PSY Discussion 4
3 years ago 10
learning-goals.pdf
transferable-skills.pdf
dunn_halonen_lecture_slide_chapter_04.pptx
learning-goals.pdf
GOAL 1: KNOWLEDGE BASE
GOAL 2: SCIENTIFIC INQUIRY & CRITICAL THINKING
LEARNING GOALS & OUTCOMES APA Guidelines for the Undergraduate Psychology Major Version 2.0
1.1 Describe key concepts, principles, and overarching themes in psychology
1.2 Develop a working knowledge of psychology’s content domains
1.3 Describe applications of psychology
2.1 Use scientific reasoning to interpret psychological phenomena
2.2 Demonstrate psychology information literacy
2.3 Engage in innovative and integrative thinking and problem solving
2.4 Interpret, design, and conduct basic psychological research
2.5 Incorporate sociocultural factors in scientific inquiry
GOAL 3: ETHICAL & SOCIAL RESPONSIBILITY IN A DIVERSE WORLD
GOAL 4: COMMUNICATION
GOAL 5: PROFESSIONAL DEVELOPMENT
3.1 Apply ethical standards to evaluate psychological science and practice
3.2 Build and enhance interpersonal relationships
3.3 Adopt values that build community at local, national, and global levels
4.1 Demonstrate effective writing for different purposes
4.2 Exhibit effective presentation skills for different purposes
4.3 Interact effectively with others
5.1 Apply psychological content and skills to career goals
5.2 Exhibit self-efficacy and self-regulation
5.3 Refine project-management skills
5.4 Enhance teamwork capacity 5.5 Develop meaningful
professional direction for life after graduation Approved August 2013
For the complete Guidelines, see http://www.apa.org/ed/precollege/ about/psymajor-guidelines.aspx
transferable-skills.pdf
Analytical thinking: Solve complex problems, attend to details, plan proactively, and display comfort with ambiguity.
Critical thinking: Display proficiency with statistics, program evaluation, and research design necessary for the study of social and technical systems.
Creativity: Use innovative and resourceful approaches to problem solving and new tasks.
Information management: Be adept at locating, organizing, evaluating, and distributing information from multiple sources.
Judgment and decision making: Engage in logical and systematic thinking and ethical decision making when considering the possible outcomes of a particular action.
Oral communication: Demonstrate strong active listening and conversational abilities in both informal and professional environments, as well as aptitude for public speaking and communicating scientific information to diverse audiences.
Written communication: Comprehend relevant reading materials to produce professional documents that are grammatically correct, such as technical or training materials and business correspondence.
Adaptability: Adjust successfully to change by responding in a flexible, proactive, and civil manner when changes occur.
Integrity: Perform work in an honest, reliable, and accountable manner that reflects the ethical values and standards of an organization.
Self-regulation: Manage time and stress by completing assigned tasks with little or no supervision; display initiative and persistence by accepting and completing additional duties in a careful, thorough, and dependable manner.
Collaboration: Work effectively in a team by cooperating, sharing responsibilities, and listening and responding appropriately to the ideas of others.
Inclusivity: Demonstrate sensitivity to cultural and individual differences and similarities by working effectively with diverse people, respecting and considering divergent opinions, and showing respect for others.
Leadership: Establish a vision for individuals and for the group, creating long-term plans and guiding and inspiring others to accomplish tasks in a successful manner.
Management: Manage individuals and/or teams, coordinate projects, and prioritize individual and team tasks.
Service orientation: Seek ways to help people by displaying empathy; maintaining a customer, patient, or client focus; and engaging in the community.
Flexibility/adaptability to new systems: Be willing and able to learn and/or adapt to new computer platforms, operating systems, and software programs.
Familiarity with hardware and software: Demonstrate competency in using various operating systems, programs, and/or coding protocols; troubleshoot technical errors; and use software applications to build and maintain websites, create web-based applications, and perform statistical analyses.
COGNITIVE
TECHNOLOGICAL
THE SKILLFUL PSYCHOLOGY STUDENT PREPARED FOR SUCCESS IN THE 21ST CENTURY WORKPLACE
Psychology provides skills that employers value.
