The Psychology Department provides students with a solid grounding in the discipline’s diverse theoretical perspectives, research methods, and empirical findings. The program invites students to explore the relevance of psychology to their lives and to the improvement of society. Most of our students pursue advanced degrees within psychology in areas such as counseling, school counseling, or school psychology in preparation for work in human services or education. Some seek the Ph.D. degree for careers in college/university teaching and research, while others obtain graduate degrees in related disciplines such as business (e.g., human resources or organizational development) or social work.
Psychology Department Learning Goals and Associated Outcomes
Goal 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 problems. Students completing Foundation courses 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.
Goal 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 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.
Goal 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 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 don’t share their heritage and traditions. This domain also promotes the adoption of personal and professional values that can strengthen community relationships and contributions.
Goal 4: Communication
Students should demonstrate competence in writing, oral, and interpersonal communication skills. Students completing Foundation courses should 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.
Goal 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 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 extracurricular involvement. In addition, career professionals can be enlisted to support occupational planning and pursuit. This emerging emphasis should not be construed as obligating psychology programs to obtain employment for their graduates, but instead encourages programs to optimize the competitiveness of their graduates for securing places in the workforce.