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Course Overview Welcome to your Capella University online course, PSYC-FP4900 – Psychology Capstone Project .

This capstone course represents a culmination of the undergraduate BS in Psychology program. The course is designed to offer an opportunity for self-reflection on what you learned and how your program of study can benefit your future professional and personal goals and values. During this capstone experience, you will examine how this degree can support the next steps in your future.

Show More In this course, you will complete assessments that demonstrate your program goals and the achievement outcomes of your bachelor's degree. This capstone is designed to allow multiple opportunities for demonstrating mastery of the content and the course competencies, which are also the established program outcomes.

You will use your research, analysis, writing, and communication skills intensely for the assessments in this course. You will review and write about a broad range of topics that reflect the great diversity of psychology, including major psychological theories and research, quantitative research methods, critical thinking, ethics, cultural diversity, professional communication, professional and personal development, and the impact of psychology on society. You will analyze how psychology fits into your everyday life, and as you explore your professional aspirations, you will reflect on how psychology impacts society.

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Assessments

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SYLLABUS

Course Overview Welcome to your Capella University online course, PSYC-FP4900 – Psychology Capstone Project .

Course Competencies To successfully complete this course, you will be expected to:

1. Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

2. Apply information analysis and research methods and use technology tools and applications appropriate for psychology.

3. Develop effective communication and quantitative literacy skills. 4. Use critical thinking, creative thinking, and problem solving in psychology. 5. Apply psychological principles to personal, social, and organizational issues. 6. Demonstrate the ability to understand ethical behavior, tolerate ambiguity, value empirical evidence, and respect the

complexity of sociocultural and international diversity. 7. Conceptualize the application of one's values, skills, and knowledge of psychology to realize personal goals,

professional opportunities, and societal needs.

Course Prerequisites There are no prerequisites for this course.

Capella University'S Scholar-Practitioner Learning Model Capella University's learning model focuses on developing scholar-practitioners through learning that incorporates both theoretical knowledge and relevant experience. Learners develop along a continuum of scholarship and practical application. The model emphasizes a learner's knowledge, skills, and abilities in goal-setting, time management, and self-direction.

As a FlexPath learner, you will develop your own plan for completing the assessments to successfully demonstrate the course competencies. This will provide you with the flexibility to work at your own pace. You will move along the continuum, reflecting on your experiences, building and applying your knowledge, participating in your professional community, and making theoretical and practical contributions to your field.

Competency Demonstration

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As in all Capella courses, your successful completion of this course will be based on your demonstration of the course's competencies (refer to University Policy 3.04.07 ). In FlexPath courses, you will demonstrate competencies through multiple course assessments that are designed to simulate the authentic professional challenges that you can expect to encounter in the field. Your progress in this course depends only on your ability to successfully demonstrate the course competencies through the assessments. This approach is different from traditional offerings that rely on grades and credits to determine progress. Therefore, it is important that you examine the following information carefully, and that you thoroughly understand the expectations for competency demonstration in FlexPath courses.

After each of your assessments has been evaluated by faculty, you will be able to see your updated, cumulative progress in demonstrating each course competency, through a graphic display called your Competency Map. Your Competency Map can be accessed via your academic plan on iGuide. You will also receive detailed faculty feedback about your assessment, which you can access through the assessment’s scoring guide.

Based on your assessment results and faculty feedback, you may wish to revise your work and resubmit your assessment. In FlexPath, you are permitted to revise and resubmit each assessment up to two more times during the course, for a total of three potential submissions overall. It is a good idea to engage your FlexPath Coach and FlexPath Tutor to help you create a revision plan when you revise an assessment. The tutor will work with you as needed to review faculty feedback and complete the plan you have devised.

After all course assessments have been evaluated, undergraduate learners who have demonstrated all competencies at a "Basic" performance level or higher will pass the course. Learners in master’s degree programs must receive a “Proficient” performance level or higher in order to pass.

If you have not attained the required performance levels on all of the competencies, you will enter into an academic warning phase, during which your overall ability to succeed in the FlexPath model will be reviewed and assessed. Upon completion of the course, your demonstrated competencies will be entered into your academic record.

For further information on this process, please contact your FlexPath Coach.

Competency Demonstration Scoring Guides Course requirements include the following major independent measures of learner competency.

Activity Scoring Guide

1. Unit Activities

Research Data Analysis Research Data Analysis Scoring Guide .

Critical Thinking Critical Thinking Scoring Guide .

Cultural Competency Cultural Competency Scoring Guide .

Ethical Case Study Ethical Case Study Scoring Guide .

Career Planning Career Planning Scoring Guide .

Comprehensive Portfolio Presentation Comprehensive Portfolio Presentation Scoring Guide .

Learner Expectations FlexPath courses are designed to be competency-based, which means that your progress depends only on your ability to successfully demonstrate the course's competencies. In FlexPath courses, you will demonstrate the course competencies solely through your assessments.

In this FlexPath course, you will work in a flexible and self-directed manner, at your own pace within an academic term. You will demonstrate the course competencies by submitting each assessment according to your own schedule.

You can be enrolled in up to two FlexPath courses at one time. If you finish at least one of them within the first six weeks of the quarter, you can add another FlexPath course to your schedule. However, every course must be completed within the academic term in which you started it. Adding another FlexPath course to your schedule will not be possible if there are less than four weeks remaining in the quarter.

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To receive credit for each course, you must complete all assessments and demonstrate all course competencies at the level of:

• Basic or above for undergraduate-level courses. • Proficient or above for master's-level courses.

Personal Course Completion Plan In every FlexPath course, you will start by developing a Personal Course Completion Plan to outline your schedule for successfully completing all course assessments, and to organize your time and obligations. If you receive financial aid, your submission of your Personal Course Completion Plan during the first week of the course will release your financial aid funds.

This plan is a tool you will use throughout the course. In order to demonstrate continued academic engagement, you are required to resubmit your Personal Course Completion Plan every week until you complete the entire course. Your deadlines can be adjusted if your schedule changes, or to add time to incorporate feedback on your work. You can revise your plan to accommodate unexpected developments and changes in your schedule.

Using the Academic Community Successful Capella learners in FlexPath courses are skilled at goal-setting, time management, and self-direction. In the FlexPath program, you will work independently to complete your assessments. You will set your own pace, but you will also need to adhere to the deadlines you set. This can be difficult to manage alone.

As a learner at Capella University, you are a member of a scholarly community. Learning at Capella is a partnership. You are ultimately responsible for your own success, but you are not alone. In this section, you will learn what is expected of you as a Capella learner, as well as when and how you will work with Capella staff and faculty to support your learning.

Listen to Deb Bushway, Vice President of Academic Innovation, discuss the value of Capella's Academic Community .

Use the Capella academic community to build and make use of a support network of people who can help you stay on track and effective in the completion of course assessments.

FlexPath Coaches You have already met your FlexPath Coach. Remember that FlexPath Coaches will support you in achieving your goal of completing your degree. They will help you to select courses that meet your degree requirements, answer your questions about course selection, and help you register for courses. They will also help you to understand Capella policies and procedures, help you develop your Personal Course Completion Plan, and navigate through problems and difficult situations.

Your FlexPath Coach will keep apprised of your progress throughout the quarter and assist you in re- registration, as needed. In addition, your coach will work with you to develop your Personal Course Completion Plan for successful demonstration of course competencies, if needed.

FlexPath Tutors Each course will have a FlexPath tutor to provide academic support through on-on-one tutoring, consultation, courseroom tips, and the facilitation of periodic group study sessions. In the courseroom, the tutor will post short descriptions of resources and strategies related to the subject matter of the course, or share general learning strategies. Tutors can assist you in preparing to submit an assessment, and they can help you revise your work if you need to resubmit an assessment. Questions about course content and clarification about assessments should be directed to the FlexPath course tutor.

FlexPath Faculty In FlexPath courses, the primary role of faculty is to review, evaluate, and provide prompt and comprehensive feedback on your assessment submissions. Faculty members' interactions with you will be focused on providing robust formative and summative feedback regarding your

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demonstration of the course competencies in your assessments. FlexPath faculty members are committed to responding to your assessment submissions within 48 hours.