PERSONAL
COMMUNICATION
SOCIAL
For more information, visit on.apa.org/undergrad
About This Document The Skillful Psychology Student: Prepared for Success in the 21st Century Workplace was commissioned by the American Psychological Association’s Committee on Associate and Baccalaureate Education (CABE). The contributing members, listed in random order, are:
• Karen Z. Naufel, Georgia Southern University (CABE Liaison)
• Drew C. Appleby, Indiana University-Purdue University Indianapolis
• Jason Young, Hunter College of the City University of New York
• Jaye F. Van Kirk, San Diego Mesa College
• Stacie M. Spencer, MCPHS University
• Jerry Rudman, Irvine Valley College
• Bernardo J. Carducci, Indiana University Southeast
• Paul Hettich, DePaul University
• Aaron S. Richmond, Metropolitan State University of Denver (CABE Liaison)
Related Readings Appleby, D., Young, J., Van Kirk, J., Rudman, J., Naufel, K. Z., Spencer, S. M., … Richmond, A. S. (2019). The
skillful psychology student: Skills you will need to succeed in the 21st-century workplace. Psychology Student Network, 7(1). Retrieved from https://www.apa.org/ed/precollege/psn/index
Naufel, K. Z., Spencer, S. M., Appleby, D., Richmond, A. S., Rudman, J., Van Kirk, J., … Hettich., P. (2019). The skillful psychology student: How to empower students with workforce-ready skills by teaching psychology. Psychology Teacher Network, 29(1). Retrieved from https://www.apa.org/ed/precollege/ ptn/2019/03/workforce-ready-skills
Suggested Citation Naufel, K. Z., Appleby, D. C., Young, J., Van Kirk, J. F., Spencer, S. M., Rudmann, J., …Richmond, A. S. (2018).
The skillful psychology student: Prepared for success in the 21st century workplace. Retrieved from: https:// www.apa.org/careers/resources/guides/transferable-skills.pdf
dunn_halonen_lecture_slide_chapter_04.pptx
Dunn & Halonen The Psychology Major’s Companion
Chapter 4: Building Psychology-
Related Skills and
Attitudes
The cure for boredom is curiosity. There is no cure for curiosity. ~Dorothy Parker, American writer and satirist
Chapter Objectives
Describe the nature of psychological literacy.
Compare the APA Guidelines 2.0 to workforce needs.
Examine how your thinking about your thinking will change over your college career.
Student Learning Outcomes
By the end of this chapter, students should be able to:
List the characteristics of psychological literacy.
Explain their preference for different kinds of teaching styles.
Describe the purpose of having national standards for the undergraduate major.
Identify the metacognitive characteristics that the psychology major encourages.
Correlate subdisciplines of psychology with specific workforce opportunities.
The Curriculum Framework
There is no standard curriculum, but there are general expectations.
Lower-level courses introduce concepts and theories BREADTH.
Advanced-level courses offer specializations DEPTH.
Strategies for Class Climates
Content-Centered Approach
Teach the content and the target skills will develop implicitly.
Learning-Centered Approach
Teach the target skills, with the content of the course serving as context.
Implications of the Learning-Centered Approach
Learning goals must be specified.
Assignments concentrate on active learning.
Students get developmental feedback.
The teacher becomes the “guide on the side,” rather than the “sage on the stage.”
Why Study Psychology?
THE LONG VIEW
“The best potential of liberal learning… the juncture of the humanities and sciences where students gain the human-focused values and the scientific tools necessary to see and care about the human condition and to improve it.”
~McGovern, 2010
THE SHORT VIEW
“So you won’t be a jerk!”
~A psychology professor
How Popular Is Psychology?
