PSU
Priorities
PSU
Goals
Improve Student Success:
#1: Increase the rate of completion for
#2: Identify specific and measurable undergraduate
Expand Innovative Scholarship:
#3: Create and nurture high quality research and academic programs that clearly demonstrate and
Enhance Educational Opportunity:
#4: Develop and support pathway programs to increase participation in higher education for undergraduate students. learning objectives integrated across majors and general education demonstrating the value of students’ learning experiences, especially including the impact of engagement. differentiate Portland State on a national and international basis. In doing so, we will create a magnet for students and faculty, provide evidence of our leadership position, and build credibility and influence for programs beyond those selected for advancement. The impact of this goal has potential for affecting the other two priorities.
Portland’s diverse population.
See Results/Status below. Metric/
Targets
Results/
Status for
2008-2009
PSU
Initiatives
(1) Determine metrics and targets for demonstrating progress in each of the four institutional goals.
(2) Synthesize and coordinate units’ initiatives related to each goal.
(3) Document progress in meeting the targets for each goal.
Establish the First Steps for
Student Success & Retention
Group to identify where resources should be focused to increase retention
The Institutional Assessment
Council is refining learning objectives.
A. Implement a process for advancing/nurturing high quality academic and scholarship programs that demonstrate Portland State’s leadership in engagement
B. Sustainability is the initial theme selected for investment. A regional and global issue, sustainability is a theme that runs through many of our academic programs and will help define PSU regionally and beyond. Up to seven new faculty members will be recruited to support this theme.
To be determined for the five initiatives listed above. Metrics/
Targets
Results/
Status
A working group will (a) identify impediments to fuller participation in higher education, (b) inventory programs that have proven effective in facilitating movement into higher education, and
(c) recommend where resources would best be focused.
2007-08 Results: The First
Steps for Student Success and Retention work group developed 11 recommendations – both immediate and long term to address policy and practice related to student retention.
The proposal was reviewed and endorsed by CADs
For 2008-2009:
Review FSSSR recommendations with faculty governance and begin to implement recommendations.
2007-2008 Results: The A.
A. For 2008-2009: Implement the program
Institutional Assessment Council identified 7 learning outcomes for Faculty Senate Review in
October.
For 2008-2009: Departments are mapping these learning outcomes onto their curriculum and determining how to assess learning in selected outcomes. development/investment process described by the
Program Advancement Working Group.
B.
2007-2008 Results: Faculty from across the campus participating in sustainability research and instruction have identified four areas of focus for our work in sustainability. Portland State receives a $25M award from the Miller Foundation. New faculty are hired in ARCH,
ESR/ECON, and CE/CHEM specifically to address the sustainability initiative, with several additional related faculty hires from among the 21 new tenure-track positions from 2007-2009 investment funds. A search was initiated for the Director of the Center for Sustainable
Processes and Practices.
For 2008-2009: Establish a governance model, develop a strategic programmatic investment process for allocation of the Miller gift, begin program development activities, and recruit a director of the Center for Sustainable
Processes and Practices.
A.
2007-08: Begin investigation and discussions on the feasibility of offering a guaranteed tuition program to enhance the participation of underrepresented groups.
For 2008-09: Address the three initiatives identified in President Wiewel’s
“Opportunity” theme.
1.
2.
Continue to investigate the viability of a guaranteed tuition program in collaboration with our community college partners.
Develop a plan for expanding on-line programming and begin implementation.
3.
Develop strategic partnerships and work plans with selected regional K-12 districts.

Portland State
Goals
#1: Increase the rate of completion for undergraduate students.
#2: Identify specific and measurable undergraduate learning objectives integrated across majors and general education demonstrating the value of students’ learning experiences, especially including the impact of engagement.
#3: Create and nurture high quality research and academic programs that clearly demonstrate and differentiate Portland State on a national and international basis. In doing so, we will create a magnet for students and faculty, provide evidence of our leadership position, and build credibility and influence for programs beyond those selected for advancement.
#4: Develop and support pathway programs to increase participation in higher education for Portland’s diverse population.
Department
Initiatives
Goal 1 . To offer an undergraduate program well supported by an emphasis on improving student learning through skilled teaching and a strong advising system.
Portland State has proposed seven (7) campus-wide undergraduate learning objectives. These include engagement, sustainability, internationalization, critical thinking, diversity, ethics and social responsibility, and communication. Your task is to map the appropriate learning objectives onto your curriculum (See
Curriculum Map for Template B).
Priority 1 . To improve our capacity to carry out research and outreach in applied psychology.

