Transfer Pathway for Psychology

Transcription

1 Transfer Pathway for Psychology Psychology (MnSCU Transfer Pathway) AA-P Date Developed: Spring 2016 Date Approved: May 6, 2016 Date for campus preparation/implementation: Date program available to students: Fall 2017 Date to be reviewed: Spring 2022 INTRODUCTION The purpose of a Minnesota State Colleges and Universities (MnSCU) transfer pathway is to identify the courses a student at a two-year college completes as part of an associate degree with a guarantee. Transfer Pathway associate degrees (AA-P, AS-P, or AFAP) are accepted at any MnSCU university that offers a designated bachelor s degree. The university guarantees that a student transfers in to a designated bachelor s program junior standing and may complete the within an additional 60 credits. DEVELOPMENT OF THE PATHWAY The transfer pathway was developed by a transfer pathway team (TPT) composed of faculty, staff, and administrators. Midway through the development process, a proposed pathway was vetted through a process including a discipline stakeholders meeting and the opportunity to provide feedback through a survey. The final pathway was approved by the transfer pathways coordinating team (TPCT) and made available to the campuses for implementation.

2 Transfer Pathway for Psychology Psychology (MnSCU Transfer Pathway) AA-P Overview In accordance with the Laws of Minnesota 2015, Chapter 5, Article 3, Section 21 all Minnesota State Colleges and Universities agree to the following principles governing the transfer pathways for baccalaureate degrees. This transfer pathway specifically ensures that a student who successfully completes an Associate of Arts (AA-P) in Psychology can transfer the full degree into a parallel baccalaureate degree program in Psychology at a MnSCU university. This transfer pathway degree will transfer to the following designated baccalaureate degree majors: At Bemidji State University: BA Psychology BS Psychology At Metropolitan State University: BA Psychology At Minnesota State University, Mankato: BA Psychology BS Psychology At Minnesota State University, Moorhead: BA Psychology At Southwest Minnesota State University: BA Psychology At St. Cloud State University: BA Psychology At Winona State University: BA Psychology-Option A BA Psychology-Option B Transfer Pathways Requirements: I. Associate degrees, comprised of 60 semester credits, excluding any required developmental or remedial courses, or career, technical or applied courses. All prerequisite courses are included in the 60. II. Meet all lower division major content and competency requirements needed to prepare students to enroll in the major at the university. III. Identify and require inclusion of pre-requisite courses, including the designation of Minnesota Transfer Curriculum courses, as needed. IV. Include lower division experiential learning activities required by direct entry university students. Examples include but are not limited to: service-learning, internships, undergraduate research etc. V. Encompass 9 credits of the major s specific coursework as outlined in this transfer pathway.

3 Responsibilities of the Associate Degree Institutions (Colleges) I. The AA-P leading to a parallel baccalaureate degree will include the minimum number of credits and competencies of major-specific coursework as defined in the transfer pathway. Institutional partnerships may be necessary in order to offer all courses at a college. II. By awarding the transfer pathway AA-P, the degree granting institution is validating that the student has met the competency requirements outlined in the transfer pathway. III. The associate degree institution will publish the transfer pathway at a minimum in the catalog and on the website. Responsibilities of the Baccalaureate Degree Institutions (Universities) I. The baccalaureate degree institution will recognize all competencies attained within the transfer pathway AA-P degree and accept the transfer student who has earned the transfer pathway associate degree with full junior standing. II. For open-enrollment majors, students will be accepted into a parallel baccalaureate degree program as long as enrollment capacity is available. III. Transfer and direct entry students will be treated in the same manner with regard to university policy and procedure including, admission to the university major, minimum GPA and course work grade requirements. For example: The transfer of coursework with a grade less than a C (2.0 on a 4.0 scale) in the AA-P transfer pathway will be consistent with the policies of direct entry students at the university. IV. The baccalaureate degree institution will publish the designated bachelor degrees associated with the transfer pathway, at a minimum, in the catalog and on the website. Transfer Appeal Process I. Each bachelor degree institution shall have a procedure through which a transfer student can appeal a decision that he/she believes is not consistent with this transfer pathway. II. The transfer appeal process shall be published, at a minimum, in the institution s information (catalog, website).

