Bachelor of Arts - Psychology
ARTP18V1
| Minimum number of credit points for the degree | 69 |
| Of your 69 credit points, complete a maximum of 30 credit points at 100 level | |
| Minimum number of credit points at 200 level or above | 39 |
| Minimum number of credit points at 300 level or above | 18 |
| Completion of a designated People unit | |
| Completion of a designated Planet unit | |
| Completion of a designated PACE unit | |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
100 level
200 level
300 level
Balance of credit points required:
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
Continuation with the honours year is subject to meeting honours admission requirements. Should a student not meet the requirements, they will graduate with a Bachelor of Arts - Psychology.
Admission to the honours years will require a weighted average SNG (Standard Numerical Grade) of 70 over all Psychology units and a weighted average SNG of 75 over all 300 level Psychology units and a minimum of 72 credit points.
| AQF Level | Level 7 Bachelor Degree |
| CRICOS Code | 001359E |
| Overview and Aims of the Program | Psychology is a discipline of both scientific research and applied professional practice. This degree is concerned with providing students with a scientific understanding in the psychological processes that underlie behaviour including perception, cognition, learning, motivation, neuroscience, psychopathology, personality, emotion, developmental psychology and social relationships, as well as training in the analysis of data and research methodologies. This degree allows students to complete an accredited Psychology degree across three years, with the option to complete an additional fourth year of honours in Psychology, conditional on meeting the entry requirements. A key feature of this degree is the capstone unit, which aims to provide students with skills to facilitate their transfer into the workplace, and the opportunity to gain limited but relevant experience working in the field. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: 1. demonstrate a knowledge and understanding of the major concepts, theoretical perspectives, empirical findings, and historical trends in the core topics of psychology (K, T) 2. understand, apply, conduct, and evaluate the research methods used in psychology, including research design, data analysis and interpretation and the appropriate use of technologies by which to do this (K,T,P,I) 3. use the concepts, language, major theories, and perspectives of the discipline to account for psychological phenomena (K ,C) 4. identify relevant theory and concepts, relate these to appropriate methodologies and evidence, and draw appropriate conclusions (K, T, P, I, J) 5. demonstrate the capacity for critical thinking and independent learning to solve problems related to a range of issues, including behaviour and mental processes (K, T, P, I, J, L) 6. communicate concepts and results clearly and effectively both in writing and orally (C) 7. engage in a critical review of appropriate and relevant information regarding psychological processes and demonstrate analytical research skills in evaluating psychological literature (K,T,C,P) 8. recognise and evaluate arguments and other persuasive appeals and approaches to problems (K, T, C, P) 9. identify how psychological principles can be used to explain social issues and inform public policy and apply psychological concepts, theories, and research findings as these relate to everyday life (A, J, E) 10. develop insight into your own and others’ behaviour and mental processes and apply effective strategies for self-management and self-improvement (J) 11. articulate how psychological principles can be used to explain social issues and inform public policy (E) 12. examine the sociocultural and international contexts that influence individual differences (E) 13. demonstrate a capacity for responsibility and accountability with regard to their own learning (J,L). |
| Learning and Teaching Methods | Psychology is a broad discipline, and the range of units offered in this program reflects that breadth. Over the three years of the program students will be exposed to all the major areas of psychological study, from the most fundamental brain research through to social issues such as the causes of intergroup conflict. The learning and teaching methods employed throughout the program also reflect this breadth, from laboratory-based practical work through to sophisticated, reflective field-work, as represented in the 3rd-year Professional and Community Engagement (PACE) unit. The overarching pedagogical approach throughout the program is student-centred learning, with an emphasis, not simply on the acquisition of discipline knowledge, but also on the development of higher-order critical thinking and problem-solving approaches to a range of psychological processes and issues. Although units differ with respect to formal or recorded lecture offerings, there is a focus in every unit on small-group learning through laboratory practicals and/or tutorial exercises and discussions. Students are also encouraged to engage with iLearn discussions of lecture and tutorial material, and to test the development of their own understanding via online tests and quizzes. First-year psychology students are also required to participate in Departmental research projects in order to learn how research is conducted and to encourage interaction with more senior scholars in the field. |
| Assessment | There is a range of assessment methods used throughout the Psychology program, each of which has been designed to measure the extent to which students can demonstrate their acquisition of the program learning outcomes. Assessment is both formative and summative, with students being presented with multiple opportunities throughout the program to improve their critical thinking, problem solving, and effective communication skills, while also demonstrating their acquisition of important discipline knowledge. Across the three years of the program, assessment methods will usually include: • web-based quizzes • research reports • class presentations • essays • literature reviews • multiple-choice tests and exams • essay and short-answer-based exams • designing experiments • research participation (compulsory at 1st year) • conducting individual and group-based research projects • placement and reflective project report (PACE unit). |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Domestic Students International Students |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | This degree prepares students for employment in professional areas such as health and social welfare, social policy, market research, and various functions associated with human resources and services. It is also the basis for further studies where students are able to gain specialised vocational training in the professional practice of psychology such as clinical, organisational or forensic psychology, counselling, clinical neuropsychology, health and community psychology and research. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| Accreditation | This is an Australian Qualifications Framework (AQF) accredited qualification. Grade of ACCREDITATION WITHOUT CONDITIONS awarded by Australian Psychology Accreditation Council. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements