APA Guidelines for the Undergraduate Psychology …
APA GUIDELINES
for the Undergraduate Psychology Major
VERSION 3.0
Empowering People to Make a Difference in Their Lives and Communities
APA BOARD OF EDUCATIONAL AFFAIRS TASK FORCE ON PSYCHOLOGY MAJOR COMPETENCIES APPROVED BY APA COUNCIL OF REPRESENTATIVES AUGUST 2023
AMERICAN PSYCHOLOGICAL ASSOCIATION G U I D E L I N E S F O R T H E U N D E R G R A D U AT E P S YC H O LO G Y M A J O R I
Copyright ? 2023 by the American Psychological Association. This material may be reproduced and distributed without permission provided that acknowledgment is given to the American Psychological Association. This material may not be reprinted, translated, or distributed electronically without prior permission in writing from the publisher. For permission, contact APA, Rights and Permissions, 750 First Street, NE, Washington, DC 20002-4242.
Suggested Citation
I I AMERICAN PSYCHOLOGICAL ASSOCIATION G U I D E L I N E S F O R T H E U N D E R G R A D U AT E P S YC H O LO G Y M A J O R
APA GUIDELINES
for the Undergraduate Psychology Major
VERSION 3.0
Empowering People to Make a Difference in Their Lives and Communities
APPROVED BY APA COUNCIL OF REPRESENTATIVES AUGUST 2023
APA Board of Educational Affairs Task Force on Psychology Major Competencies (2023)
Jane S. Halonen (Chair) University of West Florida
Susan A. Nolan Seton Hall University
Dana S. Dunn Moravian University
Aaron S. Richmond Metropolitan State University of Denver
David S. Kreiner University of Central Missouri
Jaclyn Ronquillo-Adachi Cerritos College
Ladonna Lewis Glendale Community College
Jerry Rudmann Irvine Valley College
Jasmine A. Mena Bucknell University
Michael Stoloff James Madison University
Karen Z. Naufel Georgia Southern University
Jennifer L. W. Thompson University of Maryland Global Campus
Garth Neufeld Cascadia College
APA Staff Liaisons
Martha Boenau Susan Orsillo
TABLE OF CONTENTS
Vision and Mission
3
Executive Summary
3
Context4
Framework for Guidelines 3.06
Guiding Principles for 3.0
22
Summary of Changes and Improvements from Guidelines 2.026
Putting the Guidelines into Action
27
Articulation with Related APA Documents
42
Assessment Resources
44
References47
Appendices: A Roster of Other Useful APA Documents
53
2 AMERICAN PSYCHOLOGICAL ASSOCIATION G U I D E L I N E S F O R T H E U N D E R G R A D U AT E P S YC H O LO G Y M A J O R
VISION AND MISSION
Vision
Psychological science will be recognized as a high-impact undergraduate major that empowers people from all backgrounds to make a difference in their lives and communities.
Mission
To provide a comprehensive revision of the national recommendations regarding the knowledge and skills that undergraduate psychology majors should acquire at the associate and baccalaureate levels of study in undergraduate psychological science programs. The APA Guidelines for the Undergraduate Psychology Major 3.0 (hereinafter referred to as the Guidelines 3.0) is designed to foster collaborative discussions in psychological science programs based on recommendations that reflect state-of-the-science curricular and assessment planning in psychology. Our charge from the American Psychological Association's Board of Educational Affairs was to anticipate the ways that the Guidelines 3.0 revision needed to reflect changes in culture and context to prepare undergraduates who will function optimally prepared for contemporary life.
EXECUTIVE SUMMARY
The APA Guidelines for the Undergraduate Psychology Major 3.0 capture a set of optimal expectations for performance by undergraduates engaged in the study of psychological science. This document builds on two decades of experience with the American Psychological Association's (APA) support of undergraduate psychology departments and programs for establishing such expectations. APA practice dictates that existing policies need to be revisited and potentially revised every 10 years. This effort represents the second revision of work that was originally approved in 2006.
Guidelines 3.0 specifies five broad educational goals and corresponding student learning outcomes that outline reasonable program expectations for the undergraduate psychology major across educational contexts. Indicators of progress on student learning outcomes represent two levels of development. "Foundation" indicators roughly represent progress that students may be expected to make midway through the major. As such, the outcomes may be helpful for psychological science programs at the two-year level or the psychology minor in a four-year program. "Baccalaureate" indicators represent an appropriate endpoint for the completion of the major. The progression describes expectations for how a student would undertake the journey of a novice in the discipline to the status of a reasonably informed and skilled undergraduate student on the completion of a four-year program.
The tradition in publication of earlier Guidelines was to be aspirational and positive rather than prescriptive in tone, a tradition we continue in Guidelines 3.0. Given that psychology programs face unprecedented demands in higher education today for accountability data to document high-quality educational programming, the Guidelines provide a solid foundation on which psychology educators may engage in effective curricular and assessment planning. Faculty collaboration may produce distinctive programs that integrate local institutional and program-level missions in the context of recommended national practices, as represented by Guidelines 3.0.
AMERICAN PSYCHOLOGICAL ASSOCIATION G U I D E L I N E S F O R T H E U N D E R G R A D U AT E P S YC H O LO G Y M A J O R 3
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