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  • 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)


Direct measure

Indirect measure

Data source



2.2e Interpret simple graphs and statistical findings


Embedded multiple-choice items in test

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

PSYC 250



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)


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



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**



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**



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)



Direct measure

Indirect measure

Data source



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)



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



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


*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.

 Four Year Assessment Cycle for Psychology

Year 1: 

  • Ethical and Social Responsibility in a Diverse World
    • Objective 3.1:  Apply ethical standards to evaluate psychological science and practice
      • Courses:  Psyc 251, 365, 294, 452
  • Scientific Inquiry and Critical Thinking
    • Objective 2.5:   Incorporate sociocultural factors in scientific inquiry
      • Courses: Where applicable

Year 2:

  • Professional Development
    • Objective 5.1:  Apply psychological content and skills to career goals
      • Courses:  Psyc 395, 294
    • Objective 5.5 Develop meaningful professional direction for life after graduation
      • Senior Survey

Year 3:

  • Knowledge Base in PsychologyObjective 1.1: Describe key concepts, principles, and overarching themes in psychology
    • Courses:  200 Level  
  • Scientific Inquiry and Critical Thinking
    • Objective 2.1: Use scientific reasoning to interpret psychological phenomena
      • Courses:  251
    • Objective 2.3:  Engage in innovative and integrative thinking and problem solving
      • Courses:  452

Year 4:

  • Communication
  • Objective 4.2: Exhibit effective presentation skills for different purposes
    • Courses:  Where applicable
  • Objective 4.1: Demonstrate effective writing for different purposes Courses:  Psyc 215, 216, 251, 300 level, 452

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