Policies and Procedures

Academic Honesty Policy Statement Capella University is committed to providing learners with the competencies and skills associated with academic honesty and integrity. Capella learners are expected to meet their academic requirements with honesty and integrity pursuant to this policy. Learners are expected to be the sole authors of their work and to acknowledge the authorship of others' work through proper citation and reference. Use of another person's ideas, including another learner's, without proper reference or citation constitutes plagiarism and academic dishonesty and is prohibited conduct. Capella extends the concept of plagiarism to include issues of copyright and trademark infringement. Submission of prior work without self-citation constitutes self-plagiarism and academic dishonesty and is prohibited conduct.

Collaboration in the completion of course work is prohibited unless explicitly permitted by the course instructor. Where such collaboration is permitted by the course instructor, learners must acknowledge any collaboration and its extent in all submitted course work.

The disciplinary consequences of academic dishonesty are determined on a case-by-case basis and may include but are not limited to one or more of the following sanctions: non-acceptance of submitted course work, failing grade on an assignment, lower grade in a course, failing grade in a course, written warning, suspension from the university, removal from the program, administrative withdrawal or dismissal from the university, and cancellation of previously awarded course credits or degrees.

Capella University learners, faculty, and staff share the responsibility for promptly reporting any alleged violation of this policy.

For further information, please read the following policies and learner expectations at Capella: • University Policy 3.01.01: Academic Honesty . • University Policy 4.02.04: Discrimination, Harassment, and Assault . • University Policy 4.02.02: Learner Code of Conduct . • iGuide – University Policies . • Turnitin Source Matching Tool . • iGuide – Online Etiquette .

Disability Services Statement Capella University is committed to providing reasonable accommodations to qualified learners with disabilities in all university programs and activities. Capella recognizes its obligations to accommodate the needs of learners with disabilities, according to the Americans with Disabilities Act Amendments Act of 2008 (ADAAA), the Rehabilitation Act of 1973, and similar laws. Learners requiring academic accommodations should refer to iGuide – Disability Services , e-mail [email protected] , or call 888-CAPELLA and ask to speak with a Disability Services team member.

Learners approved for academic accommodations will receive a Letter of Eligibility for Accommodations from the Disability Services office.

Important: Learners who have been approved for accommodations must share this letter with the academic advisor in order to receive the accommodations. If you are a learner with a disability, you are encouraged to secure this approval as early as possible, as accommodations cannot be applied retroactively.

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ASSESSMENT 1

Research Data Analysis

Overview Write a 5–6-page assessment in which you summarize the research data from a selected quantitative study, synthesize the information, draw inferences, and communicate results in a manner that can be easily understood by a nonacademic or nonscientific audience.

It is essential to understand the methods psychologists use to collect, analyze, and understand behavior. Specifically, you should be able to describe the strengths and weaknesses of quantitative methods and critique the published results of actual psychological research.

Show More By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 2: Apply information analysis and research methods and use technology tools and applications appropriate for psychology.

▪ Integrate information from a variety of sources. ▪ Explain knowledge derived from quantitative research. ▪ Critique research methods and their impact on results.

• Competency 3: Develop effective communication and quantitative literacy skills. ▪ Summarize the study, its data, and its inferences. ▪ Use well-developed written communication. ▪ Successfully implement APA style.

• Competency 4: Use critical thinking, creative thinking, and problem solving in psychology. ▪ Apply critical thinking skills to make recommendations for further research.

Context The Assessment 1 Context document contains important information related to the following topics:

• The scientific method. • Quantitative research.

Resources Suggested Resources The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Resources Click the links provided to view the following resources:

• Assessment 1 Context . • The Capella blog post Ebooks at Capella Library on Research Methodologies offers a number of titles on

various research methodologies, including quantitative research. You may choose to review these titles.

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http://blogs.capella.edu/library/2008/02/14/ebooks-capella-library-on-research-methodologies/

Capella Multimedia Click the links provided below to view the following multimedia pieces:

• History of Psychology Timeline | Transcript . • Qualitative Versus Quantitative Research | Transcript .

Library Resources The following e-books or articles from the Capella University Library are linked directly in this course:

• Stuart-Hamilton, I. (1999). Key ideas in psychology . London, UK: Jessica Kingsley. • Whittig, A. F. (2001). Schaum's outline of introduction to psychology . New York, NY: McGraw-Hill.

Course Library Guide A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the Psychology Capstone Project Library Guide to help direct your research.

Internet Resources Access the following resource by clicking the link provided. Please note that URLs change frequently. Permission for the following link has been either granted or deemed appropriate for educational use at the time of course publication.

• American Psychological Association. (2014). Quantitative psychology . Retrieved from http://www.apa.org/ research/tools/quantitative/index.aspx

Bookstore Resources The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore . When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

• Coon, D., & Mitterer, J. O. (2007). Introduction to psychology: Gateways to mind and behavior (11th ed.). Stamford, CT: Cengage Learning.

Assessment Instructions Use the Capella library to locate a quantitative research study in an area of psychology that interests you or an area that applies to your field of interest. You may also select a study in which you have been personally involved, either academically or professionally.

Write a 5–6 page assessment in which you complete the following: • Summarize the research study. • Summarize and interpret the data (statistics). • Analyze the results. Use a minimum of 3 academic resources to support your analysis. • Explain the findings and implications of the study in a manner that can be easily understood by a nonacademic or

nonscientific audience. • Critique the research methods used, particularly for their impact on results. • Make suggestions for further research in this area.

Additional Requirements Your paper should meet the following requirements:

• Written communication: Written communication is free of errors that detract from the overall message. • APA formatting: Resources and citations are formatted according to APA sixth edition style and formatting. • Number of resources: Uses a minimum of three (3) academic resources. • Length of paper: Submission includes 5–6 typed, double-spaced pages. • Font and font size: Paper uses Times New Roman, 12 point.

Research Data Analysis Scoring Guide View Scoring Guide Use the scoring guide to enhance your learning. How to use the scoring guide

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Write a 5–6-page assessment in which you summarize the research data from a selected quantitative study, synthesize the information, draw inferences, and communicate results in a manner that can be easily understood by a nonacademic or nonscientific audience.

Assessment Submit Submit Assessment

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U01A1: Research Data Analysis

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U01A1: Research Data Analysis: Revision 1

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U01A1: Research Data Analysis: Revision 2

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ASSESSMENT 2

Critical Thinking

Overview Write a 5–6-page assessment in which you apply a model of critical thinking to analyze a societal problem and suggest potential solutions.

Whatever your profession, it is important to present yourself well in all modes of communication. Among the most important skills needed today is the ability to effectively communicate, solve problems, and think critically. Today's organizations expect their psychology professionals to be knowledgeable about the field and to effectively solve problems in the field of practice.

Show More By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

▪ Describe the historical development of theoretical approaches within psychology to resolve a societal problem.

• Competency 2: Apply information analysis and research methods and use technology tools and applications appropriate for psychology.

▪ Summarize a societal problem and associated research.

• Competency 3: Develop effective communication and quantitative literacy skills. ▪ Use well-developed written communication. ▪ Successfully implement APA style.

• Competency 4: Use critical thinking, creative thinking, and problem solving in psychology. ▪ Apply critical thinking to analyze a societal problem. ▪ Recommend an action plan to solve a societal problem.

• Competency 5: Apply psychological principles to personal, social, and organizational issues. ▪ Integrate relevant psychological principles into an analysis of a societal problem.

Context Critical thinking is an important skill that can enhance the learning experience and improve communications in all aspects of our lives. According to the Foundation for Critical Thinking (2013), critical thinking allows an individual to raise questions and problems, gather and assess information, and come to well-reasoned conclusions and solutions. It enables an individual to think with an open mind and understand assumptions, implications, and consequences of others' arguments to develop a complete understanding of the thinking of others and its relationship to one's own ideas and opinions.

Reference Foundation for Critical Thinking. (2013). Critical thinking: Where to begin. Retrieved from http://

www.criticalthinking.org/starting/index.cfm

Questions To Consider

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To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

• How do psychological theories and current research inform practice in your professional and your personal contexts, such as thoughts and actions?

• Considering the theorists and theories that have been influential in the development of psychology, what research or theory did you find most applicable to the real world? How has this research influenced your thinking?

• Which theories or research do you believe no longer apply to present-day society? Why?

Resources Required Resource The following resource is required to complete the assessment.

Capella Multimedia Click the link provided below to view the following multimedia piece:

• Critical Thinking Model | Transcript .

Suggested Resources The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Resources Click the links provided to view the following resources:

• SMART Action Plan .

Capella Multimedia Click the links provided below to view the following multimedia pieces:

• SMART Goals for an Action Plan | Transcript . • Creating S.M.A.R.T. Goals | Transcript .