4 The Psychology Transfer Pathway Major Specific Content Areas and Description Based on the American Psychological Association s Foundations for Undergraduate Education 2.0 (2013), the Psychology TPT identified the following four major-specific content areas for the AA-P Psychology: (a) Knowledge Base in Psychology, (b) Scientific Inquiry and Critical Thinking, (c) Ethical and Social Responsibility in a Diverse World, and (d) Communications. Specific competency areas and behavioral objectives for each are described more fully in Appendix A. We carefully considered which courses to include in the pathway. The rationales for considered courses are presented in Appendix B. Behavioral objectives were then aligned with the chosen courses in a curriculum map, which is presented in Appendix C. The Psychology-TPT has created minimal learning outcomes for Introduction to Psychology, Lifespan Development, Abnormal Psychology, and Social Psychology that, if adopted, provide measurable learning outcomes that will transfer to any University that offers an equivalent course in the University Psychology Major. Because the Statistics in Psychology/Behavioral Sciences course is new for Colleges, a complete Common Course Outline (CCO), developed closely with the MnSCU Universities, is provided. In order to promote transferability, colleges adopting the AA-P Psychology pathway are asked to align their Common Course Outlines such that consistency and rigor in the pathway can be achieved and the students can be easily assessed to demonstrate competency. See Appendix D for Minimal Learning Outcomes of Pathway Courses. See Appendix E for the recommended CCO for Statistics for Psychology/Behavioral Sciences. Two full-time and two part-time student suggested degree maps are presented in Appendix F for clear guidance for prerequisites and efficient completion of the degree. Major-Specific Course Alignment Under this transfer pathway, a fully-transferable associate of arts degree in the field of Psychology includes: 1. Knowledge Base in Psychology a. Introduction to Psychology (3 4 credits) or Introduction to Psychology with lab b. One of the Following Content Areas (3-4 credits) i. Lifespan Psychology OR ii. Abnormal Psychology OR iii. Social Psychology c. Any additional course taught by the Psychology Department (1-4 credits; this may be a course from b above or a different Psychology course) 2. Scientific Inquiry a. Introduction to Statistics OR College Algebra or Higher (Prerequisite course) b. Statistics for Psychology/Behavioral Sciences (4 credits) 3. Ethics and Social Responsibility in a Diverse World a. Completed through learning outcomes of Knowledge Base in Psychology courses 4. Communications

5 a. Completion of MnTC ENG requirement (4-8 credits); Any English course that focuses on APA format is strongly recommended b. Introduction to Communication or Interpersonal Communication (3 Credits)

6 Transfer Pathway Table for AA-P Psychology 4 Required Psychology Courses* University Psychology Major Credits Transfer Criteria** 1. Introduction to Psychology (3-4 credits) Direct Equivalent in Major 2. Statistics for Psychology/Behavioral Sciences (4 credits) Direct Equivalent in Major 3. Lifespan Psychology (3-4 credits) Direct Equivalent in Major if OR Abnormal Psychology (3-4 credits) the University offers an OR Social Psychology (3-4 credits) equivalent course; otherwise 4. Any additional course taught by the Psychology Department (1-4 credits; this may be a course from 3 above or a different Psychology course) Required MnTC Courses for student transferring with the AA-P Psychology The AA requires all 10 goal areas (40 credits). As required by Institution. An English course that emphasizes APA format is strongly recommended. Introduction to Communication (3 credit) OR Interpersonal Communication (3 credit) a Major Elective Direct Equivalent in Major or Major Elective, depending on University MnTC Goal Areas Goal 1 Goal 1 As required by institution Goal 2 As required by institution Goal 3 A course in Biology is strongly recommended Introduction to Statistics Goal 4 OR College Algebra or Higher Completion of Psychology Requirements, Above Goal 5 AND additional Goal 5 course(s), as required by institution As required by institution Goal 6 A course in Philosophy is strongly recommended As required by Institution Goal 7*** As required by Institution Goal 8*** As required by Institution Goal 9*** As required by Institution Goal 10*** *Psychology courses beyond the four required courses in the AA-P Psychology are not guaranteed to transfer into a Psychology Program in MnSCU. ** Required courses must be completed successfully according to University s standards AND address the required competencies in the transfer pathway for Psychology. *** Goal areas 7, 8, 9, and 10 may be completed as part of another course if listed as a second goal area.

