A Model for Curriculum Evaluation and Revision in Undergraduate Psychology Programs

Abstract

This article outlines the response of the psychology department at a small liberal arts university to the need for curricular revision. A three-phase process began with the identification of the logic for establishing the new curriculum. Next, a structural model for a new curriculum was developed from information obtained by studying the institutional expectations/constraints, the ideal knowledge/skill base generated by interviewing former students and officials in various postgraduation settings, and the curricula of peer institutions. Four developmental features in the model were delineated and unified by emphasizing method of inquiry as the essential objective for the psychology major. This structural model was then used to specify a hierarchical set of course groups. Implementation of the model is also discussed.

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