Internet Resource Access the following resource by clicking the link provided. Please note that URLs change frequently. Permission for the following link has been either granted or deemed appropriate for educational use at the time of course publication.

• Foundation for Critical Thinking. (2013). Critical thinking: Where to begin . Retrieved from http:// www.criticalthinking.org/starting/index.cfm

Assessment Instructions Complete the following to prepare for this assessment:

• Identify and research a societal problem. • Identify psychological theories and principles relevant to the problem, both now and historically. • View the Critical Thinking Model media piece linked in the Resources under the Required Resources heading.

Write an assessment in which you apply the critical thinking model and psychological theories and principles to complete the following:

• Summarize the societal problem and associated research. • Apply critical thinking to analyze the problem.

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• Describe the historical development of theoretical approaches within psychology to resolve the societal problem. • Provide an action plan with recommendations for how we as a society can deal with this problem in a fair and just

manner.

You may conduct an Internet search to learn what should be included in an action plan. For more information, you may also refer to the Resources, specifically the linked media and the SMART Action Plan Capella resource.

Additional Requirements Your paper should meet the following requirements:

• Written communication: Written communication is free of errors that detract from the overall message. • APA formatting: Resources and citations are formatted according to APA sixth edition style and formatting. • Number of resources: Paper uses a minimum of three (3) academic resources. • Length: Submission includes 5–6 typed double-spaced pages. • Font and font size: Paper uses Times New Roman, 12 point.

Critical Thinking Scoring Guide View Scoring Guide Use the scoring guide to enhance your learning. How to use the scoring guide

[U02A1] Critical Thinking Write a 5–6-page assessment in which you apply a model of critical thinking to analyze a societal problem and suggest potential solutions.

Assessment Submit Submit Assessment

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U02A1: Critical Thinking

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U02A1: Critical Thinking: Revision 1

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U02A1: Critical Thinking: Revision 2

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ASSESSMENT 3

Cultural Competency

Overview Write 5–6 pages in which you, using a chosen issue, evaluate complexities among cultures and assess how differences in culture can lead to misunderstandings from a psychological point of view.

Consider how your own culture impacts your development, behaviors, attitudes, and choices, in terms of daily interactions with persons similar or different from yourself. In the workplace, cultural awareness is critical, particularly in terms of the changing demographics in our society. Most jobs involve working with people from different cultural backgrounds. These individuals can be coworkers, clients, supervisors, or subordinates. To be successful, it is important to develop the ability to work and interact with people from different cultures. In other words, you need to be culturally competent.

Show More By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

▪ Evaluate a psychological theory that relates to complexities among cultures.

• Competency 3: Develop effective communication and quantitative literacy skills. ▪ Use well-developed written communication. ▪ Successfully implement APA style.

• Competency 5: Apply psychological principles to personal, social, and organizational issues. ▪ Describe the competencies necessary for working in a culturally diverse environment.

• Competency 6: Demonstrate the ability to understand ethical behavior, tolerate ambiguity, value empirical evidence, and respect the complexity of sociocultural and international diversity.

▪ Assess how differences in culture can lead to misunderstandings from a psychological point of view. ▪ Propose, from a culturally sensitive perspective, ways to improve or resolve a cultural issue. ▪ Discuss how attitudes related to culture, ethnicity, and diversity may affect future professional behaviors.

Context We use the word culture to describe and explain a broad range of activities, behaviors, events, and structures. According to Fiske, et al. (1998), as cited by Bernstein, Penner, Clarke-Stewart, and Roy (2008), culture is "the accumulation of values, rules of behavior, forms of expression, religious beliefs, occupational choices, and the like for a group of people who share a common language and environment" (pp. 22–23). Ecological, social, and biological factors all impact culture.

The Office of Minority Health of the U.S. Department of Health and Human Services (n.d.), based on Cross, Bazron, Dennis, and Isaacs (1989), defines cultural competency as "a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals that enables effective work in cross-cultural situations" (para. 1).

Show More In several of your undergraduate courses, you studied, analyzed, and evaluated the psychology of culture and diversity. Within that framework, you can see how cultural competency plays a key (and perhaps ever-increasing) role in our society. It is about living with, working with, relating to, and

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communicating with people whose behaviors or beliefs are foreign to our way of thinking and doing. Often, this requires a depth of understanding that, for some, is difficult to accommodate.

References Bernstein, D. A., Penner, L. A., Clarke-Stewart, A., & Roy, E. J. (2008). Psychology . Boston, MA:

Houghton Mifflin.

U.S. Department of Health & Human Services Office of Minority Health. (n.d.). What is cultural competency? Retrieved from http://minorityhealth.hhs.gov/templates/browse.aspx? lvl=2&lvlID=11.

Resources Required Resource The following resource is required to complete the assessment.

Capella Multimedia Click the link provided below to view the following multimedia piece:

• Cultural Competency Resource List | Transcript .

Capella Multimedia Click the links provided below to view the following multimedia pieces:

• What Is Diversity? | Transcript . • The Impact of Diversity | Transcript . • Cultural Differences . | Transcript . • Cultural Dimensions . | Transcript .

Internet Resources Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

• TED Conferences. (Producer). (2009). Chimamanda Ngozi Adichie: The danger of a single story [Video]. Retrieved from http://www.ted.com/index.php/talks/chimamanda_adichie_the_danger_of_a_single_story.html? awesm=on.ted.com_3k&utm_campaign=ted&utm_medium=on.ted.com- ChimamandaAdichie&utm_source=blog.ted.com&utm_content=site-custom

• Centers for Disease Control National Prevention Information Network (CDC NPIN). (2014). Cultural competence . Retrieved from http://www.cdcnpin.org/scripts/population/culture.asp

Assessment Instructions To prepare for this assessment, complete the following:

• Select one of the stories from the Cultural Competency Resources List media piece (linked in the Required Resources) as your issue.

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http://media.capella.edu/CourseMedia/PSYC4900/culturalCompetency/culturalCompetency.asp

http://media.capella.edu/CourseMedia/PSYC4900/culturalCompetency/transcript.html

http://media.capella.edu/CourseMedia/HS5304/whatIsDiversity/whatIsDiversity_wrapper.asp

http://media.capella.edu/CourseMedia/HS5304/whatIsDiversity/whatIsDiversity_ts.html

http://media.capella.edu/CourseMedia/HS6001/media_diversity/diversity_wrapper.asp

http://media.capella.edu/CourseMedia/HS6001/media_diversity/diversity_ts.html

http://media.capella.edu/CourseMedia/BUS3025/CulturalDifferences/wrapper.asp

http://media.capella.edu/CourseMedia/BUS3025/CulturalDifferences/transcript.html

http://media.capella.edu/CourseMedia/HRM5237/culturalDimensions/culturalDimensions_wrapper.asp

http://media.capella.edu/CourseMedia/HRM5237/culturalDimensions/culturalDimensions_ts.html

http://capellauniversity.libguides.com/PSYCFP4900

http://www.ted.com/index.php/talks/chimamanda_adichie_the_danger_of_a_single_story.html?awesm=on.ted.com_3k&utm_campaign=ted&utm_medium=on.ted.com-ChimamandaAdichie&utm_source=blog.ted.com&utm_content=site-custom

http://www.cdcnpin.org/scripts/population/culture.asp

• Select a psychological theory that relates to complexities among cultures to use as a theoretical perspective on this issue.

Write a 5–6-page assessment in which you complete the following: • Identify and describe the issue or issues in the selected story. • Evaluate the selected psychological theory from a cultural perspective. • Assess, from the selected theoretical point of view, how cultural differences contributed to the misunderstandings

involved in your selected issue. • Explain how you would propose to resolve the issue from a culturally sensitive perspective. Using psychological

principles from your selected theoretical perspective, describe best practices for resolving or improving the cultural dilemma.

• Describe the competencies necessary for working in a culturally diverse environment. • Reflect upon and discuss how your attitudes associated with culture, ethnicity, and diversity may affect your future

professional behaviors.

Additional Requirements Your assessment should meet the following requirements:

• Written communication: Written communication is free of errors that detract from the overall message. • APA formatting: Resources and citations are formatted according to APA sixth edition style and formatting. • Number of resources: Use a minimum of three (3) academic resources. • Length: Submission includes 5–6 typed, double-spaced pages. • Font and font size: Times New Roman, 12 point.