7 Required Major-Specific Content Areas and Competencies Prerequisites: None Required Minimum Learning Outcomes: Introductory Psychology 1) Demonstrate an understanding of key topics in psychology. 2) Adopt the framework of Psychological Science (correctly use terminology and concepts, engage in scientific problem-solving). 3) Compare and contrast the major theoretical approaches to Psychology. 4) Describe scientific research methods used in Psychology. 5) Apply course concepts to one s own daily life. 6) Utilize critical thinking skills (e.g., evaluate information quality, distinguish between causation and correlation, adopt multiple perspectives for a given problem) 7) Describe the history of Psychology and how Psychology is distinct from related disciplines such as sociology and philosophy. 8) Demonstrate an understanding and appreciation for aspects of human diversity as it applies to Psychology Suggested Content Areas (75% or more is expected to overlap with this template): 1) Introduction to Psychology 2) History of Psychology 3) Research Methods 4) Neuroscience and Behavior 5) Developmental Psychology 6) Health Psychology 7) Sensation and Perception 8) Motivation & Emotion 9) Personality 10) Learning and Memory 11) Cognition, Language, and Intelligence 12) Social Psychology 13) Stress, Coping and Health 14) Psychopathology and Treatments 15) Consciousness (may include sleep and dreams)

8 Lifespan Development Prerequisite: Introduction to Psychology required or strongly recommended, depending on institution, or instructor permission. Required Minimum Learning Outcomes: 1. Compare and contrast the main theories and issues of human lifespan development: learning, cognitive, contextual, and sociobiological. 2. Identify biological, neurological, cognitive, cultural, and socio-emotional processes associated with developmental periods. 3. Analyze how biological, neurological, cognitive, cultural and socio-emotional interact with each other in a developmental context. 4. Demonstrate familiarity with the scientific method and research methodology used by developmental psychologists. 5. Evaluate the quality of developmental psychology information from multiple sources. 6. Describe the developmental challenges and psychopathologies that may occur throughout the lifespan 7. Illustrate how developmental psychological principles apply to daily life. 8. Analyze ethical perspectives related to legal, social, and scientific issues in human development. Suggested Content Areas (75% or more is expected to overlap with this template): 1) Introduction to Developmental Psychology a) Developmental science defined b) Tenets of developmental science 2) Research Methods in Developmental Psychology a) The scientific method b) Experimental and non-experimental research c) Cross-sectional, longitudinal and cross-sequential designs d) Research ethics 3) Theoretical Perspectives a) Major theories of development b) Newer theories of development 4) Nature and Nurture a) Mechanisms of heredity b) Genetic and chromosomal disorders c) Interplay of heredity and environment 5) Prenatal Development a) Major developmental changes b) Hazards to prenatal development c) Birth and the newborn 6) Physical, Cognitive, and Socioemotional Development in

9 a) Infancy b) Early Childhood c) Middle Childhood d) Adolescence e) Emerging Adulthood f) Early Adulthood g) Middle Adulthood, and h) Late Adulthood 7) Death and Dying a) Developmental perspectives on death b) Facing death c) Care for the dying d) Grief and mourning

10 Abnormal Psychology Prerequisite: Introduction to Psychology required or strongly recommended, depending on institution, or instructor permission. Required Minimum Learning Outcomes: 1) Evaluate major historical and contemporary theoretical and treatment perspectives associated with the field of abnormal psychology. 2) Identify principal research methods and types of questions that emerge in the science of abnormal psychology 3) Distinguish between normal and abnormal behavior. 4) Identify the characteristics, strengths and limitations of the current diagnostic system (DSM) 5) Describe the epidemiology, etiology, assessment, symptoms, and scientifically validated treatments of specific psychological disorders 6) Describe how diversity in age, race, culture, gender and class is related to understanding psychological processes. 7) Explain how psychologists use their understanding of the APA Ethics Code and legal system to guide decisions in clinical and legal situations. 8) Apply psychological constructs to understand and improve intrapersonal, interpersonal and intercultural dysfunction (e. g. case studies) Suggested Content Areas (75% or more is expected to overlap with this template): 1) Abnormal psychology in historical context 2) An integrative approach to abnormal psychology 3) Clinical assessment and diagnosis 4) Research methods 5) Anxiety disorders 6) Obsessive-compulsive and related disorders 7) Trauma-and stressor-related Disorders 8) Somatic symptom and related Disorders 9) Dissociative disorders 10) Depressive, bipolar, and related disorders 11) Feeding and eating disorders 12) Sleep-wake disorders 13) Physical disorders and health psychology 14) Sexual dysfunctions and gender dysphoria 15) Substance-related and addictive disorders 16) Disruptive, impulse-control, and conduct disorders 17) Personality disorders 18) Schizophrenia and other psychotic disorders

11 19) Neurocognitive disorders 20) Mental health services: Ethical and legal issues

