Assessment Report
July 1, 2011 - June 30, 2012
PROGRAM ASSESSED: School of Professional Psychology
ASSESSMENT COORDINATOR: La Pearl Logan Winfrey, Ph.D., Associate Dean
YEAR 1 of a 7 YEAR CYCLE
The School of Professional Psychology (SOPP) was reaccredited in August, 2012 by the American
Psychological Association (APA). The doctoral (PsyD) program received reaccreditation from
APA for seven years, the maximum length of time for doctoral program reaccreditation. During
the self-study phase of this process, the program’s goals, objectives, outcomes and measures
were updated. This assessment report is based on these new assessment criteria. We are now
in year one of reviewing the outcomes of our new goals and objectives.
1. ASSESSMENT MEASURES EMPLOYED (see * below for measures associated with each goal
and its related objectives and outcomes). An important part of the SOPP assessment process is
the Annual Review of Student Performance. These reviews are designed to allow all faculty
members to review and provide global evaluations of each student’s performance in academic,
clinical and professional development domains. Annual reviews of Student Performance are
conducted at the end of each academic year of a student’s matriculation in the program.
Students’ performance must be rated as at least Acceptable in quality for them to remain in
good standing in the program.
In addition to the outcomes and measures described below, SOPP is required by APA to report
time to completion, program costs, internship placement, student attrition and alumni licensure
data on our web site. This data can be accessed at http://psychology.wright.edu/aboutsopp/education-outcomes. The most recent outcome data is included with this report as an
addendum.
2. ASSESMENT FINDINGS (findings pertinent to each goal’s objectives and outcomes are listed
immediately following the measures used to assess them.) Assessment findings related to the
Annual Review of Student Performance are listed at the end of this section.
Goal #1: To provide doctoral students with the scientific knowledge foundation needed for
the practice of clinical psychology
Objectives for Goal #1: To develop student knowledge in the science underlying the practice
of clinical psychology
Outcomes (Competencies) Expected for these Objectives: Understanding of the knowledge
base in the Basic Sciences/Research/Evaluation competency sequence, specifically:
1. Understanding of the current body of knowledge of scientific psychology in
biological, cognitive, affective, and social aspects of behavior, the history and
systems of psychology, research methods, and techniques of data analysis, human
development and individual differences.
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2. Appreciation of the interplay between the scholarly and scientific base of
psychology and professional practice.
3. Development of attitudes for life-long learning.
* How Outcomes are Measured and Minimum Thresholds for Achievement for these
Objectives/Outcomes (Competencies):
Grades of B or better in Basic Sciences course work
Pass grade in 9 quarters of PSI 908, Practice Tutorial
Pass grade in PSI 808, Professional Development
Completion of the Professional Dissertation within the prescribed timeline prior to
internship start
ASSESSMENT FINDINGS:
Grades of B or better in Basic Sciences course work: All students met this requirement.
Pass grade in 9 quarters of PSI 908, Practice Tutorial: All students met this requirement.
Pass grade in PSI 808, Professional Development: All students met this requirement.
Completion of the Professional Dissertation within the prescribed timeline prior to
internship start: Two students did not match for internship and subsequently extended their
doctoral programs to reapply for internship and complete the dissertation requirement.
Goal #2: To train culturally competent clinical psychologists.
Objectives for Goal #2: Acquisition of knowledge, skills and attitudes necessary for culturally
competent practice as a clinical psychologist
Outcomes (Competencies) Expected for these Objectives: Demonstrate effective knowledge,
skills, and attitudes in the Diversity competency, specifically:
1. Understanding of issues of power, privilege and oppression from self and other
perspectives.
2. Understanding of the management of multiple identities.
3. Integration of theory and knowledge about multiculturalism with clinical practice.
* How Outcomes are Measured and Minimum Thresholds for Achievement for these
Objectives/Outcomes (Competencies):
Grades of B or better in Diversity course work
Expected annual performance (overall rating of 3 or higher or successful remediation) in the
Diversity area of the Quarterly Progress Report (QPR)
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ASSESSMENT FINDINGS:
Grades of B or better in Diversity course work: All students met this requirement.
Expected annual performance (overall rating of 3 or higher or successful remediation) in the
Diversity area of the Quarterly Progress Report (QPR): All students met this requirement.
Goal #3: To provide doctoral students with the skills and attitudes that will prepare them for
the effective practice of clinical psychology.