Cultural Competency Scoring Guide View Scoring Guide Use the scoring guide to enhance your learning. How to use the scoring guide

[U03A1] Cultural Competency Write 5–6 pages in which you, using a chosen issue, evaluate complexities among cultures and assess how differences in culture can lead to misunderstandings from a psychological point of view.

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ASSESSMENT 4

Ethical Case Study

Overview Write a 5–6-page ethical analysis of a selected case study, based on the application of psychological principles and best practices.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Show More • Competency 3: Develop effective communication and quantitative literacy skills.

▪ Use well-developed written communication. ▪ Successfully implement APA style.

• Competency 5: Apply psychological principles to personal, social, and organizational issues. ▪ Explain a course of action that is persuasive and supported by research.

• Competency 6: Demonstrate the ability to understand ethical behavior, tolerate ambiguity, value empirical evidence, and respect the complexity of sociocultural and international diversity.

▪ Analyze an ethical issue from a case study. ▪ Describe alternatives for resolving the ethical dilemma, including possible ramifications of each alternative.

Context In this assessment, you will demonstrate your understanding of ethical standards and behaviors. As you apply this understanding to your professional practice and problem solving in real-world contexts, you will continue to develop an understanding of ethics in psychology and sharpen your critical thinking skills. From an understanding of how to evaluate the ideas of others, you will develop a foundation for how to consider multiple perspectives on an issue and formulate an opinion based on the evaluation of their reasoning.

Ethics is generally defined as a system of moral principles—the rules that guide us in life, love, and work. While most reasonable people can agree on what constitutes ethical behavior, not every situation can be deemed right or wrong, black or white. Sometimes an ethical dilemma is painted in shades of grey—where the choice is not as easy and straightforward as we might like it to be.

Show More The intent of the ethical principles and code of conduct for psychologists is to guide and inspire psychologists toward the highest ethical standards in the profession. The American Psychological Association's Ethical Principles of Psychologists and Code of Conduct comprises principles that guide psychologists in their profession and that can also help guide you as you embark upon your post- baccalaureate career.

Given these foregoing principles, you may encounter ethical dilemmas throughout your profession in which you will need to apply this code. Dealing with controversial and ambiguous real-life situations within the framework of a complex society will provoke challenges.

Resources Required Resource The following resource is required to complete the assessment.

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Capella Multimedia Click the link provided below to view the following multimedia piece:

• Ethical Case Studies | Transcript .

Library Resources The following e-books or articles from the Capella University Library are linked directly in this course:

• Lewis, P. V. (1985). Defining 'business ethics': Like nailing Jello to a wall . Journal of Business Ethics, 4 (5), 377–383.

• Peterson, R. A., Beltramini, R. F., & Kozmetsky, G. (1991). Concerns of college students regarding business ethics: A replication . Journal of Business Ethics, 10 (10), 733–738.

• Scanlon, P. M., & Neumann, D. R. (2002). Internet plagiarism among college students . Journal of College Student Development, 43 (3), 374–385.

• Kidwell, R. E., Jr. (2004). "Small" lies, big trouble: The unfortunate consequences of résumé padding, from Janet Cooke to George O'Leary . Journal of Business Ethics, 51 (2), 175–184.

• Barkan, R., Ayal, S., Gino, F., & Ariely, D. (2012). The pot calling the kettle black: Distancing response to ethical dissonance . Journal of Experimental Psychology: General, 141 (4), 757–773.

• American Psychological Association. (2014). Ethical principles of psychologists and code of conduct . Retrieved from http://www.apa.org/ethics/code/index.aspx?item=3

▪ To gain an understanding of the principles that guide psychologists, you may review the following principles: ▪ Principle A: Beneficence and nonmaleficence. ▪ Principle B: Fidelity and responsibility. ▪ Principle C: Integrity. ▪ Principle D: Justice. ▪ Principle E: Respect for people's rights and dignity.

Assessment Instructions Select one of the cases from the Ethical Case Studies media piece. This media piece is linked in Resources under the Required Resources heading.

Using your selected case study, construct an ethical analysis based on the application of psychological principles and best practices. In this analysis, complete the following:

• Summarize the ethical issue involved. • Consider and describe alternatives for resolving the ethical dilemma, including possible ramifications for each

alternative. • Decide on a course of action. • Explain your position and support your argument, that is, provide a persuasive argument to resolve the ethical

dilemma and justify your course of action. Make sure you support your argument with current research (research within the past decade).

• Summarize your position and provide a conclusion.

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http://ezproxy.library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=5404079&site=ehost-live&scope=site

http://search.proquest.com.library.capella.edu/docview/195178831?accountid=27965

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http://capellauniversity.libguides.com/PSYCFP4900

http://www.apa.org/ethics/code/index.aspx?item=3

Additional Requirements Your paper should meet the following requirements:

• Written communication: Written communication is free of errors that detract from the overall message. • APA formatting: Resources and citations are formatted according to APA sixth edition style and formatting. • Number of resources: Use a minimum of three (3) academic resources. • Length: Submission includes 5–6 typed, double-spaced pages. • Font and font size: Times New Roman, 12 point.

Ethical Case Study Scoring Guide View Scoring Guide Use the scoring guide to enhance your learning. How to use the scoring guide

[U04A1] Ethical Case Study Write a 5–6-page ethical analysis of a selected case study, based on the application of psychological principles and best practices.

Assessment Submit Submit Assessment

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U04A1: Ethical Case Study

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U04A1: Ethical Case Study: Revision 1

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ASSESSMENT 5

Career Planning

Overview Write a 5–6-page assessment in which you reflect on the results of self-assessment and self- inventory exercises, articulate your professional goals and career plans, and write an action plan for implementing those goals and plans.

There are a variety of options for making the transition from your undergraduate degree to your profession or graduate school setting. To enter one of these fields, you will need to formulate concrete plans. Planning and setting realistic, incremental goals for yourself are important steps toward realizing your long-term professional goals.

Show More By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 3: Develop effective communication and quantitative literacy skills. ▪ Use well-developed written communication. ▪ Successfully implement APA style.

• Competency 5: Apply psychological principles to personal, social, and organizational issues. ▪ Apply psychological principles and knowledge to discuss how individual motivation and attitudes can help

overcome obstacles in the pursuit of professional goals.

• Competency 7: Conceptualize the application of one's values, skills, and knowledge of psychology to realize personal goals, professional opportunities, and societal needs.

▪ Discuss the value and applicability of the results of self-assessment and self-inventory exercises. ▪ Describe how professional goals and plans align with values and life interests. ▪ Develop an action plan to implement psychological knowledge and skills while pursuing professional goals.

Context The Assessment 5 Context document contains important information related to career planning.

Questions To Consider To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

• Thinking back on your academic career thus far, how have your courses influenced you, and which ones stand out as important, particularly in regards to how they may influence the next phase of your life, your profession, and your future development? What coursework in particular influenced your desire to pursue a psychology major?

• What coursework and learning outcomes can you transfer to skills suited to the workplace or graduate school? For example, your research methods coursework may have influenced your decision to apply to graduate school or seek employment in a research capacity, or child psychology courses may have encouraged you to pursue occupations that involve working with or on behalf of children.

• What is your plan for transitioning from your bachelor's program to the real world: work, graduate school, or both? What action steps will you take when making the transition from college to a career or graduate school? Examples of action steps include visiting graduate schools to learn about programs, conducting informational job interviews in a specific field to obtain employment, and so forth.

Resources

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https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FP/PSYC-FP4900/Version0715/Course_Files/cf_assessment_5_context.html

Required Resources The following resources are required to complete the assessment.

Capella Resources The following tools are from the Capella Career Center. Each interactive exercise provides an opportunity for you to evaluate your skills or values to gain a better understanding of your personal and professional identity.

• Career Inventory Checklist . • Work Values Card Sort .

Capella Resources Click the links provided to view the following resources:

• SMART Action Plan .

The following tools are from the Capella Career Center. Each interactive exercise provides an opportunity for you to evaluate your skills, values, or goals to gain a better understanding of your personal and professional identity.

• Career Nourishers and Depleters Worksheet . • Creating SMART Career Goals . • Making the Graduate School Decision .

Capella Multimedia Click the links provided below to view the following multimedia pieces:

• SMART Goals for an Action Plan | Transcript . • Creating S.M.A.R.T. Goals | Transcript .