12 Social Psychology: PSYC**** (Psychology Course Taught by Psychology Faculty) Prerequisite: Introduction to Psychology required or strongly recommended, depending on institution, or instructor permission. Required Minimum Learning Outcomes: 1) Identify the major concepts and theoretical approaches in psychological social psychology such as self-perception theory, attribution theories, and cognitive dissonance. 2) Understand basic research methods and ethical responsibilities in social psychological research, and in psychology. 3) Critically evaluate research in psychological social psychology. 4) Apply social psychological theories or concepts to real world and/or personal examples. 5) Analyze oneself and others as social beings subject to situational influences 6) Relate social behavior to cultural context 7) Relate social behavior to biological and evolutionary factors Suggested Content Areas (75% or more is expected to overlap with this template): 1) Introduction to Social Psychology 2) Research Methods in Social Psychology 3) Ethics in Social Psychology research 4) Social Attribution and Social Cognition 5) The Social Self (Self-Knowledge, Self-Esteem, Self-Regulation, Self-Presentation) 6) Attitudes and Attitude Change/Persuasion 7) Social Influence: Conformity, Compliance, Obedience 8) Group Processes 9) Interpersonal Attraction and Relationships 10) Altruism (prosocial behavior, helping others) 11) Aggression 12) Stereotyping, Prejudice, Discrimination 13) Applied Social Psychology

13 Recommended Common Course Outline for Statistics for Psychology/Behavioral Sciences Example Course Description: Students use basic mathematical and computerized procedures to analyze data in the behavioral sciences. Use statistical software (e.g., SPSS, R, PSPP ) to conduct descriptive and inferential data analyses. Students choose and apply statistical procedures to help to answer psychological and behavioral scientific research questions. Students read, interpret, and write APA-style Results sections for behavioral science research. Recommended Course Size: no more than 30 Required Number of Credits: 4 (includes 1 credit for lab, whether integrated or separate) MnTC Fulfillment: Goal 5 Required Prerequisites: Introduction to Psychology (grade of 2.0 or higher) AND Completion of Math MnTC requirement (Math Dept. Statistics or College Algebra or higher). Required Minimum Learning Outcomes: 1) Demonstrate an understanding of the mathematics and logic behind selecting and applying statistical procedures appropriate for a given hypothesis, scale of measurement, and experimental design. 2) Perform and describe the statistical procedures commonly used by social scientists including their respective advantages and disadvantages. These include: a) Creating a visual display of data (e.g., bar chart, histogram) b) Measures of central tendency, variability, and frequency distributions. c) Correlational and regression analyses. d) Inferential statistical procedures, including t-tests, ANOVAs, multiple comparison tests, confidence intervals, and effect sizes. e) Nonparametric tests (e.g., chi-square). 3) Read, interpret, and summarize basic statistical conclusions from psychological and behavioral science sources accurately and critically evaluate the statistical presentations of others. 4) Interpret statistical findings and graphs in the context of their level of statistical significance, confidence intervals, effect sizes, and underlying assumptions, and explain these findings using common language and conventions of the American Psychological Association. 5) Use SPSS or another statistical package to build data sets, run univariate analyses, and interpret and display results. Suggested Content Areas (75% or more is expected to overlap with this template): 1) Central tendency and variability

14 2) Basics of Inferential statistics: Z scores, the normal curve, sample versus population, and probability 3) Hypothesis testing 4) Making sense of statistical significance: Effect size, confidence intervals, and statistical power 5) Choosing appropriate statistics 6) Using SPSS or another appropriate statistical package, R, or other statistics program 7) Reporting results in APA format 8) The t-test: One and two Samples (between and within) 9) Introduction to analysis of variance 10) Factorial analysis of variance 11) Correlation 12) Regression 13) Chi-square tests

15 Sample Degree Maps Inver Hills Community College Sample Full-Time Course Plan (Could be completed online or faceto-face): Semester 1 (15 credits): 4 PSYC 1101: General Psychology 2, 5, M 4 ENG 1108: Writing & Research Skills 1, 2, m 4 MATH 1118: College Algebra 1 4, m 3 Elective Semester 2 (15 credits): 3 COMM 1100: Interpersonal Communication 1, 7, m 4 SOC 1100: Introduction to Sociology 5, 9 3 PSYC 2100: Social Psychology 5, 7, M 2 HLTH 1155: Lifetime fitness Health & PE 3 Elective Semester 3 (15 credits): 4 PSYC ****: Psychology Statistics 2, 5, M 3 BIOL 1107: Biology of Women 3a, 2 1 BIOL 1110-L: Human Biology Lab 3a, 2, Lab 3 ENG 1130: Writing and Research for the Professions 1, 2 4 Elective Semester 4 (15 credits): 3 PSYC 1230: Psychology of Death, Dying & Loss 5, 9, M 3 MUSC 2128: Music of the World s Cultures 6a, 8 3 PHIL 1110: Introduction to Philosophy 2, 6b 3 GEOL 1115: Natural Disasters 3b, 10 3 Elective Total Credits: 60 MnTC Credits: 40+ HPE: 2 credits Major Credits (M: Psychology): 14 Credits Major Credits (m: APA Competency): 11 credits Electives: 13 credits