Objectives for Goal #3: To develop student knowledge, skill, and attitudes in the
Relationship, Assessment, Intervention, Consultation/Education, and Management/
Supervision competencies.
Outcomes (Competencies) Expected for these Objectives: Demonstrate effective knowledge,
skills and attitudes in the Relationship, Assessment, Intervention, Consultation/Education,
and Management/ Supervision competency areas, specifically:
1. Demonstrate knowledge, skills and attitudes necessary for the development and
maintenance of effective professional relationships.
2. Demonstrate knowledge, skills and attitudes necessary for effective assessment and
diagnosis, intervention, consultation/education, and management/supervision in
clinical psychology practice.
* How Outcomes are Measured and Minimum Thresholds for Achievement for these
Objectives/Outcomes (Competencies):
Grades of B or better in Relationship, Assessment, Intervention, Consultation/Education,
and Management/Supervision course work (Applied Teaching Practice may be graded P/U)
Pass grade in 9 quarters of PSI 908,Practice Tutorial
Successful completion of 3 years of practicum
Expected annual performance (overall rating of 3 or higher or successful remediation) in the
Relationship, Assessment, Intervention, Research/Evaluation, Consultation/ Education,
Management/Supervision and Professional Behavior sections of the Quarterly Progress
Report (QPR)
Global Evaluation of Pass on the CCE
Completion of the Assessment Portfolio
Completion of the CEMS Portfolio (Completion of required Activity Reports constitutes the
CEMS Portfolio)
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ASSESSMEMENT FINDINGS:
Grades of B or better in Relationship, Assessment, Intervention, Consultation/Education,
and Management/Supervision course work (Applied Teaching Practice may be graded P/U):
All students met this requirement with two exceptions. A student earned a grade of C in PSI
812, Psychological Assessment III in Spring Quarter 2012; she subsequently remediated the
course satisfactorily. Another student earned a grade of C in MBA 730, Financial Analysis &
Decision Making in Summer Quarter 2012. This course would typically count toward SOPP
credit in the Management/ Supervision competency area. She did not remediate the course
and did receive SOPP credit for the course.
Pass grade in 9 quarters of PSI 908, Practice Tutorial: All students met this requirement.
Successful completion of 3 years of practicum: All 4th Year students were eligible for
internship based on completing 3 years of practicum.
Expected annual performance (overall rating of 3 or higher or successful remediation) in the
Relationship, Assessment, Intervention, Research/Evaluation, Consultation/ Education,
Management/Supervision and Professional Behavior sections of the Quarterly Progress
Report (QPR): Three students had an overall rating of less than 3 on the QPR in the following
competency areas:
Assessment: 1
Research/Evaluation: 2
Consultation/Education: 1
Management/Supervision: 1
Professional Behavior:1
One student earned less than an overall rating of 3 in both Assessment and Research/
Evaluation. This student did an additional half-year of practicum as remediation. Another
student earned less than an overall rating of 3 in Research/Evaluation. The student was
placed internally for her final year of practicum to allow for close supervision. A third
student earned less than an overall rating of 3 in Consultation/Education, Management/
Supervision and Professional Behavior. Administrative review of this student’s performance
and ratings found her to be at expected level or above and deemed ready to move forward
with internship.
There were no students with an overall rating less than 3 on the QPR in the Relationship
competency area.
Global Evaluation of Pass on the CCE: A total of 27 students passed their Clinical
Comprehensive Examination during this reporting period. 18 students passed on the first
attempt, 2 students passed conditionally in the Assessment competency, 3 students passed
conditionally in the Intervention competency, 1 student passed conditionally in the
Sanitization requirement, and 1 student passed conditionally in the Assessment/Intervention
competencies combined. All students who passed conditionally in a given area subsequently
passed on retake or follow-up in these areas. Two students failed the Assessment
competency initially and subsequently passed this requirement. Two other students deferred
taking the CCE to next year and another student withdrew from the program.
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Completion of the Assessment Portfolio: All 4th Year students met this requirement prior to
leaving for internship.
Completion of the CEMS Portfolio (completion of required Activity Reports constitutes the
CEMS Portfolio): All 4th Year students met this requirement prior to leaving for internship.
ASSESSMENT FINDINGS – Annual Review of Student Performance
First Year Annual Review:
A student’s performance was found to be unsatisfactory. She had not remediated a required
course nor followed through with the DCT for Practicum. She was subsequently taken off the
accelerated track and completed all required remediation.