The Components of Psychological Literacy (1 of 2)
Having a well-defined vocabulary and basic knowledge about psychology
Placing great value on scientific thinking to analyze information and find alternative courses of action
Taking a creative and amiably skeptical approach to problem solving
Applying psychology principles to work, relationships, and the broader community
The Components of Psychological Literacy (2 of 2)
Acting ethically
Being competent in using and evaluating information and technology
Communicating effectively in different modes and for different audiences
Recognizing, understanding, and fostering respect for diversity
Being insightful and reflective about mental processes
~Halpern, 2010
APA Guidelines 2.0 (1 of 5)
KNOWLEDGE BASE IN PSYCHOLOGY
1.1 Describe key concepts, principles, and overarching themes in psychology
1.2 Develop a working knowledge of psychology’s content domains
1.3 Describe applications of psychology
APA Guidelines 2.0 (2 of 5)
SCIENTIFIC INQUIRY AND CRITICAL THINKING
2.1 Use scientific reasoning to interpret psychological phenomena
2.2 Demonstrate psychology information literacy
2.3 Engage in innovative and integrative thinking and problem solving
2.4 Interpret, design, and conduct basic psychological research
2.5 Incorporate sociocultural factors in scientific inquiry
APA Guidelines 2.0 (3 of 5)
ETHICAL AND SOCIAL REPONSIBILITY IN A DIVERSE WORLD
3.1 Apply ethical standards to evaluate psychological science and practice
3.2 Build and enhance interpersonal relationships
3.3 Adopt values that build community at local, national, and global levels
APA Guidelines 2.0 (4 of 5)
COMMUNICATION
4.1 Demonstrate effective writing for different purposes
4.2 Exhibit effective presentation skills for different purposes
4.3 Interact effectively with others
APA Guidelines 2.0 (5 of 5)
PROFESSIONAL DEVELOPMENT
5.1 Apply psychological content and skills to career goals
5.2 Exhibit self-efficacy and self-regulation
5.3 Refine project-management skills
5.4 Enhance teamwork capacity
5.5 Develop meaningful professional direction for life after graduation
Measuring Up: Your Course and APA
Revisit your course syllabus. What kind of overlap do you see between the architecture of the course in which you are currently enrolled and the APA Guidelines for the Undergraduate Psychology Major 2.0?
The Psychology Advantage in the Workforce (1 of 6)
CONTENT ADVANTAGES
SOCIAL: How do attitudes change?
MOTIVATION: What inspires top performance?
COGNITIVE: How do people process information?
EMOTION: What stress levels optimize performance?
INDUSTRIAL: How do you pick top performers?
The Psychology Advantage in the Workforce (2 of 6)
SKILL SET ADVANTAGES
Accurately describing and predicting individual and group behavior
Understanding and using data to support an argument
Interpreting research data and graphs accurately
Evaluating the legitimacy of claims about behavior
Synthesizing information from diverse sources
The Psychology Advantage in the Workforce (3 of 6)
SKILL SET ADVANTAGES
Having insight into problematic behaviors
Demonstrating the capacity to adapt to change
Operating effectively in informal and formal channels of an organization
Managing difficult situations and high-stress environments
Communicating effectively in oral and written modes
The Psychology Advantage in the Workforce (4 of 6)
SKILL SET ADVANTAGES
Starting and executing projects with limited information and experience
Exhibiting persistence in challenging situations
Working effectively in teams that include people with diverse backgrounds
Engendering trust through personal integrity
Writing reports that follow directions and use appropriate conventions
The Psychology Advantage in the Workforce (5 of 6)
METACOGNITIVE ADVANTAGES
Intellectual curiosity
Expectation of complexity about the origins of behavior
Tolerance of ambiguity
Humility
Amiable skepticism
The Psychology Advantage in the Workforce (6 of 6)
METACOGNITIVE ADVANTAGES
Enthusiasm for the value of human diversity
Recognition of the value of ethics and integrity
Engagement in civic and social responsibilities
Conclusions
The more conversant you are in what you can do, the better case you can make to gatekeepers of your future.
Purposefully review how each of your courses contributes to your content knowledge, skill sets, and metacognitive advantage.
Discussion Questions (1 of 2)
What is the difference between a learning-centered approach and a content-centered approach to course delivery?
How popular is the psychology major in contemporary higher education?
How would you describe the characteristics of the psychologically literate citizen?
Discussion Questions (2 of 2)
What are the five major learning goals of the APA Guidelines for the Undergraduate Psychology Major 2.0?
