Psychology, B.A.

Additional Requirements for a B.A. Degree

Of the advanced courses required for the B.A. degree in psychology, a minimum of 15 credits must be completed in the Psychology Department at Brooklyn College with a grade of C- or higher in each course.

Department Recommendations

Prospective psychology majors should consult a department counselor as early as possible. Majors and prospective majors should consult department counselors before each registration to plan individual programs. Psychology majors are strongly advised to complete the Psychology 3450W requirement as early as possible, preferably by completion of the junior year. For courses requiring permission of the chair as a prerequisite, permission should be obtained before registration.

Student Learning Outcomes

The Psychology Department adopts these five learning outcomes from the APA Guidelines (PDF) for the undergraduate psychology major:

Content Knowledge and Application

Students demonstrate comprehension of the major concepts, theoretical perspectives, historical trends, and empirical or evidence-based findings to discuss how psychological principles apply to behavior and mental processes. Students completing foundation courses demonstrate breadth of their knowledge and application of psychological ideas to simple problems; students completing a baccalaureate degree show depth in their knowledge and application of psychological concepts and frameworks to problems of greater complexity. Students are able to discuss psychological science’s integrative themes and the respective sociocultural and historical backgrounds of those themes.

Scientific Inquiry and Critical Thinking

Psychology is a STEM discipline that uses the same research practices found in other scientific fields (Dovidio et al., 2010). The skills in this domain involve the development of scientific reasoning and investigation, including developing proficiencies in research methods and statistics. Although these outcomes are introduced in foundation coursework, students typically develop these proficiencies mainly in required courses that focus on research methods and statistics. Students completing foundation courses learn basic skills and concepts in interpreting behavior using research, studying research, and applying research design principles to draw appropriate conclusions about behavior; students completing a baccalaureate design, evaluate, and execute research plans. Research skills reflect knowledge of and respect for diversity-related issues when targeting samples in study design. Research practice also includes an evaluation of the extent to which research findings can be generalized as applicable to groups beyond the research sample.

Values in Psychological Science

This goal promotes the development of ethical and socially responsible values and behaviors in personal, professional, organizational, and institutional settings. The goal includes ethical reasoning and practices, interpersonal and intercultural responsiveness, and strategies that promote and sustain strong communities and equitable opportunities. Novice students in psychology become familiar with the formal regulations that govern ethical obligations in psychology and begin to embrace the values that will help them contribute to socially responsible outcomes in academic and work settings and in society. Advanced psychology students have more direct opportunities to embrace and adhere to ethical practices that will help them optimize their personal and professional achievements and contributions. Novice students recognize how diversity deriving from individual and intersectional differences can enrich human experience. Advanced students are adept at applying knowledge of individual and intersectional differences to improve outcomes. The final outcome addresses the ways in which psychological science can promote a more functional and fair society. Novice students explore the possibilities of using psychological knowledge to build better communities. Advanced students develop the skills to take appropriate action to improve community functions.

Communication, Psychological Literacy, and Technology Skills

The skills in this category address the ability of students to build and maintain effective communication skills in processing and expressing information. Novice students develop the capacity to distinguish appropriate and inappropriate communication strategies in developing interpersonal relationships. Advanced students use their knowledge of equity, diversity, and inclusion to improve the effectiveness of their communication skills. Novice students grow in their ability to express their own ideas with clarity, explain the ideas of others, discuss psychological concepts, communicate a cogent scientific argument, and present information using a scientific approach. Toward the end of their major, students are able to communicate the results of a research study or other psychology-related project, explain scientific results, and present information to professional audiences in different formats. Students develop psychological literacy, including applying knowledge of research 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. They also develop some sophistication in using appropriate technology to improve communication outcomes.

Personal and Professional Development

The skills in this domain refer to abilities that sharpen students’ readiness for the workplace whether the student’s future involves graduate school or a job following the associate or baccalaureate degree. A background in psychological science may confer a workplace advantage because of the specific applicability of content that focuses on understanding human diversity and behavior. The skills related to this goal have been influenced by The Skillful Psychology Student, a document developed by APA’s Committee on Associate and Baccalaureate Education that articulates what skills students will need to be successful. The emphasis in this domain involves self-regulation, project management skills, professional judgment, collaboration skills, and proficiency in workplace technology and career planning. Curriculum design within psychology programs needs to address how to provide explicit feedback to promote development of these skill sets over the duration of study in psychological science. These skills can be developed and refined in traditional academic settings and through experiences acquired during internships, full- or part-time jobs, leadership positions, and extracurricular engagement (cf. National Association of Colleges and Employers’ Job Outlook, 2022). Educators commit to facilitating inclusive opportunities for psychology students from different backgrounds. Campus career professionals can be enlisted to support planning and execution of goals related to selection and pursuit of a professional direction.

Degree Maps

To help you pursue your studies in the most efficient manner, and to maximize your efforts to graduate in four years, Brooklyn College has created four-year degree maps for all its majors.

View degree maps for this major and others.

Contact

Psychology Department Adviser

5401 James Hall
E: psychadvisor@brooklyn.cuny.edu
P: 718.951.5601

Or contact:

Office of Undergraduate Admissions

222 West Quad Center
2900 Bedford Avenue
Brooklyn, NY 11210
E: adminqry@brooklyn.cuny.edu

To make an appointment with an undergraduate admissions counselor, visit:

Virtual Admissions Counselor Appointments