APA Guidelines for the Undergraduate Psychology …

APA Guidelines for the Undergraduate Psychology Major

version 2.0 August 2013

APA Guidelines for the Undergraduate Psychology Major

version 2.0

APA Board of Educational Affairs Task Force on Psychology Major Competencies (2012)

Members Jane S. Halonen (Chair) University of West Florida

William Buskist Auburn University

Dana S. Dunn Moravian College

James Freeman University of Virginia

G. William Hill IV Kennesaw State University

Carolyn Enns, Cornell College & APA Board of Educational Affairs

R. Eric Landrum Boise State University

Maureen McCarthy Kennesaw State University

Jerry Rudmann Irvine Valley College

Michael Stoloff James Madison University

Nadine Kaslow Emory University & APA Board of Directors

APA Staff Liaisons Martha Boenau Robin Hailstorks

This document is the most recent revision of the document originally titled APA Guidelines for the Undergraduate Psychology Major, first approved by the APA Council of Representatives in August 2006. This first revision is effective as of August 2013 and supersedes the previous version. It is available online at .

Printed single copies are available from: Precollege and Undergraduate Education Education Directorate American Psychological Association 750 First Street, NE Washington, DC 20002-4242 202-336-6140 Email: Education@

Suggested bibliographic reference: American Psychological Association. (2013). APA guidelines for the undergraduate psychology major: Version 2.0. Retrieved from

Copyright ? 2013 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.

Contents

Executive Summary

1 Appendices

47

Introduction Why We Needed the APA Guidelines

Appendix A: 3

Rationale for Parameters of Change 48

for the Undergraduate Psychology Major 6 Appendix B:

Why We Need Guidelines 2.0

Formal Linkage Between Original

8

Guidelines and Guidelines 2.0

49

How Diversity Has Evolved in Guidelines 2.0

Appendix C: 12

Representation of Sociocultural

Conclusion and Encouragement

13 Focus in Guidelines 2.0

59

Framework of Guidelines 2.0 A Summary of the Learning Goals

The Comprehensive Learning Goals

Goal 1: Knowledge Base

in Psychology

Goal 2: Scientific Inquiry

and Critical Thinking

Goal 3: Ethical and Social

Responsibility in a

Diverse World

Goal 4: Communication

Goal 5: Professional Development

15 Appendix D:

15 Recommendations for

17 Strengthening Quality in the

Undergraduate Psychology Major

62

17 Appendix E: Roster of Job Prospects

for Psychology Graduates

65

20

Appendix F:

Roster of Advisory Groups/Reviewers 67

26 Appendix G:

Roster of Independent

30

Contributors/Reviewers

68

33

Sociocultural Learning Outcomes:

The Infusion Approach

38

Looking to the Future

41

References

43

iii

Executive Summary

the APA Guidelines for the Undergraduate Psychology Major: Version 2.0 (hereinafter referred to as Guidelines 2.0) represents a national effort to describe and develop high-quality undergraduate programs in psychology. Guidelines 2.0 grew out of an expectation expressed in the first iteration of the Guidelines that policy documents on curricular matters should be living documents-- meaning that the recommendations must be systematically revised over time to ensure their relevance. The task force charged with the revision of Guidelines 2.0 examined the success of implementing the original document and made changes to reflect emerging best practices and to integrate psychology's work with benchmarking scholarship in higher education.

Guidelines 2.0 abandoned the original distinction drawn between psychology-focused skills and psychology skills that enhance liberal arts development. Instead, the new Guidelines describes five inclusive goals for the undergraduate major that represent more robust learning and assessment activities. Developmental levels of student learning outcomes capture expectations at both a foundation level, which represents the completion of approximately the first four courses in the major, and a baccalaureate level, which corresponds to the indicators in the original Guidelines. Although in most cases foundation and baccalaureate developmental changes occur across courses in the curriculum, some changes can occur within

specific courses (e.g., scientific reasoning and critical-thinking skills developed in research methods and statistics courses).

Another major change in Guidelines 2.0 is the emphasis on the advantages of studying psychology as a strong liberal arts preparation for attaining a position in the professional workforce.

A final improvement in Guidelines 2.0 includes a carefully designed infusion approach to the important goals related to the development of cultural competence and diversity skills development.

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