What should you be able to do as the result of completing an undergraduate major in psychology that would have appeal for future employers or would help you to be admitted to graduate or professional school?
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learning-goals.pdf
GOAL 1: KNOWLEDGE BASE
GOAL 2: SCIENTIFIC INQUIRY & CRITICAL THINKING
LEARNING GOALS & OUTCOMES APA Guidelines for the Undergraduate Psychology Major Version 2.0
1.1 Describe key concepts, principles, and overarching themes in psychology
1.2 Develop a working knowledge of psychology’s content domains
1.3 Describe applications of psychology
2.1 Use scientific reasoning to interpret psychological phenomena
2.2 Demonstrate psychology information literacy
2.3 Engage in innovative and integrative thinking and problem solving
2.4 Interpret, design, and conduct basic psychological research
2.5 Incorporate sociocultural factors in scientific inquiry
GOAL 3: ETHICAL & SOCIAL RESPONSIBILITY IN A DIVERSE WORLD
GOAL 4: COMMUNICATION
GOAL 5: PROFESSIONAL DEVELOPMENT
3.1 Apply ethical standards to evaluate psychological science and practice
3.2 Build and enhance interpersonal relationships
3.3 Adopt values that build community at local, national, and global levels
4.1 Demonstrate effective writing for different purposes
4.2 Exhibit effective presentation skills for different purposes
4.3 Interact effectively with others
5.1 Apply psychological content and skills to career goals
5.2 Exhibit self-efficacy and self-regulation
5.3 Refine project-management skills
5.4 Enhance teamwork capacity 5.5 Develop meaningful
professional direction for life after graduation Approved August 2013
For the complete Guidelines, see http://www.apa.org/ed/precollege/ about/psymajor-guidelines.aspx
transferable-skills.pdf
Analytical thinking: Solve complex problems, attend to details, plan proactively, and display comfort with ambiguity.
Critical thinking: Display proficiency with statistics, program evaluation, and research design necessary for the study of social and technical systems.
Creativity: Use innovative and resourceful approaches to problem solving and new tasks.
Information management: Be adept at locating, organizing, evaluating, and distributing information from multiple sources.
Judgment and decision making: Engage in logical and systematic thinking and ethical decision making when considering the possible outcomes of a particular action.
Oral communication: Demonstrate strong active listening and conversational abilities in both informal and professional environments, as well as aptitude for public speaking and communicating scientific information to diverse audiences.
Written communication: Comprehend relevant reading materials to produce professional documents that are grammatically correct, such as technical or training materials and business correspondence.
Adaptability: Adjust successfully to change by responding in a flexible, proactive, and civil manner when changes occur.
Integrity: Perform work in an honest, reliable, and accountable manner that reflects the ethical values and standards of an organization.
Self-regulation: Manage time and stress by completing assigned tasks with little or no supervision; display initiative and persistence by accepting and completing additional duties in a careful, thorough, and dependable manner.
Collaboration: Work effectively in a team by cooperating, sharing responsibilities, and listening and responding appropriately to the ideas of others.
Inclusivity: Demonstrate sensitivity to cultural and individual differences and similarities by working effectively with diverse people, respecting and considering divergent opinions, and showing respect for others.
Leadership: Establish a vision for individuals and for the group, creating long-term plans and guiding and inspiring others to accomplish tasks in a successful manner.
Management: Manage individuals and/or teams, coordinate projects, and prioritize individual and team tasks.
Service orientation: Seek ways to help people by displaying empathy; maintaining a customer, patient, or client focus; and engaging in the community.
Flexibility/adaptability to new systems: Be willing and able to learn and/or adapt to new computer platforms, operating systems, and software programs.
Familiarity with hardware and software: Demonstrate competency in using various operating systems, programs, and/or coding protocols; troubleshoot technical errors; and use software applications to build and maintain websites, create web-based applications, and perform statistical analyses.
COGNITIVE
TECHNOLOGICAL
THE SKILLFUL PSYCHOLOGY STUDENT PREPARED FOR SUCCESS IN THE 21ST CENTURY WORKPLACE
Psychology provides skills that employers value.