Create and encourage forums to exchange ideas on key features of carrying out high quality research in community settings.

Create opportunities for sharing and acquiring methodological expertise.

Create structures that protect and promote our scholarship, such as a Center for Social and Community Action Research/ Coalition for Applied Research in the Community.
Expected
Outcomes

Offer opportunities for full and part-time faculty, and graduate instructors to mentor and learn from each other about teaching.

Create sequences and concentrations of courses for undergraduates that enable increasing comprehension of psychological specialties as well as career planning.

Provide multiple opportunities for participation in research projects.

Provide strong advising in multiple formats at appropriate turning points.
In completing a curriculum map of these objectives, programs will develop an understanding of the relationship between departmental and campus-wide undergraduate learning objectives with the expectation that in 2009-2010 departments will be selecting at least one of these campus-wide objectives for assessment.
Priority 2 . To encourage and sustain learning communities that spontaneously coalesce around important topics of passionate interest to clusters of faculty and students, such as occupational health psychology, developmental science and education, and applied research methodologies.

Create ongoing intellectual conversations in which these topics can bubble up.

Foster collaborations among interested faculty and graduate and undergraduate students within and across areas.

Support relationships with faculty outside of psychology and with community partners.

Offer opportunities to learn about the activities, goals, and plans of these clusters.
Metrics/Targets
/Evidence
Results/Status
A completed curriculum map by
December 1, 2009 and identification of the one objective to be assessed.

Psy 200: Psychology as a Natural Science
Psy 204: Psychology as a Social Science
Psy 300U: Personal Decision Making
Psy 310U: Psychology of Women
Psy 311U: Human Development
Psy 317: Personal and Social Adjustment
Psy 321: Research Methods
Psy 340: Principles of Behavior Analysis
Psy 342/343: Social Psychology
Psy 345: Motivation
Psy 346: Learning
Psy 347: Perception
Psy 348: Cognition
Psy 350: Counseling
Psy 361: Industrial Psychology
Psy 362: Organizational Psychology
Psy 427: History and Systems of Psychology
Psy 430: Applied Social Psychology
Psy 431U: Psychology of Men and Masculinities
Psy 432: Personality
Psy 433: Introduction to Psychological Testing
Psy 434: Introduction to Psychopathology
Psy 440: Group Process
Psy 444: Job Analysis
Psy 445: Employee Development
Psy 447: Personnel Psychology
Psy 448: Psychology of Work Motivation
Psy 451: Physiological Psychology
Psy 454: Experimental Psychology
Psy 459U: Infant Development
Psy 460: Child Psychology
Psy 461: Psychology of Adolescence and Early Maturity
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Critical Thinking
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Ethics & Social
Responsibility
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Communication
3
3
3
3
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
Internationalization
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Diversity
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Engagement
3
3
3
3
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
Sustainability
2
2
2
2

Psy 462: Psychology of Adult Development and Aging
Psy 464: Developmental Psychopathology
3
3
3
3
3
3
3
3
2
2
Psy 465: Applied Developmental Psychology 3 3 3 3 2
Psy 467: Work and Family
Psy 468: Social Development
3
3
3
3
3
3
3
3
2
2
Psy 471: Health Psychology 3 3 3 3 2
Psy 478: Leadership and Group Effectiveness 3 3 3 3 2
Psy 479U: Women and Organizational Psychology
Psy 480/481/482: Community Psychology
3
3
3
3
3
3
3
3
2
2
Psy 485: Self-modification of Behavior 3 3 3 3 2
Psy 487: Life-span Development 3 3 3 3 2
Psy 493: Decision Making Laboratory
Psy 495: Psychological Test Construction
3
3
3
3
Psy 497: Applied Survey Research 3 3
Psy 498: Field Observation Methods 3 3
Stat 243/244: Intro to Probability and Statistics 3 3
Please indicate level at which outcome is addressed in each course:
3
3
3
3
3
3
3
3
3
3
2
2
2
2
2
0 = this outcome is not addressed in this course
1 = students are introduced to concepts related to this outcome
2 = students are given opportunities to practice using knowledge, skills, attitudes related to this outcome
3 = students learn to integrate and synthesize in the area of this outcome; it represents a major theme of the course
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3