Library Resources The following e-books or articles from the Capella University Library are linked directly in this course:

• Fritz, C., Yankelevich, M., Zarubin, A., & Barger, P. (2010). Happy, healthy, and productive: The role of detachment from work during nonwork time . Journal of Applied Psychology, 95 (5), 977–983.

• Seibert, S. E., Kraimer, M. L., Holtom, B. C., & Pierotti, A. J. (2013). Even the best laid plans sometimes go askew: Career self-management processes, career shocks, and the decision to pursue graduate education . Journal of Applied Psychology, 98 (1), 169–182.

• London, M., Crandall, R., & Seals, G. W. (1977). The contribution of job and leisure satisfaction to quality of life . Journal of Applied Psychology, 62 (3), 328–334.

• Touré-Tillery, M., & Fishbach, A. (2012). The end justifies the means, but only in the middle . Journal of Experimental Psychology: General, 141 (3), 570–583.

• Social Psychology Network. (2014). Online psychology career center . Retrieved from http:// www.socialpsychology.org/career.htm

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https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FP/PSYC-FP4900/Version0715/Course_Files/cf_SMART_Action_Plan.pdf

http://www.capella.edu/iGuidePA/web_apps/shared_proxy.aspx?f=Career_Nourishers_and_Depleters.pdf&p=2

http://www.capella.edu/iGuidePA/web_apps/shared_proxy.aspx?f=SMART_Goals.pdf&p=2

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http://media.capella.edu/CourseMedia/MSN6312/SMART_Winter_MSN6312/transcript.html

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http://www.socialpsychology.org/career.htm

• American Psychological Association. (2014). Careers in psychology . Retrieved from http://www.apa.org/careers/ resources/guides/careers.aspx

Bookstore Resource The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore . When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

• Kuther, T. L. (2012). The psychology major's handbook (3rd ed.). Belmont, CA: Wadsworth.

Assessment Instructions To prepare for this assessment, complete the Work Values Card Sort and Career Inventory Checklist exercises linked in the Resources under the Required Resources heading.

Then, write a 5–6-page paper in which you complete the following: • Summarize the results of the required self-assessment and self-inventory exercises. Use critical thinking and your

knowledge of psychology to analyze yourself. This summary can help guide your career direction. • Describe your professional philosophy, including your goals and career plans. • Demonstrate how your professional goals and career plans align with your values and life interests and describe how

your values relate to professional behaviors and practices. • Apply psychological principles and knowledge to discuss how your individual motivation and attitudes will help you

overcome obstacles to reach your professional goals. • Include an action plan for implementing your career goals. This will serve as a road map to help you take concrete

steps to fulfill your goals. ▪ For example, describe the steps you are planning to take to apply for a job or apply to graduate school.

Discuss realistic ideas about how to implement psychological knowledge and skills in occupational pursuits that meet personal and professional goals.

▪ You may conduct an Internet search to learn what should be included in an action plan, or you may also refer to the suggested media resources and the SMART Action Plan document, linked in the Resources, for more information.

Additional Requirements Your paper should meet the following requirements:

• Written communication: Written communication is free of errors that detract from the overall message. • APA formatting: Resources and citations are formatted according to APA sixth edition style and formatting. • Number of resources: Use a minimum of three academic resources. • Length: Submission includes 5–6 typed, double-spaced pages. • Font and font size: Times New Roman, 12 point.

Career Planning Scoring Guide View Scoring Guide Use the scoring guide to enhance your learning. How to use the scoring guide

[U05A1] Career Planning Write a 5–6-page assessment in which you reflect on the results of self-assessment and self- inventory exercises, articulate your professional goals and career plans, and write an action plan for implementing those goals and plans.

Assessment Submit Submit Assessment

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ASSESSMENT 6

Comprehensive Portfolio Presentation

Overview Create a PowerPoint presentation of 30–40 slides in which you showcase your accomplishments in this course by synthesizing your work into a comprehensive portfolio presentation.

You must complete Assessments 1–5 before starting this assessment.

Show More Although the portfolio is your final assessment in this course, it also has a practical application: You can share the presentation with prospective employers, providing them the opportunity to see a complete picture of who you are, your education, your accomplishments, and your skill sets. You can potentially use your presentation for job interviews to showcase a concept, to illustrate the depth of your skills and experience, or to use as a tool to get a second interview.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

▪ Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

• Competency 2: Apply information analysis and research methods and use technology tools and applications appropriate for psychology.

▪ Apply information analysis and research methods and use technology tools and applications appropriate for psychology.

• Competency 3: Develop effective communication and quantitative literacy skills. ▪ Demonstrate effective communication and quantitative literacy skills.

• Competency 4: Use critical thinking, creative thinking, and problem solving in psychology. ▪ Use critical thinking, creative thinking, and problem solving in psychology.

• Competency 5: Apply psychological principles to personal, social, and organizational issues. ▪ Apply psychological principles to personal, social, and organizational issues.

• Competency 6: Demonstrate the ability to understand ethical behavior, tolerate ambiguity, value empirical evidence, and respect the complexity of sociocultural and international diversity.

▪ Demonstrate the ability to understand ethical behavior, tolerate ambiguity, value empirical evidence, and respect the complexity of sociocultural and international diversity.

• Competency 7: Conceptualize the application of one's values, skills, and knowledge of psychology to realize personal goals, professional opportunities, and societal needs.

▪ Conceptualize the application of one's values, skills, and knowledge of psychology to realize personal goals, professional opportunities, and societal needs.

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https://courserooma.capella.edu/webapps/capu-AssessmentPageNavigation-BBLEARN/nav/launch?course_id=_25632_1&content_id=_2577323_1

• Microsoft. (2011). 12 tips for creating better presentations . Retrieved from http://www.microsoft.com/business/ en/Content/Pages/article.aspx?cbcid=49.

Assessment Instructions Showcase your accomplishments in this course by synthesizing your work into a comprehensive PowerPoint slide show.

You must complete Assessments 1–5 before completing this assessment. Make sure you have the final versions of the following:

• Research Data Analysis assessment. • Critical Thinking assessment. • Cultural Competency assessment. • Ethical Case Study assessment. • Career Planning assessment.

Complete the following: • For each assessment piece you have written for this course, create 6–8 slides that provide a high-level explanation or

summary of each piece. In other words, create a minimum of 30 slides not including your title slide, introduction slide, conclusion slide, and references slide.

• Use a clear and concise structure and support your ideas with presenter notes and references. Include images as needed to make the presentation visually appealing.

• All slides should include presenter notes (minimum of three paragraphs) with the text of what you will say for each slide. You may use information directly from your assessment pieces when writing presenter notes. However, you should write the notes as if you are speaking to an audience or potential employer, for example.

• While examining your assessment pieces and making decisions about the essential information that will be presented, it is recommended you begin by creating an outline and comparing it to the Comprehensive Portfolio Presentation Scoring Guide to ensure you have specifically taken into account and addressed all of the grading criteria in detail.

• Before you submit your PowerPoint presentation for review, make sure you have included the salient points from the final versions of all five assessments; remember this assessment is intended to summarize your capstone work.

Even if you have used PowerPoint in the past, you may find useful the PowerPoint tutorial in the Supplemental Resources in the left navigation menu, as part of the iGuide – Microsoft Tutorials link.

Additional Requirements Your presentation should meet the following requirements:

• Written communication: Written communication is free of errors that detract from the overall message. • APA formatting: Resources and citations are formatted according to APA sixth edition style and formatting. • Number of resources: Use a minimum of five (5) academic resources. • Length of presentation: Submission includes 30–40 slides. • Presenter notes: Assessment uses a minimum of three paragraphs per slide. • Font and font size for presentation notes: Times New Roman, 12 point.

Comprehensive Portfolio Presentation Scoring Guide View Scoring Guide Use the scoring guide to enhance your learning. How to use the scoring guide

[U06A1] Comprehensive Portfolio Presentation

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http://www.microsoft.com/business/en/Content/Pages/article.aspx?cbcid=49

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Create a PowerPoint presentation of 30–40 slides in which you showcase your accomplishments in this course by synthesizing your work into a comprehensive portfolio presentation.

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U06A1: Comprehensive Portfolio Presentation

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https://courserooma.capella.edu/webapps/turn-plgnhndl-BBLEARN/links/submit.jsp?course_id=_25632_1&content_id=_2577467_1&tii_assign_id=35907476&orig_id=_2577467_1

ACADEMIC HONESTY EXPECTATIONS

Academic Honesty Expectations You are expected to be the sole author of your work, and to acknowledge the authorship of others' work through proper use of citations and references. Use of another person's ideas, including another learner's, without proper reference or citation constitutes plagiarism and academic dishonesty, and is prohibited conduct.