PERSONAL
COMMUNICATION
SOCIAL
For more information, visit on.apa.org/undergrad
About This Document The Skillful Psychology Student: Prepared for Success in the 21st Century Workplace was commissioned by the American Psychological Association’s Committee on Associate and Baccalaureate Education (CABE). The contributing members, listed in random order, are:
• Karen Z. Naufel, Georgia Southern University (CABE Liaison)
• Drew C. Appleby, Indiana University-Purdue University Indianapolis
• Jason Young, Hunter College of the City University of New York
• Jaye F. Van Kirk, San Diego Mesa College
• Stacie M. Spencer, MCPHS University
• Jerry Rudman, Irvine Valley College
• Bernardo J. Carducci, Indiana University Southeast
• Paul Hettich, DePaul University
• Aaron S. Richmond, Metropolitan State University of Denver (CABE Liaison)
Related Readings Appleby, D., Young, J., Van Kirk, J., Rudman, J., Naufel, K. Z., Spencer, S. M., … Richmond, A. S. (2019). The
skillful psychology student: Skills you will need to succeed in the 21st-century workplace. Psychology Student Network, 7(1). Retrieved from https://www.apa.org/ed/precollege/psn/index
Naufel, K. Z., Spencer, S. M., Appleby, D., Richmond, A. S., Rudman, J., Van Kirk, J., … Hettich., P. (2019). The skillful psychology student: How to empower students with workforce-ready skills by teaching psychology. Psychology Teacher Network, 29(1). Retrieved from https://www.apa.org/ed/precollege/ ptn/2019/03/workforce-ready-skills
Suggested Citation Naufel, K. Z., Appleby, D. C., Young, J., Van Kirk, J. F., Spencer, S. M., Rudmann, J., …Richmond, A. S. (2018).
The skillful psychology student: Prepared for success in the 21st century workplace. Retrieved from: https:// www.apa.org/careers/resources/guides/transferable-skills.pdf
dunn_halonen_lecture_slide_chapter_04.pptx
Dunn & Halonen The Psychology Major’s Companion
Chapter 4: Building Psychology-
Related Skills and
Attitudes
The cure for boredom is curiosity. There is no cure for curiosity. ~Dorothy Parker, American writer and satirist
Chapter Objectives
Describe the nature of psychological literacy.
Compare the APA Guidelines 2.0 to workforce needs.
Examine how your thinking about your thinking will change over your college career.
Student Learning Outcomes
By the end of this chapter, students should be able to:
List the characteristics of psychological literacy.
Explain their preference for different kinds of teaching styles.
Describe the purpose of having national standards for the undergraduate major.
Identify the metacognitive characteristics that the psychology major encourages.
Correlate subdisciplines of psychology with specific workforce opportunities.
The Curriculum Framework
There is no standard curriculum, but there are general expectations.
Lower-level courses introduce concepts and theories BREADTH.
Advanced-level courses offer specializations DEPTH.
Strategies for Class Climates
Content-Centered Approach
Teach the content and the target skills will develop implicitly.
Learning-Centered Approach
Teach the target skills, with the content of the course serving as context.
Implications of the Learning-Centered Approach
Learning goals must be specified.
Assignments concentrate on active learning.
Students get developmental feedback.
The teacher becomes the “guide on the side,” rather than the “sage on the stage.”
Why Study Psychology?
THE LONG VIEW
“The best potential of liberal learning… the juncture of the humanities and sciences where students gain the human-focused values and the scientific tools necessary to see and care about the human condition and to improve it.”
~McGovern, 2010
THE SHORT VIEW
“So you won’t be a jerk!”
~A psychology professor
How Popular Is Psychology?
