Objectives of Undergraduate Instruction in Psychology.

Buxton, Claude E.; Cofer, Charles N.; Gustad, John W.; MacLeod, Robert B.; McKeachie, Wilbert J.; Wolfle, Dael

doi:10.1037/11279-001

Cited by 20 publications

(41 citation statements)

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“…Especially informative are those provided by psychologists who spent much of their careers in academic administration (e.g., Angell, 1930). Perhaps some of psychology's most important contributions to the history of higher education can be found in the reports of meetings of psychologists to discuss issues of curriculum and pedagogy at the undergraduate and graduate levels (Buxton et al, 1952;Raimy, 1950).…”

Section: Psychology and American Higher Educationmentioning

confidence: 99%

Glimpses of American Higher Education’s Past

Thelin¹,

Henderson²

2014

PsycCRITIQUES

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Section: Psychology and American Higher Educationmentioning

confidence: 99%

Glimpses of American Higher Education’s Past

Thelin¹,

Henderson²

2014

PsycCRITIQUES

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“…In reviewing the history of conferences in the United States on undergraduate psychology training, the ongoing neglect of embracing relevant practical experience is seen. For example, the first conference held in the United States on undergraduate psychology training was in 1951 (Buxton et al, 1952;Brewer, 1997). At this conference a self-appointed committee of six set about developing recommendations for undergraduate psychology programs.…”

Section: Current Trends In Limiting Undergraduate Practical Experiencmentioning

confidence: 99%

“…At this conference a self-appointed committee of six set about developing recommendations for undergraduate psychology programs. Of the recommendations made, there was no mention of the need for relevant supervised experience (Buxton et al, 1952). The committee rejected the need for applied courses with a vocational orientation, suggesting that such experiences should come only after the bachelor's degree (Brewer, 1997).…”

Section: Current Trends In Limiting Undergraduate Practical Experiencmentioning

confidence: 99%

From novice to expert: Issues of concern in the training of psychologists

Jones

2008

Australian Psychologist

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This article raises a specific concern that is highlighted by the recent decision to raise the minimum standard for registration as a psychologist in Australia to postgraduate masters degree level. It is suggested that such an objective is limited because it does not address other, more important variables required to ensure that minimum standards for registration as a psychologist are achieved. Specifically, it is proposed that unless the existing methodology and content of both undergraduate and fourth year graduate university training for psychologists is improved to incorporate vital areas of practice, standards will continue to remain low regardless of the introduction of compulsory fifth and sixth years of postgraduate education. This article provides an overview of the issue while suggesting an alternative approach for developing professional expertise in those wishing to embark on a career in psychology.

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“…The first national conference on undergraduate psychology was held at Cornell University in 1950. According to the conference report, Improving Undergraduate Instruction in Psychology (Buxton, Cofer, Gustad, MacLeod, McKeachie, & Wolfle, 1952), the purpose was to “prepare a set of recommendations concerning undergraduate instruction in psychology which our colleagues would find useful” (p. v). Participants stressed that psychology should be taught as a scientific discipline in the liberal arts tradition.…”

Section: National Conferences and Reportsmentioning

confidence: 99%

Undergraduate education in psychology: United States

Brewer

2006

Int J Psychol

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Until the last quarter of the 19th century, many colleges and universities in the USA did not have separate departments of psychology. Now, psychology undergraduate degrees are among the most popular and frequently awarded in US higher education. Undergraduate psychology programs appeal to students for many reasons, including self‐understanding as well as their relatedness to other career paths of interest. Unlike undergraduate programs in most of the world, which are 5 years in length and designed to prepare professional psychologists, programs in the US are 4 years in length and do not prepare professional psychologists. Licensed psychologists in the US are generally required to hold doctoral degrees. Graduate programs to prepare psychologists are accredited by the American Psychological Association, but undergraduate programs vary widely and are evaluated by state and regional accrediting entities. Teaching methods, materials, and forms of student assessment also differ widely. Providing specific information about program and course requirements, because of this variation, is impossible. The majority of programs include a combination of general studies and psychology courses. Required psychology courses include general, developmental, social, history, learning, experimental, research, and statistics courses as well as seminars on other topics and require approximately 130 credit hours of total coursework. Lecture, discussion, peer‐tutoring, reading, written reports, and exams are common teaching methods. Most instructors require textbooks and supplemental readings as well. Since 1950, numerous groups have studied the undergraduate psychology curriculum. Recent efforts to clarify learning goals and outcomes for high school psychology courses and courses taught within the undergraduate psychology major have focused on establishing objectives, competencies, and content guidelines. Important work on assessing academic outcomes is ongoing, as are activities designed to internationalize the curriculum. Considering the dramatic achievements of the past decade, the future appears bright for the teaching of undergraduate psychology within US universities.

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Objectives of Undergraduate Instruction in Psychology.

Cited by 20 publications

References 0 publications

Glimpses of American Higher Education’s Past

Glimpses of American Higher Education’s Past

From novice to expert: Issues of concern in the training of psychologists

Undergraduate education in psychology: United States

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