions.

  • 3.1 Apply ethical standards to evaluate psychological science and practice
  • 3.2 Build and enhance interpersonal relationships
  • 3.3 Adopt values that build community at local, national, and global levels

Objective 4: Communication

Students should demonstrate competence in writing and in oral and interpersonal communication skills. Students completing foundation-level courses should be able to write a cogent scientific argument, present information using a scientific approach, engage in discussion of psychological concepts, explain the ideas of others, and express their own ideas with clarity. Students completing a baccalaureate degree should produce a research study or other psychological project, explain scientific results, and present information to a professional audience. They should also develop flexible interpersonal approaches that optimize information exchange and relationship development.

  • 4.1 Demonstrate effective writing for different purposes
  • 4.2 Exhibit effective presentation skills for different purposes
  • 4.3 Interact effectively with others

Objective 5: Professional Development

The emphasis in this goal is on application of psychology-specific content and skills, effective self-reflection, project-management skills, teamwork skills, and career preparation. Foundation-level outcomes concentrate on the development of work habits and ethics to succeed in academic settings. The skills in this goal at the baccalaureate level refer to abilities that sharpen student readiness for postbaccalaureate employment, graduate school, or professional school. These skills can be developed and refined both in traditional academic settings and in extracurricular involvement.

  • 5.1 Apply psychological content and skills to career goals
  • 5.2 Exhibit self-efficacy and self-regulation
  • 5.3 Refine project-management skills
  • 5.4 Enhance teamwork capacity
  • 5.5 Develop meaningful professional direction for life after graduation

Based on the APA learning outcomes mentioned on this page, the Psychology major will be assessed, beginning 2022-23, using the following assessment plan. 

Psychology Program Assessment Plan (Approved by Department Assessment Committee – December 5, 2022, Presented to Psychology Department - December 12, 2022)


Outcome

Direct measure

Indirect measure

Data source

Timeline

1

2.2e Interpret simple graphs and statistical findings

(foundational)

Embedded multiple-choice items in test

Student survey responses (self-ratings) at the end of the semester

PSYC 250

22-23

2

5.5 (combined) Has formulated a post-baccalaureate plan based on an understanding of the different settings in which people with backgrounds in psychology typically work (baccalaureate)

NA

First destination survey questions used by Career Design Center

(SUNY_Geneseo_FDS_2021 Survey (1).docx you may review questions that are asked in the survey, starting with page 12)

Data collected by Career Design Center

22-23

3

2.2D Evaluate psychology information based on the reliability, validity, and generalizability of sources (baccalaureate)

faculty holistic/global ratings of student paper/presentation 

Graduated student survey responses*

PSYC 452

&

graduated student  survey**

23-24

4

4.1A Construct arguments clearly and concisely using evidence-based psychological concepts and theories (baccalaureate)

faculty holistic/ global ratings of student paper/presentation

Graduated student survey responses*

PSYC 452

&

graduated student survey**

23-24

5

4.3b Recognize that culture, values, and biases may produce misunderstandings in communication (foundational)

A content-analysis of communications used by students in a course (this could also be analyzed by a student group for a research project over a year - data collection, coding and analysis, research report writing)*

Scholarship of Teaching and Learning 

student “experience” ratings in the course (e.g., self-report statements – “I feel my message is understood when I communicate in this class)

Varies, based on faculty volunteers (can be foundational course for major)

24-25


Objective

Direct measure

Indirect measure

Data source

Timeline

6

1.3A Articulate how psychological principles can be used to explain social issues, address pressing societal needs, and inform public policy(baccalaureate)

embedded question(s) in test or class

Faculty description of the course (pedagogical approach, topics taught, whether explicit emphasis on intercultural communication)

Varies, based on faculty volunteers (must be at least 200-level course for major)

25-26

7

2.4d Design simple scientific studies (e.g., correlational or two-factor) to confirm a hypothesis based on operational definitions (foundational)

Individual student global ratings by faculty teaching the course

student self-efficacy ratings

PSYC 251

26-27

8

3.3F Seek opportunity to serve others through volunteer service, practica, and apprenticeship experiences (baccalaureate)

Not course-based, internship data can be obtained from Whitney Brown, Jenny Katz, and Career Design Center

Student survey of independently arranged internships/volunteer work

Graduated student survey responses*

First Destination Survey

Documents from internship coordinators and Career Design Center, and student surveys

26-27

*Psychology student survey can be included in the First Destination Survey email sent by Career Design Center

B.S. in Neuroscience Program Learning Outcomes

  • Students will develop an understanding of general principles from the field of Neuroscience including, but not limited to: neuroanatomy, neurophysiology, neurochemistry, neuropharmacology and brain anatomy.
  • Students will develop an understanding of, and appreciation for, how behavioral and cognitive neuroscience research is applied to both normal and abnormal human behavior and cognition.
  • Students will demonstrate capabilities in research design and statistical analysis as they relate to the field of Neuroscience.
  • Students will demonstrate proficiency in both written and oral scientific presentations.
  • Students will demonstrate the ability to share their knowledge of Neuroscience with others in the broader, nonacademic, community.
  • Students will develop an understanding of, and appreciation for, ethics as they apply to both human and animal research.



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