The Components of Psychological Literacy (1 of 2)
Having a well-defined vocabulary and basic knowledge about psychology
Placing great value on scientific thinking to analyze information and find alternative courses of action
Taking a creative and amiably skeptical approach to problem solving
Applying psychology principles to work, relationships, and the broader community
The Components of Psychological Literacy (2 of 2)
Acting ethically
Being competent in using and evaluating information and technology
Communicating effectively in different modes and for different audiences
Recognizing, understanding, and fostering respect for diversity
Being insightful and reflective about mental processes
~Halpern, 2010
APA Guidelines 2.0 (1 of 5)
KNOWLEDGE BASE IN PSYCHOLOGY
1.1 Describe key concepts, principles, and overarching themes in psychology
1.2 Develop a working knowledge of psychology’s content domains
1.3 Describe applications of psychology
APA Guidelines 2.0 (2 of 5)
SCIENTIFIC INQUIRY AND CRITICAL THINKING
2.1 Use scientific reasoning to interpret psychological phenomena
2.2 Demonstrate psychology information literacy
2.3 Engage in innovative and integrative thinking and problem solving
2.4 Interpret, design, and conduct basic psychological research
2.5 Incorporate sociocultural factors in scientific inquiry
APA Guidelines 2.0 (3 of 5)
ETHICAL AND SOCIAL REPONSIBILITY IN A DIVERSE WORLD
3.1 Apply ethical standards to evaluate psychological science and practice
3.2 Build and enhance interpersonal relationships
3.3 Adopt values that build community at local, national, and global levels
APA Guidelines 2.0 (4 of 5)
COMMUNICATION
4.1 Demonstrate effective writing for different purposes
4.2 Exhibit effective presentation skills for different purposes
4.3 Interact effectively with others
APA Guidelines 2.0 (5 of 5)
PROFESSIONAL DEVELOPMENT
5.1 Apply psychological content and skills to career goals
5.2 Exhibit self-efficacy and self-regulation
5.3 Refine project-management skills
5.4 Enhance teamwork capacity
5.5 Develop meaningful professional direction for life after graduation
Measuring Up: Your Course and APA
Revisit your course syllabus. What kind of overlap do you see between the architecture of the course in which you are currently enrolled and the APA Guidelines for the Undergraduate Psychology Major 2.0?
The Psychology Advantage in the Workforce (1 of 6)
CONTENT ADVANTAGES
SOCIAL: How do attitudes change?
MOTIVATION: What inspires top performance?
COGNITIVE: How do people process information?
EMOTION: What stress levels optimize performance?
INDUSTRIAL: How do you pick top performers?
The Psychology Advantage in the Workforce (2 of 6)
SKILL SET ADVANTAGES
Accurately describing and predicting individual and group behavior
Understanding and using data to support an argument
Interpreting research data and graphs accurately
Evaluating the legitimacy of claims about behavior
Synthesizing information from diverse sources
The Psychology Advantage in the Workforce (3 of 6)
SKILL SET ADVANTAGES
Having insight into problematic behaviors
Demonstrating the capacity to adapt to change
Operating effectively in informal and formal channels of an organization
Managing difficult situations and high-stress environments
Communicating effectively in oral and written modes
The Psychology Advantage in the Workforce (4 of 6)
SKILL SET ADVANTAGES
Starting and executing projects with limited information and experience
Exhibiting persistence in challenging situations
Working effectively in teams that include people with diverse backgrounds
Engendering trust through personal integrity
Writing reports that follow directions and use appropriate conventions
The Psychology Advantage in the Workforce (5 of 6)
METACOGNITIVE ADVANTAGES
Intellectual curiosity
Expectation of complexity about the origins of behavior
Tolerance of ambiguity
Humility
Amiable skepticism
The Psychology Advantage in the Workforce (6 of 6)
METACOGNITIVE ADVANTAGES
Enthusiasm for the value of human diversity
Recognition of the value of ethics and integrity
Engagement in civic and social responsibilities
Conclusions
The more conversant you are in what you can do, the better case you can make to gatekeepers of your future.
Purposefully review how each of your courses contributes to your content knowledge, skill sets, and metacognitive advantage.
Discussion Questions (1 of 2)
What is the difference between a learning-centered approach and a content-centered approach to course delivery?
How popular is the psychology major in contemporary higher education?
How would you describe the characteristics of the psychologically literate citizen?
Discussion Questions (2 of 2)
What are the five major learning goals of the APA Guidelines for the Undergraduate Psychology Major 2.0?
What should you be able to do as the result of completing an undergraduate major in psychology that would have appeal for future employers or would help you to be admitted to graduate or professional school?
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