Outcomes - B.S., Psychology
Seton Hall University embraces the principle that effective and meaningful assessment is an integral part of the educational process. This principle is at the heart of our commitment to meet our responsibilities to our students, professions, and the communities that we serve.
Program Learning Outcomes and Indicators
Psychology Department (Arts and Sciences) Program Goals
- Knowledge in Psychology (K)
- Critical Thinking and Problem Solving (CR)
- Information Literacy (IL)
- Applications of Psychological Science to Everyday Life (A)
- Communicating Effectively for Different Purposes (CO)
- Values and Ethics in Psychology (VE)
- Personal and Professional Development (PPD)
Learning Outcomes: Definitions and Indicators
Knowledge in Psychology (K)
This competence category refers to foundational understanding of the field of psychology, which includes a critical knowledge of its fundamental concepts, theories and principles across subfields, as well as its core research methods and their benefits and limitations. This knowledge extends to comprehending the connections and distinctions between psychology and other disciplines.
| Themes | ||
| K.1 | Define psychology’s major subfieK.1lds | |
| SRD | K.1 | Describe historically important perspectives and influential contributions in psychological science, including those from historically marginalized groups |
| R-SKILL | K.1 | Identify components of psychological research studies (e.g., identify predictor variables, outcome variables, reliability) |
| R-SKILL | K.1 | Calculate and interpret the findings from basic descriptive and inferential statistics |
| SRD | K.1 | Describe how cultural context helps us understand human thought, emotions, and behavior |
Critical Thinking and Problem Solving (CR)
This competence category refers to foundational knowledge, skills and values of analyzing challenging issues and concerns. Critical thinking and problem-solving entail critically evaluating information, employing logical reasoning, considering multiple perspectives, assessing the credibility and validity of sources and identifying cognitive biases. Problem solving additionally encompasses generating innovative ideas, embracing ambiguity and exploring various possibilities.
| Themes | ||
| R-SKILL | CR.1 | Develop a testable hypothesis based on operational definitions |
| SRD | CR.2 | Interpret behavioral phenomena, recognizing alternative explanations and interactions among psychological, biological, social, and cultural variables |
| CR.3 | Describe the merits of science-based evidence over personal opinion, anecdotal evidence, and pseudoscience | |
| R-SKILL | CR.4 | Compare and critically evaluate the benefits and limitations of different research methods (e.g., archival, descriptive, correlational, experimental, qualitative) |
| SRD, R-SKILL | CR.5 | Identify potential limitations in specific research studies, including failure to appropriately consider the role of sociocultural influences |
| SRD, R-SKILL | CR.6 | Recognize that the focus of psychological research is often constrained by western concerns and biases |
| CR.7 | Evaluate common myths and misconceptions about psychology | |
| CR.8 | Describe common fallacies in thinking (e.g., confirmation bias, post hoc explanations, implying causation from correlation) |
Information Literacy (IL)
This competence category refers to the student development of psychological literacy, including applying research, information and digital literacy skills necessary to be an informed consumer of research or a critic regarding unsupported claims about behavior. Ultimately, the psychology student possesses the tools and motivation to evaluate whether claims have merit in the context of the current media and technological landscape. Students know how to find sources, evaluate the credibility and appropriateness of the sources and recognize the intention and perspective of the author/sponsor (e.g., publisher, organization, funding source) of the source. Students develop skills with current technologies and learn about strategies for implementing these skills at the personal, community and professional level.
| Themes | ||
| R-SKILL | IL.1 | Describe the characteristics and relative value of different kinds of information sources (e.g., primary vs. secondary, peer reviewed vs. non-reviewed, empirical vs. nonempirical) |
| R-SKILL | IL.2 | Evaluate psychological information based on the currency, reliability, validity, and generalizability of sources |
| SRD | IL.3 | Identify biases and errors that appear in various media, including those that reinforce discriminatory beliefs and practices that harm individuals and society |
| R-SKILL | IL.4 | Identify and navigate psychology databases and other legitimate sources of information to address psychological questions |
| IL.5 | Demonstrate proficiency with current technologies |
Applications of Psychological Science to Everyday Life (A)
This competence category refers to breadth of knowledge and application of psychological ideas to everyday problems at the personal, interpersonal, community and professional level. It includes considering the broader societal impact, spanning from local to global.
