Psychology Curricula Development
Psychology Curricula Development
A number of factors have an impact on the development of the psychology curricula at university level. This occurs in both corporation learning centers as well as organized academic settings. Orchestrating curriculum development requires the selection of learning goals and the creation of assessment methods for both the progress of individuals and groups (Bernal, 2005). The main factors that have a current, as well as a future impact, on the psychology curricula at university level revolve around government norms.
The political factor is considered to have a significant impact on this consideration. How politics influences psychology curricula begins with funding. Both public and private universities place their reliance on funds to facilitate the employment of personnel, facility building and maintenance and the purchase of equipment. All aspects of psychology curricula rely on national, state and local political standards. The other relevant factor in this regard is the economic consideration. The development of psychology curriculum in universities focuses on imparting employees with the knowledge to promote better profit returns. Nations that finance this curriculum bear the expectation that graduating students will contribute to national development.
The third factor that has an impact on the current as well as future development of psychology curricula in universities is technology. This factor will have an influence both in present and future because is has undergone continuous change. The computer technology in particular affects the development of psychology curricula at every learning level. Learning classrooms and centers increasingly maintain that computers be regarded requisite interactions among student studies in the psychology curriculum (Jones, 2010). Based on the highlighted factors above, federal and state governments have significant roles to play. This involves seeking to modify the psychology curriculum with a view of achieving context relevance. This is achieved through two avenues. The first is through the implementation of adequate school systems and better practice and policy.
Future trends ultimately have an influence on psychology curriculum. The current development in this sector has overseen constant and increased advancement in technology. Future trends in technology will ultimately have an influence on learning experiences and educational goals in the university psychology curriculum. Learning classrooms and centers increasingly maintain that computers be regarded requisite interactions among student studies in the psychology curriculum (Morse & Wingo, 2001). Current technological trends dictate that graduate and undergraduate degrees in the psychology curriculum will increasingly implement the use of computer technology.
Diversity is yet another future trend bound to have an impact on psychology curriculum. Regarding this premise, future trends will ultimately open learning opportunities in the psychology faculty. As the world progresses, more awareness is being placed on human rights and the recognition of social diversity including culture, religion, and social groupings (Munsey, 2001). Curriculum development is prone to change from cultural diversity in terms of change in methods of teaching, and topics taught. Developing psychology curriculum will ultimately take into account accommodation group traditions, social expectations, and the promotion of equality in the faculty.
Finally, with the devastating effects global development has had on the environment, trends in environmental issues will influence the development of psychology curriculum in universities. In this regard, global awareness and efforts to reverse and end pollution will in the future affect curriculum development in the psychological faculty.
Bernal, M. E. (2005). Issues in Psychology: Curricula and Training. Hispanic Journal of Behavioral Sciences, 2, 2, 129-46.
Morse, W. C., & Wingo, G. M. (2001). Classroom psychology: developments in educational psychology. Glenview, Ill: Scott, Foresman.
Jones, N., & Frederickson, N. (2010). Issues on educational psychology. New York: Falmer Press.
Munsey, B. (2001). Moral development, moral education, and Kohlberg: Basic issues in philosophy, psychology, religion, and education. Birmingham, Ala: Religious Education Press.