The Psychology Center on the third floor of Golisano Academic Center includes research laboratories, a seminar room, psychology faculty offices, a computer laboratory, and a student lounge.

The center's computer resources are thorough. A complete software library includes programs for data analysis, word processing, graphics, simulations, computerized instruction, and data collection.

The Psychology Center also houses the Gerontological Resources room, where students, faculty, staff, and community members can access material resources on aging, network with others having similar interests, and hold small group sessions. The lounge and conference rooms are available for Psychology Club and Psi Chi meetings, social gatherings, and study groups.

• American Psychological Society
  National organization focusing on the science of psychology
• American Psychological Association
  Comprehensive source of information for students, teachers, researchers, and practitioners

Knowledge Base in Psychology
Students should demonstrate fundamental knowledge and comprehension of the major concepts, theoretical perspectives, historical trends, and empirical findings to discuss how psychological principles apply to behavioral phenomena. 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 and application of psychological concepts 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 behavior; students completing a baccalaureate degree should focus on theory use as well as designing and executing research plans.

Ethical and Social Responsibility in a Diverse World
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 even with those who don't share their heritage and traditions. 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, oral, and interpersonal communication skills. Students completing foundation-level courses should be able to 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.

Professional Competence
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 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 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 encourage programs to optimize the competitiveness of their graduates for securing places in the workforce.