| Themes | ||
| A.1 | Describe how the principles of psychological science can be applied to everyday life | |
| SRD | A.2 | Identify how human diversity and individual differences in beliefs and values influence interpersonal interactions |
| SRD | A.3 | Describe how racism, classism, sexism, ablism, heterosexism, and other discriminatory beliefs and practices, harm individuals and weaken society |
| SRD | A.4 | Describe how principles of psychological science can be used to address local to global societal issues (e.g., poverty, health, migration, human rights, law, international conflict, sustainability) |
Communicating Effectively for Different Purposes (CO)
This competence category refers to foundational competences to communicate and collaborate effectively and meaningfully in various contexts, ranging from general communication and interpersonal interactions to psychology-specific situations. Students will be able to distinguish appropriate and inappropriate communication strategies and be able to present information to a variety of audiences in different formats. Students will discuss psychological concepts, explain their ideas and the ideas of others with clarity and effectively communicate scientific arguments and research findings.
| Themes | (New) | Indicator Revision |
| R-SKILL | CO.1 | Construct arguments clearly and concisely from evidence-based psychological concepts and theories |
| SRD | CO.2 | Communicate effectively using various modalities (e.g., electronic communication, podcast, website, paper, oral, social media, infographic) in ways that meet relevant professional guidelines and adhere to best practices for accessibility |
| SRD | CO.3 | Use inclusive language and examples in various communication modalities |
| SRD | CO.4 | Recognize that knowledge of culture, values, and biases may reduce misunderstandings in communication in professional, cultural, and academic contexts |
Values and Ethics in Psychology (VE)
This competence category refers to a comprehensive understanding of ethical issues, legal considerations, and values related to psychological activities and research involving individuals, groups, and organizations. This competence includes: an ongoing critical examination of one's own values and ethics as well as those of psychological science; ethical decision-making; and compliance with professional codes of conduct and legal requirements.
| Themes | ||
| SRD | VE.1 | Identify historic examples of how psychologists have contributed to or challenged unethical outcomes or systemic discrimination |
| SRD, R-SKILL | VE.2 | Recognize that the value systems and worldviews of researchers can impact research design and conclusions |
| R-SKILL | VE.3 | Evaluate the use of ethical principles in research, practice, and academic contexts as well as in everyday life |
| R-SKILL | VE.4 | Describe research transparency and open science practices |
Personal and Professional Development (PPD)
This competence category refers to the integration and application of knowledge, skills and values/attitudes specifically tailored to facilitate personal and professional development. The category encompasses reflecting on one's impact on others and meta-cognitive skills related to self-awareness and self-regulation. Students will be able to identify career aspirations and requirements. The emphasis in this domain involves project management skills, professional judgment, collaboration skills, effective teamwork, proficiency in workplace technology, career preparation and personal development. The term “project” refers to any significant individual or group-level class assignment.
| Themes | ||
| Projects and Collaboration | ||
| PPD.1 | Identify resources, potential problems, or constraints that may influence project completion | |
| PPD.2 | Follow instructions to inform project execution | |
| PPD.3 | Incorporate constructive feedback on projects and assignments | |
| PPD.4 | Assess one’s positive contributions and areas for improvement as a team member | |
| Career and Graduate School Preparation | ||
| PPD.5 | Identify appropriate career resources | |
| PPD.6 | Identify interests, gain experience, and develop skills in activities that strengthen preparation for job entry or graduate school admission | |
| PPD.7 | Engage in experiential learning to practice and apply knowledge, skills, and values gained in the classroom to a professional role | |
| Self-Reflection and Regulation | ||
| PPD.8 | Identify self-regulation strategies (e.g., focused attention, time management, meeting deadlines) that can improve performance | |
| PPD.9 | Demonstrate self-reflection on an ongoing basis regarding the impact of one’s own and others’ diverse historical, social-cultural, and geopolitical contexts and roots in understanding the self and others – |
Sociocultural Responsivity and Diversity Theme (SRD)
This theme refers to the awareness, sensitivity, knowledge and skills required to effectively communicate and interact with individuals, groups and communities from diverse cultural and personal backgrounds in a manner that is reflexive, respectful, culturally appropriate and inclusive. Applying a diversity-sensitive and culturally responsive attitude involves ongoing reflexivity regarding one's own and others' historical, social-cultural, and geopolitical contexts and roots, aiming to achieve valued personal, work and local-to-global community goals.
Research Skill in Psychology Theme (R-SKILL)
This theme refers to foundational procedural knowledge about statistics and research, a critical understanding of methodologies and methods, and the application of scientific skills for effective and transparent evidence-based problem-solving to achieve research, personal, work and community goals. It includes mastering typical research tasks in a scientifically and critically reflective manner, interpreting behavior using research and applying research design principles to draw appropriate conclusions about behavior.