Specialization of the undergraduate major.

We examined the catalogs of a random sample of 292 national and regional universities and liberal arts colleges to collect curricular data on the prevalence of focused specialty versus general degrees in psychology and on the course requirements for the various degree options. We analyzed the data by type of degree and institution. Requirements for the various psychology majors were in general agreement with recommendations by the curriculum committee of the recent St. Mary's Conference. We also found that a substantial number of schools offer options other than general degrees. Given trends such as rising undergraduate enrollments and concern for career relevance and job preparation, we believe that the number of these alternative degree options may increase in the future. Major Requirements InformationFor each degree option, we recorded the number of courses and credit hours required. We further divided each of

mentioning

confidence: 99%

A National Survey of Undergraduate Psychology Degree Options and Major Requirements

Messer¹,

Griggs

Jackson

1999

“…Thematic curricula were described as one way to introduce students to a subfield (e.g., developmental or biological psychology) earlier in their training, and then teach research design and statistical analyses as they are applied to a core topic. Thematic models were criticized for logistical problems and the potential to further fragment the discipline (Kierniesky, 1992).…”

Section: University Of Georgiamentioning

confidence: 99%

Faculty Forum

2006

gether accounted for only 12% of the variance in teaching evaluation ratings, these results suggest that teaching evaluation ratings are significantly affected by factors that may be unrelated to teaching effectiveness (e.g., average grade given or instructor rank). University administration should therefore take these factors into consideration when using ratings from teaching evaluations to assess an instructor's teaching effectiveness and overall performance. References

Annotated Bibliography on the Teaching of Psychology: 1992

Wise

Fulkerson

1993

This bibliography is a continuation of those published by Berry and Daniel (1984, 1985), Daniel (1981a, 1981b), Fulkerson and Wise (1987, 1990, 1992), Fulkerson, Wise, and Ancelet (1988), Johnson and Daniel (1974), Morgan and Daniel (1983), Mosely and Daniel (1982), and Wise and Fulkerson (1986, 1989, 1991). Search methods, criteria for inclusion, and other considerations were similar to those used previously. We have also continued the cumulative numbering practice of previous bibliographies. We included some pre-1992 citations not listed in previous bibliographies because we continue to terminate our search in June.