16 Inver Hills Community College Sample Part-Time Pathway (Could be completed online or face-toface): Semester 1 (8 credits): 4 PSYC 1101: General Psychology 2, 5, M 4 ENG 1108: Writing & Research Skills 1, 2, m Semester 2 (8 credits): 4 MATH 1118: College Algebra 1 4, m 4 Elective Semester 3 (9 credits): 3 ENG 1130: Writing and Research for the Professions 1, 2 3 PSYC 2250: Abnormal Psychology 5, 7, M 3 BIOL 1107: Biology of Women 3a, 2 Semester 4 (8 credits): 4 PSYC ****: Psychology Statistics 2, 5, M 4 CHEM 1010-L: Introduction to Chemistry 3b Lab, 10 Semester 5 (9 credits): 3 PSYC 2100: Social Psychology 5, 7, M 4 SOC 1100: Introduction to Sociology 5, 9 2 HLTH 1155: Lifetime fitness Health & PE Semester 6 (9 credits): 3 COMM 1100: Interpersonal Communication 1, 7, m 3 PHIL 1112: Ethics (recommended elective) (2, 9) 3 Elective Semester 7 (9 credits): 3 FS/THTR 1101: Intro to Film 6b, 8 3 ART 1121: Digital Photography (No Lab) 6a 3 Elective Total Credits: 60 MnTC Credits: 40+ HPE: 2 credits Major Credits (M: Psychology): 14 Credits Major Credits (m: APA Competency): 11 credits Electives: 12 credits

17 Century College Sample Full-Time Pathway (Could be completed online or face-to-face): Semester 1 (15 credits): 4 PSYC 1020: General Psychology 5, M 4 ENGL 1021: Composition I 1 4 BIOL 1020: Biology Concepts 3 3 ART 1021: Art History of the Western World I 6, 8 Semester 2 (15 credits): 3 PSYC 2021: Abnormal Psychology 5, 7, M 3 ENGL 1022: Composition II 1 3 ANTH 1022: Intro. to Physical Anth.: Human Origins 3, 10 3 SOC 1020: Introduction to Sociology 5, 7 3 Elective Semester 3 (14 credits): 4 PSYC 1041: Developmental Psychology: Lifespan 5, M 4 MATH 1025: Statistics 4 3 COMM 1031: Interpersonal Communication 1, 7 2 HLTH 1041: Success over Stress 1 PE 1004: Personal Safety and Self-Defense Semester 4 (16 credits): 4 PSYC/MATH ****: Statistics for Psychology/Behavioral Sciences 5, M 3 PHIL 1051: World Religions 6, 8 3 GNDR 1061: Foundations of Women/Gender Studies 5, 9 3 ENGL 2051: Modern World Literature 6, 8 3 Elective Total Credits: 60 MnTC Credits: 51+ Health and PE: 3 credits Major Credits (M: Psychology): 15 Credits Electives: 6 credits *Courses in bold above are part of the Psychology Transfer Pathway (incl. PSYC courses and courses outside of the discipline). Any additional Psychology courses taken may not transfer to a Psychology bachelor s degree program. *Goal 2 is automatically fulfilled once the other goals are met

18 Century College Sample Part-Time Pathway (Could be completed online or face-to-face): Semester 1 (8 credits): 4 PSYC 1020: General Psychology 5, M 4 ENGL 1021: Composition I 1 Semester 2 (7 credits): 4 BIOL 1020: Biology Concepts 3 3 ART 1021: Art History of the Western World I 6, 8 Semester 3 (6 credits): 3 PSYC 2021: Abnormal Psychology 5, 7, M 3 ENGL 1022: Composition II 1 Semester 4 (9 credits): 3 ANTH 1022: Intro. to Physical Anth.: Human Origins 3, 10 3 SOC 1020: Introduction to Sociology 5, 7 3 Elective Semester 5 (8 credits): 4 PSYC 1041: Developmental Psychology: Lifespan 5, M 4 MATH 1025: Statistics 4 Semester 6 (6 credits): 3 COMM 1031: Interpersonal Communication 1, 7 2 HLTH 1041: Success over Stress 1 PE 1004: Personal Safety and Self-Defense Semester 7 (7 credits): 4 PSYC/MATH ****: Statistics for Psychology/Behavioral Sciences 5, M 3 PHIL 1051: World Religions 6, 8 Semester 8 (9 credits): 3 GNDR 1061: Foundations of Women/Gender Studies 5, 9 3 ENGL 2051: Modern World Literature 6, 8 3 Elective

