Department of Psychology, University of Scranton.
American Psychological Association.
Am Psychol. 2016 Feb-Mar;71(2):89-101. doi: 10.1037/a0040095.
The undergraduate curriculum in psychology profoundly reflects and shapes the discipline. Yet, reliable information on the undergraduate psychology curriculum has been difficult to acquire due to insufficient research carried out on unrepresentative program samples with disparate methods. In 2014, APA launched the first systematic effort in a decade to gather national data on the psychology major and program outcomes. We surveyed a stratified random sample of department chairs/coordinators of accredited colleges and universities in the United States that offer undergraduate courses and programs in psychology. A total of 439 undergraduate psychology programs (45.2%) completed the survey. This article summarizes, for both associate and baccalaureate programs, the results of the Undergraduate Study in Psychology. Current practices concerning the introductory course, the courses offered, core requirements, the psychology minor, and tracks/concentrations are presented. The frequency of formal program reviews and program-level assessment methods are also addressed. By extending prior research on the undergraduate curriculum, we chronicle longitudinal changes in the psychology major over the past 20 years.
心理学本科课程深刻反映和塑造了这一学科。然而，由于对代表性不足的课程样本采用不同方法进行的研究不够，因此很难获得有关本科心理学课程的可靠信息。2014 年，APA 发起了十年来首次系统努力，收集美国提供本科心理学课程和项目的认可学院和大学的专业数据。我们对提供本科心理学课程和项目的美国认证学院和大学的系主任/协调员进行了分层随机抽样调查。共有 439 个本科心理学课程（45.2%）完成了调查。本文总结了副学士和学士学位课程的《心理学本科学习》的结果。介绍了入门课程、提供的课程、核心要求、心理学辅修课程以及轨道/专业的当前实践。还讨论了正式课程审查的频率和课程级别的评估方法。通过扩展有关本科课程的先前研究，我们记录了过去 20 年来心理学专业的纵向变化。