Avoiding Academic Dishonesty You are encouraged to appropriately incorporate others' work to support your academic writing because it helps demonstrate your knowledge of the relevant field. To avoid academic dishonesty when referring to others' work, either:

• Use direct quotes, enclosing the quoted content in quotation marks. • Paraphrase, using your own words to describe the content of others' work.

With both of these techniques, you must provide an in-text citation and a full reference for the content, on a references page. Use correct APA format for citations and attributions to ensure that you are giving credit to others in a clear and accurate way.

Consequences of Academic Dishonesty The disciplinary consequences of academic dishonesty may include a rating of non-performance on all criteria for the assessment, without an opportunity to resubmit. There may be additional consequences, as outlined in the Capella University Academic Honesty policy. In FlexPath courses, academic dishonesty might be identified via a faculty comparison to existing work or through a Turnitin report.

Using Turnitin The Turnitin source matching tool is available to you through a link in the left navigation menu of this course. To help you avoid academic dishonesty, you are required to submit all assessment attempts in this course to Turnitin, prior to submitting them for faculty evaluation. You are expected to include the resulting Turnitin report with each assessment submission in the courseroom. Any assessment submitted for evaluation without a corresponding Turnitin report will be returned to you without a faculty review, and will expend one of your official assessment submission attempts.

You are encouraged to use your Turnitin reports to check your assessment drafts and adjust your work as necessary before submitting the final versions for evaluation.

Learn how to use Turnitin on the iGuide: Turnitin page.

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https://campus.capella.edu/web/tutorials/turnitin

RESEARCH RESOURCES

Description The following resources are recommended for your use in this course. The materials linked below include essential iGuide pages, tutorials, and helpful presentations to help guide you through completing the mechanics and requirements of the course.

Capella University Library • Capella University Library .

Program Research Guide • FlexPath Courses – Research Guide (PSYC) .

Course Library Guide Refer to the course-specific library guide in the Suggested Resources section.

Research Assistance • Tour the Library . • iGuide – Ask a Librarian . • iGuide – Library Research and Information Literacy Skills . • Library Guides – Can I Use Wikipedia? • Library Guides – How Do I Find Peer-Reviewed Articles? • Becoming a Scholarly Researcher . • Forming a Search Strategy . • Evaluating Sources .

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http://campustools.capella.edu/redirect.aspx?linkid=1651

http://capellauniversity.libguides.com/FlexPathBSPsy

http://campustools.capella.edu/redirect.aspx?linkid=1570

http://campustools.capella.edu/redirect.aspx?linkid=1653

http://campustools.capella.edu/redirect.aspx?linkid=2423

http://campustools.capella.edu/redirect.aspx?linkid=1797

http://capellauniversity.libguides.com/peerreview

https://campustools.capella.edu/redirect.aspx?linkid=2740

http://media.capella.edu/CMOC_Training/Colloquium_Library_Modules/Forming_Search_Strategies/player.html

http://campustools.capella.edu/redirect.aspx?linkid=1538

SUPPLEMENTAL RESOURCES

Assessment Submission Resources • Using the Scoring Guide to Enhance Your Learning . • iGuide – Turnitin .

Writing • The Writing Center . • APA Style and Format . • APA Citation – Citing a Journal Article . • APA Citation – Citing a Book. • APA Citation – Citing a Website . • iGuide – Smarthinking . • Paragraphing with the MEAL Plan . • Two Tools for Connecting Reading and Writing .

Computer Skills • iGuide – Microsoft Tutorials .

Success Factors • iGuide – Time Management . • iGuide – Learning Effectively Online . • iGuide – Critical Thinking .

FlexPath Tutorials • FlexPath Orientation . • FlexPath Orientation – Courseroom Tour .

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http://campustools.capella.edu/redirect.aspx?linkid=2974

http://campustools.capella.edu/redirect.aspx?linkid=2684

https://campustools.capella.edu/redirect.aspx?linkid=1541

http://campustools.capella.edu/redirect.aspx?linkid=1540

http://campustools.capella.edu/redirect.aspx?linkid=3579

http://campustools.capella.edu/redirect.aspx?linkid=3580

http://campustools.capella.edu/redirect.aspx?linkid=3581

https://campustools.capella.edu/redirect.aspx?linkid=1662

http://campustools.capella.edu/redirect.aspx?linkid=1928

http://campustools.capella.edu/redirect.aspx?linkid=2429

https://campustools.capella.edu/redirect.aspx?linkid=2975

http://campustools.capella.edu/redirect.aspx?linkid=1705

http://campustools.capella.edu/redirect.aspx?linkid=1807

http://campustools.capella.edu/redirect.aspx?linkid=1945

http://media.capella.edu/NonCourseMedia/FlexPath/Orientation/WelcomeMessage.asp

http://media.capella.edu/NonCourseMedia/FlexPath/Orientation/CourseroomTour.asp

TURNITIN DRAFTS

Self-Check Your Work The draft Turnitin links below are provided as a resource for you to self-check your work as you are developing your assessment. Submitting your work to Turnitin as a draft allows you to review, revise, and resubmit your writing multiple times until you are satisfied with how you have utilized source materials. See How to Submit a Paper as a Draft on the Turnitin iGuide page for details on how to use this draft submission tool.

When you are ready to submit your assessment, you will need to use the Turnitin links in the assessment to obtain a report to include with your assessment submission.

1 - Draft

>> View/Complete

2 - Draft

>> View/Complete

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http://www.capella.edu/iGuidePA/Flexpath/How_to_Submit_a_Paper_as_a_Draft_FlexPath.pdf

https://courserooma.capella.edu/webapps/turn-plgnhndl-BBLEARN/links/submit.jsp?course_id=_25632_1&content_id=_2577324_1&tii_assign_id=35907149&orig_id=_2577324_1

https://courserooma.capella.edu/webapps/turn-plgnhndl-BBLEARN/links/submit.jsp?course_id=_25632_1&content_id=_2577325_1&tii_assign_id=35907158&orig_id=_2577325_1

RESEARCH DATA ANALYSIS SCORING GUIDE GRADING RUBRIC

Criteria Non-performance Basic Proficient Distinguished

Summarize the study, its data, and its

inferences.

Does not summarize the study, its data, or its inferences.

Summarizes the study and its data but does not clearly explain what it means.

Summarizes the study, its data, and its inferences.

Analyzes the study, its data, and its inferences and generalizes the future impact of its inferences

Integrate information from a variety of

sources.

Does not identify information from sources.

Identifies but does not integrate information from a variety of sources.

Integrates information from a variety of sources.

Researches problems in depth and synthesizes conflicting information from a variety of sources.

Explain knowledge derived from

quantitative research.

Does not identify knowledge derived from quantitative research.

Identifies but does not explain knowledge derived from quantitative research.

Explains knowledge derived from quantitative research.

Explains knowledge derived from quantitative research and discusses the potential usefulness or applicability of the knowledge.

Critique research methods and their impact on results.

Does not discuss research methods and their impact on results.

Discusses but does not critique research methods and their impact on results.

Critiques research methods and their impact on results.

Critiques research methods and their impact on results using examples or supporting evidence.

Apply critical thinking skills to make

recommendations for further research.

Does not apply critical thinking skills to make recommendations for further research.

Applies limited critical thinking skills to make recommendations for further research.

Applies critical thinking skills to make recommendations for further research.

Applies critical thinking skills to make recommendations for further research using examples or supporting evidence.

Communicate in a manner that is

scholarly, professional, and consistent with expectations for

members of professional

communities.

Does not communicate in a manner that is scholarly and professional.

Communicates in a manner that is scholarly and professional but is not consistent with expectations for members of professional communities.

Communicates in a manner that is scholarly, professional, and consistent with expectations for members of professional communities.

Communicates in a manner that is scholarly, professional, and consistent with expectations for members of professional communities, with written communication that is free of errors that detract from the overall message.

Apply proper APA formatting and style.

Does not apply proper APA formatting and style.

Uses adequate written communication but includes some APA errors and inconsistencies.

Applies proper APA formatting and style.

Applies scholarly writing skills and uses proper APA formatting and style throughout the assessment.