19 Total Credits: 60 MnTC Credits: 51+ (Goal 2 is met upon MnTC Completion) Health and PE: 3 credits Major Credits (M: Psychology): 15 Credits Electives: 6 credits Courses in bold above are part of the Psychology Transfer Pathway (incl. PSYC courses and courses outside of the discipline). Any additional Psychology courses taken may not transfer to a Psychology bachelor s degree program. Transfer Pathway Revision and Assessment 1. Once a statewide transfer pathway has been approved, no amendments to the agreement will be considered within the initial six (6) months of the transfer pathway. After that time, an institution may send a proposed amendment to the TPCT for review. 2. Any amendment to the approved pathway must be forwarded to the TPCT. If the TPCT determines the change to be substantive, they will recall the discipline TPT for review. If the amendment is not substantive, the TPCT will have at least thirty (30) days to review, comment and approve or deny the proposed amendments. a. The TPCT will exercise the responsibility for monitoring the effectiveness of the transfer pathway and its implementation. b. The system office shall collect data annually from the institutions that will enable the TPCT to assess the effectiveness of the transfer pathways in fostering a seamless transfer process and the academic success of the transfer students at the senior institutions. 3. Institutional Resolution of Disputes a. In the event that an associate degree institution considers the decision of a bachelor degree institution to be inconsistent with this transfer pathway, the associate degree institution shall consult directly with the bachelor degree institution and attempt to resolve the matter. b. If the institutions are unable to resolve the issue, the associate degree institution may submit their concern to the system office. The system office will act according to the policies and procedures developed by the TPCT as part of the statewide transfer pathways to baccalaureate degree. The determination made by the system office will be binding upon the parties. 4. Implementation Date and Availability a. Having fulfilled the requirements outlined in the transfer pathway to baccalaureate degree, students transferring with an AA-P from a participating institution will be considered by the receiving baccalaureate institution to have received adequate preparation in the field of study at the foundation level and therefore eligible to transfer as a junior into advance major coursework. b. Participating institutions will enact the transfer pathway in accordance to the timeline outlined by the TPCT, but no later than fall 2017 or 2018 (depending upon the transfer pathway). c. Continuation of the agreement remains in effect until such time as all cooperating institutions of the statewide transfer pathways to baccalaureate degree finally approve any revisions.

20 Page 20 of 26 Glossary of Terms Advanced Coursework: Courses with advanced depth of content knowledge in the field of study and carry the expectation of more complex competencies identified in the expected student learning outcomes is referred to as advanced coursework. These courses often have prerequisites and are usually beyond the Introduction to or Foundation of level. Associate of Arts (AA) Degree: A degree consisting of at least 60 college-level credits and designed for transfer into a baccalaureate degree program. Career, Technical or Applied Courses: Courses that are part of a career degree that are very specific and normally do not have an equivalent course at the university. Competency: Includes knowledge, skills, and demonstrated abilities the student develops from studying the required coursework and engaging in the experiential learning experiences of the degree. Content: Specific topic areas and depth of instruction of the topic areas that need to be addressed for the student to be successful upon transfer. The content should align with competencies and be delineated in the agreement. Designated Baccalaureate Degree: A bachelor degree program in a comparable field of study and with similar foundation-level major-specific competencies determined to be the receiving degree program for the transfer pathway (AA-P, AS-P, AFAP) associate degree program. Direct Entry Student: A student who entered a given college or university without first matriculating at another college. Foundation Coursework (Core/Beginning): Courses at a level of comprehension usually associated with freshman and sophomore students and typically offered during the first half of a baccalaureate degree program. Such coursework typically does not have course prerequisites or if they do, it is a lower division course. MnTC Framework: The number of credits and goal areas required for each associate degree type: AA 40 credits and 10 goal areas; AS/AS-P 30 credits and 6 goal areas; AFA/AFAP Theatre - 40 credits and 10 goal areas; AFA/AFAP Music - 30 credits and 6 goal areas; AFA/AFAP Art and all others 24 credits and 6 goal areas. Parallel Baccalaureate Degree: A bachelor degree program in a comparable field of study and with similar foundation-level major-specific competencies as an associate degree program. Pathway(s): The aligning of curriculum between institutions of higher education to ensure the efficient and effective movement of students among those institutions. Receiving Institution: The college or university where a transfer student plans to enroll and to apply previously earned credit toward a degree program. Transfer: The process by which a student moves from one postsecondary institution to another. Also refers to the mechanics of credit, course and curriculum exchange between institutions.

