Psychology

Learning outcomes

LEARNING OUTCOMES

Undergraduate Learning Goals and Associated Outcomes - Psychology

The UWL Psychology Department endorses the American Psychological Association's (APA) Learning Goals and Outcomes (3.0) as the student learning outcomes for the psychology undergraduate major. The outcomes detail the types of knowledge and skills you should expect to acquire during your completion of a bachelor's degree in Psychology. Your mastery of the learning objectives described in the guidelines should come as a consequence of courses taken both in and outside of psychology and through research and professionally-related experiences. Each of the five goals is associated with specific learning outcomes.

Students demonstrate comprehension of the major concepts, theoretical perspectives, historical trends, and empirical or evidence-based findings to discuss how psychological principles apply to behavior and mental processes. Students completing foundation courses demonstrate breadth of their knowledge and application of psychological ideas to simple problems; students completing a baccalaureate degree show depth in their knowledge and application of psychological concepts and frameworks to problems of greater complexity. Students are able to discuss psychological science’s integrative themes and the respective sociocultural and historical backgrounds of those themes.

1.1 Describe key concepts, principles, and theories in psychological science
1.2 Develop a working knowledge of psychology’s major subfields
1.3 Portray significant aspects of the history of psychological science
1.4 Apply psychological content to solve practical problems
1.5 Provide examples of psychology’s integrative themes

Psychology is a STEM discipline that uses the same research practices found in other scientific fields (Dovidio et al., 2010). The skills in this domain involve the development of scientific reasoning and investigation, including developing proficiencies in research methods and statistics. Although these outcomes are introduced in foundation coursework, students typically develop these proficiencies mainly in required courses that focus on research methods and statistics. Students completing foundation courses learn basic skills and concepts in interpreting behavior using research, studying research, and applying research design principles to draw appropriate conclusions about behavior; students completing a baccalaureate design, evaluate, and execute research plans. Research skills reflect knowledge of and respect for diversity-related issues when targeting samples in study design. Research practice also includes an evaluation of the extent to which research findings can be generalized as applicable to groups beyond the research sample.

2.1 Exercise scientific reasoning to investigate psychological phenomena
2.2 Interpret, design, and evaluate psychological research
2.3 Incorporate sociocultural factors in scientific research practices
2.4 Use statistics to evaluate quantitative research findings

This goal promotes the development of ethical and socially responsible values and behaviors in personal, professional, organizational, and institutional settings. The goal includes ethical reasoning and practices, interpersonal and intercultural responsiveness, and strategies that promote and sustain strong communities and equitable opportunities. Novice students in psychology become familiar with the formal regulations that govern ethical obligations in psychology and begin to embrace the values that will help them contribute to socially responsible outcomes in academic and work settings and in society. Advanced psychology students have more direct opportunities to embrace and adhere to ethical practices that will help them optimize their personal and professional achievements and contributions. Novice students recognize how diversity deriving from individual and intersectional differences can enrich human experience. Advanced students are adept at applying knowledge of individual and intersectional differences to improve outcomes. The final outcome addresses the ways in which psychological science can promote a more functional and fair society. Novice students explore the possibilities of using psychological knowledge to build better communities. Advanced students develop the skills to take appropriate action to improve community functions.

3.1 Employ ethical standards in research, practice, and academic contexts
3.2 Develop and practice interpersonal and intercultural responsiveness
3.3 Apply psychological principles to strengthen community and improve quality of life

The skills in this category address the ability of students to build and maintain effective communication skills in processing and expressing information. Novice students develop the capacity to distinguish appropriate and inappropriate communication strategies in developing interpersonal relationships. Advanced students use their knowledge of equity, diversity, and inclusion to improve the effectiveness of their communication skills. Novice students grow in their ability to express their own ideas with clarity, explain the ideas of others, discuss psychological concepts, communicate a cogent scientific argument, and present information using a scientific approach. Toward the end of their major, students are able to communicate the results of a research study or other psychology-related project, explain scientific results, and present information to professional audiences in different formats. Students develop psychological literacy, including applying knowledge of research skills necessary to be an informed consumer of research or a critic regarding unsupported claims about behavior. Ultimately, the psychology student possesses the tools and motivation to evaluate whether claims have merit. They also develop some sophistication in using appropriate technology to improve communication outcomes.

4.1 Interact effectively with others
4.2 Write and present effectively for different purposes
4.3 Provide evidence of psychological literacy
4.4 Exhibit appropriate technological skills to improve communication

The skills in this domain refer to abilities that sharpen students’ readiness for the workplace whether the student’s future involves graduate school or a job following the associate or baccalaureate degree. A background in psychological science may confer a workplace advantage because of the specific applicability of content that focuses on understanding human diversity and behavior. The skills related to this goal have been influenced by The Skillful Psychology Student, a document developed by APA’s Committee on Associate and Baccalaureate Education that articulates what skills students will need to be successful. The emphasis in this domain involves self-regulation, project management skills, professional judgment, collaboration skills, and proficiency in workplace technology and career planning. Curriculum design within psychology programs needs to address how to provide explicit feedback to promote development of these skill sets over the duration of study in psychological science. These skills can be developed and refined in traditional academic settings and through experiences acquired during internships, full- or part-time jobs, leadership positions, and extracurricular engagement (cf. National Association of Colleges and Employers’ Job Outlook, 2022). Educators commit to facilitating inclusive opportunities for psychology students from different backgrounds. Campus career professionals can be enlisted to support planning and execution of goals related to selection and pursuit of a professional direction.