A student on the accelerated track was asked to meet with her academic advisor regarding
professional development.
A student was instructed to follow-up with her academic advisor regarding a disrespectful
attitude.
A student was instructed to follow-up with her academic advisor regarding unprofessional
demeanor, unprofessional relationships and interpersonal style.
A student was instructed to follow-up with her academic advisor regarding attendance problems
in practicum, difficulty building rapport, and disorganization in data gathering. This resulted in
two follow-up meetings with her academic advisor, second year practicum supervisor and the
DCT. The student worked up to performing at expected level with no follow-up required.
Second Year Annual Review:
A student was identified with clinical concerns in practicum. A required mid-year review was
conducted by the faculty advisor which indicated satisfactory progress and resolution of initial
concerns.
Third Year Annual Review:
A student with problems meeting dissertation deadlines, writing assessment reports in
Practicum, professional conduct, stress management and health concerns received extensive
coaching from the faculty advisor. The student developed a detailed plan and was approved to
extend the doctoral program to address these concerns.
A student was directed to resources for a disability and was later approved to take a leave of
absence due to family concerns.
A student failed his Internship Readiness Review due to not submitting a full dissertation draft.
He was otherwise performing satisfactorily. He is delayed a year in applying for internship and
must complete his dissertation draft in the next year.
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A student was approved to slow down his doctoral program to engage in self-care to help with
performance difficulties in multiple areas. He will complete his dissertation draft and complete
the CCE next year in the fourth year.
Fourth Year Annual Review:
A student who did not match for internship in March 2011 was approved to extend the doctoral
program. The student reapplied for internship in Fall 2011 and was matched in March 2012.
A student experiencing significant health problems withdrew from the program in Fall 2012.
A student with significant family issues was approved to extend the doctoral program and
submitted a detailed plan up to graduation.
A second student who did not match for internship in March 2011 then experienced difficulty
with completing and defending the dissertation. The student was approved to extend the
doctoral program and completed the dissertation requirements. The student reapplied for
internship in Fall 2011 but failed to match again in March 2012. The student worked with the
OCT to develop a local internship experience for the student.
A student who had not completed a required course to be eligible for internship completed the
course in Spring 2012.
NOTE: Students with at least a 3.80 GPA and an overall rating of at least 4.0 on the final
Quarterly Progress Report received a Letter of Commendation.
3. RESPONSE TO ASSESSMENT FINDINGS: As part of Wright State University’s conversion from
a quarter-to-semester (Q2S) curriculum, SOPP continued to develop the program’s academic
calendar and modify course syllabi for review by the Graduate Council. The program is on track
for full implementation of the Q2S conversion in Fall Semester 2012.
During the 2011-12 year, the administrative structure of SOPP was reorganized. Dr. La
Pearl Logan Winfrey assumed full duties as Associate Dean and Program Director while
exercising supervision of a newly-created Director of Clinical Training position which became
effective July 1, 2012.
4. ASSESSMENT ACTIVITIES FOR COMING YEAR: We will assess the same learning outcomes
and employ the same measures identified in this report during the upcoming assessment year.
For Program Goal #2: To train culturally competent clinical psychologists, we will add an
outcome metric: average of student ratings of diversity coverage in each SOPP course.
In 2012-13, the Curriculum and Clinical Training Committees will benchmark other
doctoral clinical psychology (PsyD) programs relative to course curriculum, practicum,
internship, etc. for comparison purposes and to identify best practices that may be adopted by
SOPP.
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We will update our Alumni Survey for use in Summer 2013 to coincide with
administering our New Graduate and Satisfaction with the Doctoral Program surveys. In
addition, we will administer our Program Evaluation survey to current SOPP students in Summer
2013.
5. UNIVERSITY LEARNING OUTCOME ASSESSMENT: SOPP will assess two University Learning
Outcomes in its required courses. For 2014-15, the doctoral program will assess the outcome,
“Demonstrate global and multicultural competence”. Data related to PSI 8190, Multicultural
Lab; PSI 9800, Diversity Integration I; and PSI 9810, Diversity Integration II will be reviewed to
assess this outcome.
In 2015-16, we will assess the outcome, “Demonstrate understanding of contemporary
social and ethical issues”. Data related to PSI 8030, Social Psychology and PSI 9660, Professional
Ethics will be reviewed to assess this outcome.
Enclosure:
Student Admissions, Outcomes and Other Data
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