21 Page 21 of 26 Transfer Credit: The credit granted by a college or university for college-level courses or other academic work completed at another institution. Transfer Student: A student who enters a participating college or university after earning college-level credit at another college or university.

22 Page 22 of 26 Appendix A: Behavioral Competencies Based on the American Psychological Association s Foundations for Undergraduate Education 2.0 (2013), the Psychology TPT identified the following four major-specific content areas for the MnSCU AA-Psychology: Competency Area 1: Knowledge Base in Psychology: Students completing the AA-Psychology should demonstrate breadth of knowledge and application of psychological ideas to simple problems. Specifically, they should: 1.1 Describe key concepts, principles, and overarching themes in psychology 1.2 Develop a working knowledge of psychology's content domains 1.3 Describe applications of psychology Competency Area 2: Scientific Inquiry and Critical Thinking: Students completing the AA- Psychology should demonstrate basic skills and concepts in interpreting behavior, studying research, and applying research design principles to drawing conclusions about psychological phenomena. Specifically, they should: 2.1 Use scientific reasoning to interpret psychological phenomena 2.2 Demonstrate psychology information literacy 2.3 Engage in systematic problem-solving inferred by psychological research 2.4 Interpret, design, or conduct basic psychological research 2.5 Incorporate sociocultural factors in scientific inquiry 2.6 Use statistical programs (i.e., SPSS) to augment scientific inquiry Competency Area 3: Ethical and Social responsibility in a Diverse World: Students completing the AA-Psychology should become familiar with the formal regulations that govern professional ethics in psychology and begin to embrace values that help build a society responsive to multicultural and global concerns. Specifically, students should: 3.1 Apply ethical standards to evaluate and/or conduct psychological research and practice 3.2 Build and enhance interpersonal relationships 3.3 Explore values and/or practices that build community at local, national, and global levels Competency Area 4: Communications: Students completing the AA-Psychology should be able to write a cogent scientific argument, present information using a scientific approach, engage in discussion of psychological concepts, explain the ideas of others, and express their own ideas with clarity. Specifically, students should: 4.1 Demonstrate effective writing for different purposes including basic APA style 4.2 Exhibit effective presentation skills for different purposes 4.3 Interact effectively with others

23 Page 23 of 26 Appendix B: Rationale for Course Inclusion in the Pathway The TPT chose courses for the pathway that would: minimize changes to the current structures of the seven University majors maximize preparation of AA-Psychology graduates for junior-level work not detract from credits earned in Universities majors (i.e, so that students and faculty interact sufficiently align with the AA-Psychology Program Outcomes Introduction to Psychology Introduction to Psychology was included as a direct transfer course, as it is considered the gateway course to all additional psychology courses within the major, and all College courses currently transfer directly to all universities. Lifespan Development (Developmental Psychology) Lifespan Development was included, as it is the second most common course taught at the Colleges, and all Universities except MSU Mankato have such an offering (although MSU Mankato is currently creating the course). It is usually taught as a lower division course (rarely at the 400-level), and is the second most commonly taught course among the Colleges. The TPT agrees that Introduction to Psychology should be a prerequisite or strongly recommended for this course. Abnormal Psychology and Social Psychology Abnormal Psychology and Social Psychology were included, as they were the third and fourth most commonly taught psychology courses at the Colleges, and all Universities offer them. Some Universities teach these course at the 400-level, but at present, their Common Course Outlines do not reflect different learning outcomes than those taught at the Colleges. The TPT agrees that Introduction to Psychology should be a prerequisite or strongly recommended for these courses. It also recommends that University faculty teaching these sub-disciplines at a 400-level (e.g., using the Diagnostic Manual of Mental Disorders or primary research as their course materials) should change their Common Course Outlines to represent advanced work and include the words, advanced or Capstone, in their title. Psychology of Personality, Biopsychology, Psychology of Learning, Cultural Psychology and Other Psychology Courses offered at the Colleges While the above-named courses add breadth of knowledge to the discipline and their importance cannot be understated, they were included as electives but not direct-transfer courses because they were offered at a small number of Colleges, they were not offered at all Universities, and if they were offered at Universities, they were more consistently offered at a higher level than that taught at the Colleges. The TPT recommends that these courses be offered as part of the Knowledge Base in Psychology Program Outcome to preserve student interest and maximize flexibility of depth of course offerings at the College. However, given the inconsistency of their offerings, the TPT recommends that the universities consider each of these classes on a case-by-case basis, with a minimum of accepting the course as a lower-level elective in the major. The TPT also recommends that future Discipline groups review Common Course Outlines to determine how these courses could be modified to transfer more directly into the major.

