Psychology - Human Services Emphasis (B.A., B.S.)

General Education Requirement (30-35 Credits)

See General Education  for course options.

• Core Course Requirements (12-15 Credits)
• Breadth Area Requirements (16-20 Credits)

Please note: All students must complete a minimum of 30 credits between the Core and Breadth Area requirements.

Bachelor’s Degree Type: Arts or Science Requirement (12* or 16** Credits)

Select one degree type from either Bachelor of Arts or Bachelor of Science:

Psychology - Human Services Curriculum (55 Credits)

Free Electives (14-38 Credits)

Total elective credit is determined by General Education courses taken, degree type selected, additional credits earned, and any additional math or other prerequisite courses needed. For a bachelor’s degree, students must earn a minimum of 40 upper-division credits (courses numbered 3000-4999). Students may need to select additional upper-division courses not included in their major requirements in order to reach this minimum. Please consult your Student Success Advisor for details.

Total Credits, B.A./B.S. Degree: 120

Program Learning Outcomes

• Content Knowledge and Applications: Students should demonstrate fundamental knowledge and comprehension of the major subfields, major concepts, theoretical perspectives, historical trends, and empirical findings to discuss how psychological principles apply to behavioral problems. Students completing foundation courses should demonstrate breadth of their knowledge and application of psychological ideas to simple problems. Students completing a baccalaureate degree should show depth in their knowledge, application, and integration of psychological concepts, themes, and frameworks to problems of greater complexity.
• Scientific Inquiry and Critical Thinking: The skills in this domain involve the development of scientific reasoning and problem solving, including effective research methods. Students completing foundation-level courses should learn basic skills and concepts in interpreting behavior, studying research, and applying research design principles to drawing conclusions about psychological phenomena. Students completing a baccalaureate degree should focus on theory use as well as designing and executing research plans.
• Values in Psychological Science: The skills in this domain involve the development of ethically and socially responsible behaviors for professional and personal settings in a landscape that involves increasing diversity. Students completing foundation-level courses should become familiar with the formal regulations that govern professional ethics in psychology and begin to embrace the values that will contribute to positive outcomes in work settings and in building a society responsive to multicultural and global concerns. Students completing a baccalaureate degree should have more direct opportunities to demonstrate adherence to professional values that will help them optimize their contributions and work effectively with all individuals. This domain also promotes the adoption of personal and professional values that can strengthen community relationships and contributions.
• Communication: Students should demonstrate competence in writing and in oral and interpersonal communication skills. Students completing foundation-level courses should 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. Students completing a baccalaureate degree should produce a research study or other psychological project, explain scientific results, and present information to a professional audience. They should also develop flexible interpersonal approaches that optimize information exchange and relationship development.
• Personal and Professional Development: The emphasis in this goal is on application of psychology-specific content and skills, effective self-reflection, project-management skills, teamwork skills, and career preparation. Foundation-level outcomes concentrate on the development of work habits and ethics to succeed in academic settings. The skills in this goal at the baccalaureate level refer to abilities that sharpen student readiness for post baccalaureate employment, graduate school, or professional school. These skills can be developed and refined both in traditional academic settings and in extracurricular involvement. In addition, career professionals can be enlisted to support occupational planning and pursuit. This emerging emphasis should not be construed as obligating psychology programs to obtain employment for their graduates but instead as encouraging programs to optimize the competitiveness of their graduates for securing places in the workforce.

Source: American Psychological Association. (2023). APA guidelines for the undergraduate psychology major: Version 3.0. Retrieved from https://www.apa.org/about/policy/undergraduate-psychology-major.pdf