The Psychology graduate from UDLA is a professional who can work autonomously as well as in multi-, inter-, and intra-disciplinary teams. He is enterprising and thinks critically, allowing him to contribute to several psychology topics via profound practical-theoretical understanding. Furthermore, he behaves responsibly and ethically to contribute to human progress on a local and worldwide scale.
Graduates analyze the main concepts, theoretical perspectives, historical trends, and empirical findings of psychology and can apply them to behavioral phenomena of different levels of complexity. In addition, they interpret behavior by applying scientific reasoning and research design principles to draw conclusions about psychological phenomena and to design and execute research. Furthermore, they base their academic and professional practice on the values and norms that govern ethics in psychology, through a correct evaluation, diagnosis, and psychological intervention that contribute to obtaining positive results in work environments and build a society sensitive to multicultural and global concerns. Graduates will take part in debates about psychological theories, scientific findings, and ideas, whether their own or those of others, in front of audiences of various orientations, fostering an effective psychological intervention through the promotion, prevention, and treatment of socio-health issues. Finally, they will apply specific psychological concepts and skills, as well as effective self-reflection, project management, and independent and teamwork skills, making them prepared to recommend treatments and interventions in a variety of psychological specialties or pursue graduate studies.
A Psychology graduate from UDLA is expected to have enough initiative to provide unique solutions to the issues the professional world brings. He is also expected to conform to the principles and norms that govern professional ethics in psychology, embracing those that contribute to beneficial outcomes in work contexts and the development of a society sensitive to multicultural and global problems. Finally, the graduate is required to exhibit human traits associated with respect for diversity and involvement of vulnerable groups, as well as acknowledgment of varied historical-cultural and scientific identities, while constantly pursuing the common good and national growth.
Demographic Data: Program headcount totals the number of students enrolled yearly and a breakdown by men and women. Enrollment by ethnicity presents data on the most representative ethnic groups of the program.
Student Completion:
Retention and graduation rates are calculated through the 2020-2021 academic year, based on new, first-time students entering in the fall semester, regardless of whether they enroll in the daytime or evening version of their program (if available). These rates do not consider incoming transfer students. Retention rates are calculated in 1 and 2 years.
Graduation rates are calculated according to each program’s duration length (100%) and within 150% of the normal time for a bachelor’s degree. The percentage of graduates in each cohort by gender considers only actual graduates, not the original makeup of the cohort.
Scholarship information: Information is divided by the type of scholarship granted.
Geographic Data: Presents the composition of the students of the program.
Add'l. Demogr. Data: Includes information on marital status, disability, and first-generation students.
In every semester, the program provides assessment results according to its Multiannual Assessment Plan (MAP), which typically considers one or more of its program learning outcomes (PLOs). Most programs utilize the platform Brightspace to collect and assess student work and to present the data and evidence of student achievement. These results and their analysis, with the objective of identifying areas for improvement, are presented in the program’s annual assessment report. In the graphic below, the most recent period in which a PLO has been assessed is indicated, with the percentage indicating achievement of the expected performance standard for that PLO, according to the rubric used to evaluate the student work. This standard can be designated at an introductory, intermediate, or final level, depending upon how the course learning outcomes (CLOs) align to each PLO in the program’s curriculum map.