What are the desired outcomes of an undergraduate education in psychology? It is vital to identify the desired outcomes that benefit departments, students, and society, because the pursuit of these goals helps psychology educators achieve the best possible learning experience for their students. When psychology educators meet their instructional and educational goals in a high school, community college, college or university setting, knowledge of psychology and human behavior adds richness to the fabric of society. Psychology educators invest daily in the development of intellectual capital and professional abilities of their students while simultaneously fostering personal development through enrichment and growth. Their current knowledge of human behavior places them in a formidable position to harness psychology to anticipate and resolve problems for the greater good of all. Psy-145

This article discusses how assessment tools can be used to improve student learning in undergraduate bachelors (BA/BS) in psychology programs. The article first reviews particular advantages associated with using curricular and cocurricular maps for performing systematic program assessment. After identifying various assessment tools created by the American Psychological Association, we discuss some essential arenas for program assessment in psychology, including curricular structure and related issues, introductory psychology, capstone courses, internships, research experiences and honors projects, graduate placement data, and routine academic program reviews. We close the article by offering assessment tips for program administrators.

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