RESEARCH DATA ANALYSIS SCORING GUIDE

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CRITICAL THINKING SCORING GUIDE GRADING RUBRIC

Criteria Non-performance Basic Proficient Distinguished

Summarizes a societal problem and

associated research.

Does not research or summarize a societal problem.

Summarizes a societal problem.

Summarizes a societal problem and associated research.

Evaluates a societal problem and associated research.

Describe the historical development of

theoretical approaches within

psychology to resolve a societal problem.

Does not identify theoretical approaches within psychology to resolve a societal problem.

Identifies theoretical approaches within psychology to resolve a societal problem but does not provide a historical framework.

Describes the historical development of theoretical approaches within psychology to resolve a societal problem.

Describes the historical development of theoretical approaches within psychology to resolve a societal problem and discusses how the development of these approaches relates to other historical trends within psychology.

Apply critical thinking to analyze a societal

problem.

Does not apply critical thinking to explain a societal problem.

Applies critical thinking to explain some aspects of a societal problem.

Applies critical thinking to analyze a societal problem.

Applies critical thinking to analyze a societal problem, using references to a critical thinking model.

Integrate relevant psychological

principles into an analysis of a societal

problem.

Does not identify psychological principles relevant to a societal problem.

Identifies psychological principles relevant to a societal problem and analyzes the problem.

Integrates relevant psychological principles into an analysis of a societal problem.

Integrates relevant psychological principles into an analysis of a societal problem and describes how the principles relate to a proposed action plan.

Recommend an action plan to solve a

societal problem.

Does not recommend an action plan to solve a societal problem.

Recommends an action plan to solve a societal problem, but the recommendations are incomplete.

Recommends an action plan to solve a societal problem.

Recommends an action plan to solve a societal problem and provides research to support key elements of the plan.

Communicate in a manner that is

scholarly, professional, and consistent with expectations for

members of professional

communities.

Does not communicate in a manner that is scholarly and professional.

Communicates in a manner that is scholarly and professional but is not consistent with expectations for members of professional communities.

Communicates in a manner that is scholarly, professional, and consistent with expectations for members of professional communities.

Apply proper APA formatting and style.

Does not apply proper APA formatting and style.

Uses adequate written communication but includes some APA errors and inconsistencies.

Applies proper APA formatting and style.

Applies scholarly writing skills and uses proper APA formatting and style throughout the assessment.

CRITICAL THINKING SCORING GUIDE

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CULTURAL COMPETENCY SCORING GUIDE GRADING RUBRIC

Criteria Non-performance Basic Proficient Distinguished

Evaluate a psychological theory

that relates to complexities among

cultures.

Does not identify a psychological theory that relates to complexities among cultures.

Identifies but does not evaluate a psychological theory that relates to complexities among cultures.

Evaluates a psychological theory that relates to complexities among cultures.

Evaluates a psychological theory that relates to complexities among cultures and places the theory within a historical framework.

Assess how differences in culture

can lead to misunderstandings

from a psychological point of view.

Does not describe how differences in culture can lead to misunderstandings from a psychological point of view.

Describes but does not assess how differences in culture can lead to misunderstandings from a psychological point of view.

Assesses how differences in culture can lead to misunderstandings from a psychological point of view.

Assesses how differences in culture can lead to misunderstandings from a psychological point of view and uses research to support the assessment.

Describe the competencies

necessary for working in a culturally diverse

environment.

Does not identify the competencies necessary for working in a culturally diverse environment.

Identifies but does not describe the competencies necessary for working in a culturally diverse environment.

Describes the competencies necessary for working in a culturally diverse environment.

Analyzes the competencies necessary for working in a culturally diverse environment.

Propose, from a culturally sensitive

perspective, ways to improve or resolve a

cultural issue.

Does not propose ways to improve or resolve a cultural issue.

Proposes ways to improve or resolve a cultural issue, with some attention to cultural sensitivity.

Proposes, from a culturally sensitive perspective, ways to improve or resolve a cultural issue.

Proposes, from a culturally sensitive perspective, ways to improve or resolve a cultural issue and provides examples.

Discuss how attitudes related to culture,

ethnicity, and diversity may affect future

professional behaviors.

Does not discuss attitudes related to culture, ethnicity, and diversity, nor their potential effect on future professional behaviors.

Discusses attitudes related to culture, ethnicity, and diversity but does clearly connect the attitudes to their potential effect on future professional behaviors.

Discusses how attitudes related to culture, ethnicity, and diversity may affect future professional behaviors.

Discusses how attitudes related to culture, ethnicity, and diversity may affect future professional behaviors and describes ways to modify attitudes and behaviors to improve professional performance.

Communicate in a manner that is

scholarly, professional, and consistent with expectations for

members of professional

communities. Use well-developed written

communication.

Does not communicate in a manner that is scholarly and professional.

Communicates in a manner that is scholarly and professional but is not consistent with expectations for members of professional communities.

Communicates in a manner that is scholarly, professional, and consistent with expectations for members of professional communities.

Apply proper APA formatting and style.

Does not apply proper APA formatting and style.

Uses adequate written communication but includes some APA errors and inconsistencies.

Applies proper APA formatting and style.

Applies scholarly writing skills and uses proper APA formatting and style throughout the assessment.

CULTURAL COMPETENCY SCORING GUIDE

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ETHICAL CASE STUDY SCORING GUIDE GRADING RUBRIC

Criteria Non-performance Basic Proficient Distinguished

Analyze an ethical issue from a case

study.

Does not identify an ethical issue from a case study.

Identifies but does not analyze an ethical issue from a case study.

Analyzes an ethical issue from a case study.

Analyzes an ethical issue from a case study and integrates psychological principles and concepts into the analysis.

Describe alternatives for resolving the ethical dilemma,

including possible ramifications of each

alternative.

Does not describe alternatives for resolving the ethical dilemma.

Describes alternatives for resolving the ethical dilemma but does not address possible ramifications of each alternative.

Describes alternatives for resolving the ethical dilemma, including possible ramifications of each alternative.

Evaluates alternatives for resolving the ethical dilemma and possible ramifications of each alternative.

Explain a course of action that is

persuasive and supported by

research.

Does not describe a course of action.

Describes a course of action, but the argument for it is not persuasive or supported by research.

Explains a course of action that is persuasive and supported by research.

Explains a course of action that is persuasive and supported by research, and the course of action integrates ethical principles.

Communicate in a manner that is

scholarly, professional, and consistent with expectations for

members of professional

communities.

Does not communicate in a manner that is scholarly and professional.

Communicates in a manner that is scholarly and professional but is not consistent with expectations for members of professional communities.

Communicates in a manner that is scholarly, professional, and consistent with expectations for members of professional communities.

Apply proper APA formatting and style.

Does not apply proper APA formatting and style.

Uses adequate written communication but includes some APA errors and inconsistencies.

Applies proper APA formatting and style.

Applies scholarly writing skills and uses proper APA formatting and style throughout the assessment.

ETHICAL CASE STUDY SCORING GUIDE

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CAREER PLANNING SCORING GUIDE GRADING RUBRIC

Criteria Non-performance Basic Proficient Distinguished

Discuss the value and applicability of the

results of self- assessment and self- inventory exercises.

Does not report the results of self- assessment and self- inventory exercises.

Reports the results of self-assessment and self-inventory exercises but does not discuss their value or applicability.

Discusses the value and applicability of the results of self- assessment and self- inventory exercises.

Analyzes from a clear and supported psychological perspective the value and applicability of the results of self- assessment and self- inventory exercises.

Describe how professional goals and plans align with values

and life interests.

Does not describe professional goals and plans.

Describes professional goals and plans but is not clear how those goals and plans align with values and life interests.

Describes how professional goals and plans align with values and life interests.

Describes how professional goals and plans align with values and life interests, noting areas of agreement and conflict.

Apply psychological principles and

knowledge to discuss how individual motivation and

attitudes can help overcome obstacles in

the pursuit of professional goals.

Does not identify psychological principles and knowledge to discuss how individual motivation and attitudes can help overcome obstacles in the pursuit of professional goals.

Identifies psychological principles and knowledge in a discussion of how individual motivation and attitudes can help overcome obstacles in the pursuit of professional goals.

Applies psychological principles and knowledge to discuss how individual motivation and attitudes can help overcome obstacles in the pursuit of professional goals.

Applies psychological principles and knowledge to discuss how individual motivation and attitudes can help overcome obstacles in the pursuit of professional goals, recognizing where limitations exist.

