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1 | PROGRAM OUTCOMES | PSYC 101 | PSYC 102 | PSYC 201 | PSYC 205 | PSYC 209 | PSYC 210 | PSYC 211 | PSYC 240 | PSYC 253 | PSYC 260 | IVYT 111 | ENGL 111 | COMM 101/102 | |||||||||||||
2 | Demonstrate Competency and Knowledge Base in Psychology | ||||||||||||||||||||||||||
3 | Use Basic psychological terminology, concepts, and theories in psychology to explain behavior and mental processes | X | X | X | X | X | X | X | X | ||||||||||||||||||
4 | Explain why psychology is a science, with the primary objectives of describing, understanding, predicting, and controlling behavior and mental processes. | X | X | X | X | X | X | X | X | X | X | ||||||||||||||||
5 | Interpret behavior and mental processes at an appropriate level of complexity | X | |||||||||||||||||||||||||
6 | Recognize the power of the context in shaping conclusions about individual behavior | X | |||||||||||||||||||||||||
7 | Identify key characteristics of major content domains in psychology (e.g cognition & learning, developmental, biological, and sociocultural) | X | |||||||||||||||||||||||||
8 | Recognize the major theoretical perspectives and corresponding figures in psychology | X | X | ||||||||||||||||||||||||
9 | Provide examples of unique contributions of content domain to the understanding of complex behavioral issues. | X | |||||||||||||||||||||||||
10 | Describe examples of relevant and practical applications of psychological principles to everyday life. | X | X | ||||||||||||||||||||||||
11 | Correctly identify antecedents and consequences of behavior and mental processes | X | |||||||||||||||||||||||||
12 | Predict how individual differences influence beliefs, values, and interactions with others, including the potential for prejudicial and discriminatory behavior in oneself and others. | X | |||||||||||||||||||||||||
13 | Demonstrate Competency and Knowledge in Scientific Inquiry and Critical Thinking | ||||||||||||||||||||||||||
14 | Identify basic biological, psychological, and social components of psychological explanations (e.g, inferences, observations, operational definitions, interpretations. | X | X | ||||||||||||||||||||||||
15 | Use psychology concepts to explain personal experiences and recognize the potential for flaws in behavioral explanations based on simplistic, personal theories | X | X | X | X | ||||||||||||||||||||||
16 | Ask relevant questions to gather more information about behavioral claims. | X | X | ||||||||||||||||||||||||
17 | Describe common fallacies in thinking (e.g confirmation bias, post hoc explanations, implying causation from correlation) that impair accurate conclusions and predications | X | |||||||||||||||||||||||||
18 | Read and summarize general ideas and conclusions form psychological sources accurately | X | |||||||||||||||||||||||||
19 | Describe what kinds of additional information beyond personal experiences are acceptable in developing behavioral explanations (i.e., popular press reports vs. scientific findings) | X | X | X | |||||||||||||||||||||||
20 | Identify and navigate psychological databases and other legitimate sources of psychology information | X | |||||||||||||||||||||||||
21 | Articulate criteria for identifying objective sources of psychology information. | X | X | ||||||||||||||||||||||||
22 | Interpret simple graphs and statistical findings | X | |||||||||||||||||||||||||
23 | Describe research methods used by psychologist including their respective advantages and disadvantages | X | X | ||||||||||||||||||||||||
24 | Discuss the values of experimental design (i.e, controlled comparisons) in justifying cause and effect relationships | X | X | ||||||||||||||||||||||||
25 | Define and explain the purpose of key research concepts that characterize psychological research (e.g hypothesis, operational definition) | X | X | ||||||||||||||||||||||||
26 | Explain why conclusions in psychological projects must be both reliable and valid. | X | X | ||||||||||||||||||||||||
27 | Explain why quantitative analysis is relevant for scientific problem solving. | X | X | ||||||||||||||||||||||||
28 | Describe the fundamental principles of research design (e.g sampling, biases, correlation vs causation, ethics | X | X | X | |||||||||||||||||||||||
29 | Describe how individual and sociocultural differences can influence the applicability/generalizability of research findings. | X | X | X | |||||||||||||||||||||||
30 | Identify under what conditions research findings can be appropriately generalized. | X | |||||||||||||||||||||||||
31 | Demonstrate Competency in and Understanding of Ethical and Social Responsiblity in a Diverse World | ||||||||||||||||||||||||||
32 | Describe key regulations in APA Ethics Code for protection of human or nonhuman research participants. | X | |||||||||||||||||||||||||
33 | Identify obvious violations of ethical standards in psychological contexts. | X | |||||||||||||||||||||||||
34 | Discuss relevant ethical issues that reflect principles in APA Ethics Code | X | |||||||||||||||||||||||||
35 | Explain how individual differences, social identity, and worldview may influence beliefs, values, and interactions with others and vice versa | X | X | X | |||||||||||||||||||||||
36 | Recognize how multiple aspects of diversity influence perceptions and individual experience. | X | X | X | |||||||||||||||||||||||
37 | Recognize potential for prejudice and discrimination in oneself and others | X | X | X | |||||||||||||||||||||||
38 | Explain how psychology can promote civic, social and global outcomes that benefit others | X | X | ||||||||||||||||||||||||
39 | Describe how psychology is related to issues of global concern. | X | X | ||||||||||||||||||||||||
40 | Demonstrate Competency and Skills in Communication | ||||||||||||||||||||||||||
41 | Express ideas in written formats that reflect basic psychological concepts and principles | X | |||||||||||||||||||||||||
42 | Recognize writing content and format differ based on purpose (e.g blogs, memos, journal articles) and audience | X | |||||||||||||||||||||||||
43 | Use standard English, including generally accepted grammar | X | |||||||||||||||||||||||||
44 | Write using APA style | X | X | X | |||||||||||||||||||||||
45 | Recognize and develop overall organization (eg beginning, development, ending) that fits the purpose. | X | |||||||||||||||||||||||||
46 | Interpret descriptive statistical data displayed in graphs and tables. | X | |||||||||||||||||||||||||
47 | Use expert feedback to revise writing of a single draft | X | X | X | |||||||||||||||||||||||
48 | Deliver brief presentations within appropriate constraints (e.g time limit, appropriate to audience) | X | |||||||||||||||||||||||||
49 | Pose questions about psychological content | X | |||||||||||||||||||||||||
50 | Demonstrate Competency in and Understanding of Professional Development | ||||||||||||||||||||||||||
51 | Recognize the value and application of research and problem-solving skills in providing evidence beyond personal opinion to support proposed solutions | X | X | X | |||||||||||||||||||||||
52 | Identify range of possible factors that influence beliefs and conclusions. | X | X | X | |||||||||||||||||||||||
53 | Expect to deal with differing opinions and personalities in the college environment | ||||||||||||||||||||||||||
54 | Describe how psychology’s content applies to business, healthcare, educational, and other workplace settings | X | |||||||||||||||||||||||||
55 | Describe how ethical principles of psychology apply to business, healthcare, educational and other workplace settings | X | |||||||||||||||||||||||||
56 | Incorporate feedback from educators and mentors to change performance | X | |||||||||||||||||||||||||
57 | Collaborate successfully on small-group classroom assignments | X | |||||||||||||||||||||||||
58 | Describe settings in which people with backgrounds in psychology typically work. | X | |||||||||||||||||||||||||
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62 | Quizzes | X | |||||||||||||||||||||||||
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