24 Page 24 of 26 Statistics for Psychology/Behavioral Sciences Statistics for Psychology/Behavioral Sciences is usually the first course in the Psychology major that allows students to engage in the High Impact Practice of Research. This course is taught at the 200-level in most of the Universities, and it gives students the research based skills to see psychology as a science. The course teaches programming skills necessary to complete junior-level work, gives students practice reading and interpreting primary psychological research and develops students ability to hypothesis test and determine the correct statistical procedure based on the research question asked. Students also learn how to write results sections of research according to APA format. Statistics for Psychology grounded in the social sciences that builds on but does not replace MnTC Goal 4 classes. Both the APA and the TPT agreed that the earlier that students are prepared to do research, the greater their success in developing critical thinking, developing research-based relationships with faculty, and getting in to graduate school. To be successful, the course must include development of skills using SPSS (Statistical Package for the Social Sciences) or other statistics computer program. At the Universities, Statistics for Psychology is either a 3-credit lecture course or 4-credit course with a lab (SPSS) component and limited enrollment. Prerequisites must include Introduction to Psychology, and either Math Statistics or College Algebra or Higher. We recommend that college versions adopt the 4-credit model to facilitate full transfer to those universities that use the same model. (Other universities may eventually change, and even if they don t, College students will nevertheless benefit from the additional knowledge and understanding they get from the lab portion.) Research Methods for Psychology Research Methods is typically the second course in the Psychology major that gives students the tools to design and conduct research projects based on primary literature from start to finish. Most pathways in other states usually include this course as the capstone course in the AA degree. It requires students to have completed the Statistics for Psychology course at a 2.0 level (or higher). The TPT, however, decided not to include it, because it is most commonly taught in the Junior year at the Universities, University faculty use this course to develop relationships for advanced research in their labs. In addition, given students propensity to enter college without college-level mathematics skills, TPT was concerned that students would not be able to complete the major in a timely fashion. Non-Psychology Courses As the curriculum map was created, three additional courses taught often at the college were identified to help achieve all program outcomes: English Composition Introduction to Communication Interpersonal Communication

25 Appendix C: Curriculum Mapping (Course to Program Outcome Alignment) English Composition Intro to Communication Interpersonal Communication. Lifespan Development Social Psychology Abnormal Psychology Statistics for Psychology Introduction to Psychology Outcomes Knowledge Base in Psychology X X X X 1.1 Describe key concepts, principles, and overarching themes in psychology X X X X 1.2 Develop a working knowledge of psychology's content domains X X X X 1.3 Describe applications of psychology Scientific Inquiry and Critical Thinking X X X 2.1 Use scientific reasoning to interpret psychological phenomena X X X 2.2 Demonstrate psychology information literacy X X X X X 2.3 Engage in systematic problem-solving inferred by psychological research X X 2.4 Interpret, design, or conduct basic psychological research X X 2.5 Incorporate sociocultural factors in scientific inquiry X 2.6 Use statistical programs (i.e., SPSS) to augment scientific inquiry Ethical and Social responsibility in a Diverse World X X X 3.1 Apply ethical standards to evaluate and/or conduct psychological research & practice X X X 3.2 Build and enhance interpersonal relationships 3.3 Explore values and/or practices that build community at local, national, and global X X X levels X Communications Partial X 4.1 Demonstrate effective writing for different purposes including basic APA style X 4.2 Exhibit effective presentation skills for different purposes X X 4.3 Interact effectively with others From analyzing the curriculum map, 14 of 15 program outcomes were aligned with course learning outcomes, with only one area of partial insufficiency (Program Outcome 4.10 identified. There is no consistent place for teaching APA Style in the curriculum. In addition, writing is a skill to be developed over multiple semesters. Each College should identify courses within the curriculum in which skill in APA can be taught.

26 Page 26 of 26 APPENDIX D UNIVERSITY GPA and COURSE GRADE TRANSFER REQUIREMENTS Bemidji State University GPA; Major courses with a C or higher Metropolitan State University - Foundation Courses with "C-" or higher Minnesota State University, Mankato A minimum cumulative GPA of 2.5 (C) is required, including PSYC 201 Statistics with a grade of C or better Minnesota State University, Moorhead Southwest Minnesota State University A grade of C- or better is required for major or minor coursework applied toward a degree from the Psychology Program St. Cloud State University GPA: 2.50 overall Winona State University - GPA 2.0, completion of specific courses with "C" or higher