Develop an action plan to implement psychological

knowledge and skills while pursuing

professional goals.

Does not develop an action plan to implement psychological knowledge and skills while pursuing professional goals.

Develops an action plan to implement psychological knowledge and skills while pursuing professional goals, but the plan is incomplete.

Develops an action plan to implement psychological knowledge and skills while pursuing professional goals.

Develops an action plan to implement psychological knowledge and skills while pursuing professional goals and using research as support for the plan.

Communicate in a manner that is

scholarly, professional, and consistent with expectations for

members of professional

communities.

Does not communicate in a manner that is scholarly and professional.

Communicates in a manner that is scholarly and professional but is not consistent with expectations for members of professional communities.

Communicates in a manner that is scholarly, professional, and consistent with expectations for members of professional communities.

Apply proper APA formatting and style.

Does not apply proper APA formatting and style.

Uses adequate written communication but includes some APA errors and inconsistencies.

Applies proper APA formatting and style.

Applies scholarly writing skills and uses proper APA formatting and style throughout the assessment.

CAREER PLANNING SCORING GUIDE

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COMPREHENSIVE PORTFOLIO PRESENTATION SCORING GUIDE GRADING RUBRIC

Criteria Non-performance Basic Proficient Distinguished

Demonstrate familiarity with the major concepts,

theoretical perspectives,

empirical findings, and historical trends in

psychology.

Does not demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

Demonstrates some familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

Demonstrates familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

Evaluates major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

Apply information analysis and research

methods and use technology tools and

applications appropriate for psychology.

Does not identify information analysis, research methods, or technological tools and applications appropriate for psychology.

Identifies information analysis and research methods and uses some technology tools and applications appropriate for psychology.

Applies information analysis and research methods and uses technology tools and applications appropriate for psychology.

Applies information analysis and advanced research methods and uses technology tools and applications appropriate for psychology.

Use critical thinking, creative thinking, and

problem solving in psychology.

Does not use critical thinking, creative thinking, or problem solving in psychology.

Uses limited critical thinking, creative thinking, and problem solving in psychology.

Uses critical thinking, creative thinking, and problem solving in psychology.

Applies critical thinking, creative thinking, and problem solving in psychology and analyzes outcomes

Apply psychological principles to personal,

social, and organizational issues.

Does not apply psychological principles to personal, social, or organizational issues.

Relates some psychological principles to personal, social, and organizational issues.

Applies psychological principles to personal, social, and organizational issues.

Applies psychological principles to personal, social, and organizational issues and identifies where limitations exist.

Demonstrate the ability to understand

ethical behavior, tolerate ambiguity,

value empirical evidence, and respect

the complexity of sociocultural and

international diversity.

Does not demonstrate the ability to understand ethical behavior, tolerate ambiguity, value empirical evidence, or respect the complexity of sociocultural and international diversity.

Identifies ethical behavior, tolerates ambiguity, values empirical evidence, and respects the complexity of sociocultural and international diversity but does not apply the concepts.

Demonstrates the ability to understand ethical behavior, tolerate ambiguity, value empirical evidence, and respect the complexity of sociocultural and international diversity.

Integrates an understanding of ethical behavior, tolerance of ambiguity, valuing of empirical evidence, and respect for the complexity of sociocultural and international diversity.

Conceptualize the application of one's values, skills, and

knowledge of psychology to realize

personal goals, professional

opportunities, and societal needs.

Does not describe one's values, skills, and knowledge of psychology.

Describes one's values, skills, and knowledge of psychology.

Conceptualizes the application of one's values, skills, and knowledge of psychology to realize personal goals, professional opportunities, and societal needs.

Analyzes the application of one's values, skills, and knowledge of psychology to realize personal goals, professional opportunities, and societal needs.

Demonstrate effective communication and quantitative literacy

skills.

Unable to write or quantify in a scholarly fashion.

Written communication and ability to quantify are adequate but with errors and inconsistencies.

Demonstrates effective communication and quantitative literacy skills.

Demonstrates highly developed quantitative literacy skills and uses well-developed written communication by writing in a manner that is generally concise and logically organized, using correct punctuation, spelling, grammar, and mechanics.

COMPREHENSIVE PORTFOLIO PRESENTATION SCORING GUIDE

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The Scientific Method The scientific method is what gives psychologists credibility when treating, assessing, and predicting behavior. In fact, the entire goal of psychology is that, after studying behavior systematically, psychologists can apply their newly learned knowledge to real-world situations and assist humans in living better lives. The six steps in reviewing the scientific method that allows psychologists to study human behavior are as follows:

The toughest challenge occurs when we are ready to collect the data. You cannot just go out and talk to people and draw conclusions.

To be the most effective, psychologists employ approaches such as case studies, surveys, correlations, and experiments. Suppose you do not have time to collect the data yourself, or you do not know how. The best research is already published in scholarly psychology journals. Educators, legislators, parents, and employers all have access to this research to develop interventions and action plans for dealing with specific problems and issues.

Quantitative Research Quantitative research identifies a specific substantive issue to investigate within a scholarly body of science; describes and analyzes accepted or logical theoretical frameworks for understanding those issues; and devises an analytical approach for examining a part of the problem that has not yet been examined in the literature.

Quantitative research designs comprise two areas: experimental designs and non-experimental designs. Experimental designs focus on causality and effect in manipulation of variables through procedures such as random assignment, whereas non-experimental designs involve observation and measurement of existing phenomena (rather than through manipulating events or circumstances).

According to Hopkins (2000), "Quantitative research is all about quantifying relationships between variables. Variables are things such as weight, performance, time, and treatment. You measure variables on a sample of subjects, which can be tissues, cells, animals, or humans" (para. 1).

Reference Hopkins, W. G. (2000). Quantitative research design. Sportscience, 4 (1). Retrieved from http://www.sportsci.org/ jour/0001/wghdesign.html.

ASSESSMENT 1 CONTEXT

• Observing (which we do all the time). • Defining a problem that we perceive from our observations. • Proposing a hypothesis (or an educated guess about why the problem exists). • Gathering evidence to test our hypotheses. • Publishing the results of our research. • Developing theories about behavior.

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Career Planning How we develop as individuals affects our values and attitudes, and, ultimately, our behaviors. One example is analyzing how Piaget, a major child development theorist, may have influenced one person's interest in his work, and, possibly, how this theory may in turn impact his choice to work in the child development field. Consider how your values may affect your professional career exploration process and, ultimately, your career choices and interests.

Since human behavior is so remarkable, psychologists get to choose to study from a wide range of specialties, for example, childhood development, adult development, learning, biological basis of behavior, social influences on behavior, criminal behavior, or abnormal behavior, among many others. This wide diversity of knowledge is both the joy and challenge of our field. There are so many possibilities that we need to be able to accept that we will probably never fully understand it all.

This undergraduate psychology program has addressed the broad spectrum of the science of psychology. Its content covered approaches to understanding the complexities of human behavior and thought through a framework of knowledge, skills, and values identified by the American Psychological Association as fundamental in the undergraduate study of psychology.

Your bachelor's program emphasized the development of the analytical, quantitative, and communication skills associated with the study of psychology. Graduates of the program are well prepared to work in a variety of settings, including the following:

This degree may also serve as the foundation for graduate study in a number of different fields, including the following:

As you can see, there are numerous options for graduates with a bachelor's degree in psychology.

ASSESSMENT 5 CONTEXT

• Mental health. • Human development. • Public service. • Law enforcement and corrections. • Business. • Rehabilitation. • Nonprofit organizations. • Government.

• Psychology. • Social work. • Human services. • Education and business.

TEMPLATE_PSYC-FP4900_00002: 2015-07-10 15:19:10.520295

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SYLLABUS
ASSESSMENT 1
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ASSESSMENT 3
ASSESSMENT 4
ASSESSMENT 5
ASSESSMENT 6
ACADEMIC HONESTY EXPECTATIONS
RESEARCH RESOURCES
SUPPLEMENTAL RESOURCES
TURNITIN DRAFTS
RESEARCH DATA ANALYSIS SCORING GUIDE
CRITICAL THINKING SCORING GUIDE
CULTURAL COMPETENCY SCORING GUIDE
ETHICAL CASE STUDY SCORING GUIDE
CAREER PLANNING SCORING GUIDE
COMPREHENSIVE PORTFOLIO PRESENTATION SCORING GUIDE
ASSESSMENT 1 CONTEXT
ASSESSMENT 5 CONTEXT