PSU Priorities
Department,
Division or
Center Goals
Department
Initiatives
Improve Student Success: Expand Innovative Scholarship: Enhance Educational Opportunity:
Goal 1 . To offer an undergraduate program well supported by an emphasis on improving student learning through skilled teaching and a strong advising system.

Offer opportunities for full and part-time faculty, and graduate instructors to mentor and learn from each other about teaching.

Create sequences and concentrations of courses for undergraduates that enable increasing comprehension of psychological specialties as well as career planning.

Provide multiple opportunities for participation in research projects.

Provide strong advising in multiple formats at appropriate turning points.
Priority 1 . To improve our capacity to carry out research and outreach in applied psychology.

Create and encourage forums to exchange ideas on key features of carrying out high quality research in community settings.

Create opportunities for sharing and acquiring methodological expertise.

Create structures that protect and promote our scholarship, such as a Center for Social and Community
Action Research/ Coalition for Applied Research in the
Community.
Priority 2 . To encourage and sustain learning communities that spontaneously coalesce around important topics of passionate interest to clusters of faculty and students, such as occupational health psychology, developmental science and education, and applied research methodologies.

Create ongoing intellectual conversations in which these topics can bubble up.

Foster collaborations among interested faculty and graduate and undergraduate students within and across areas.

Support relationships with faculty outside of psychology and with community partners.

Offer opportunities to learn about the activities, goals, and plans of these clusters.
a. Advising
Document current system and responsibilities
Determine what we can feasibly maintain
Figure out how to create a bridge from current UG Chair to future
Check in with Pete Collier about resources and ideas
Peer mentoring b. Assessment
Build on national standards and prior efforts
Prepare to assess student reaction to revised advising system
Prepare to assess learning outcomes: methodology
Determine resources needed to complete assessments

Expected
Outcomes
Obtain resources
Complete assessments, incorporate feedback into program
Plan future assessments of learning outcomes, student experiences, and post-BA outcomes
Consider integration with teaching evaluations and part-time faculty experiences c. Curriculum
Identify or create concentrations of courses leading to different careers (BA, grad school, other degrees, e.g., education, social work)
Organize steps, including coursework, practica, field experiences, research, etc.
Consider certificate programs
Plan PSY207 Vocational and Career
Development
Adjust requirements, e.g., no. of hours, use of by-arrangements to meet electives
Link to University Studies; link to
Capstones
Identify resources need to accomplish this curriculum d. Extra-curricular enrichment
Integrate, systematize, prioritize extracurricular activities
Honors program
Psi Chi
Research track
Capstones, e.g., Community
Psychology
Practica
By-arrangements
Psychology Interest Clubs
Determine feasibility of activities
Identify resources needed to support them a. Feedback from students about revisions to advising system b. Completion of assessment plan and request for resources to implement it c. Completion of curriculum revisions and staffing plan d. Identification of student opportunities and staffing plan
Metrics/Targets
/Evidence
Results/Status
Have innovative advising system
Have assessment plan
Have conducted assessments

Institutional Priorities
Modified PSU Goal
Dept. Learning
Objectives
Student Success: Make learning meaningful, relevant, and authentic through active engagement with faculty, other students, and significant issues affecting communities near and far. This engagement is an important element in a comprehensive approach to enhancing student learning, preparing students for success in their personal and professional lives, and supporting higher rates of retention, graduation, and applications for continuing degrees, certificates, and licenses.
Primary means of supporting students’ success include: (1) offering high quality programs that establish and achieve both institutional and programmatic learning outcomes; (2) assisting student integration into the experience of academic and university life; and (3) supporting students’ achievement of their academic goals.
Goal #2: Identify, implement and assess specific and measurable undergraduate learning objectives integrated across majors and general education demonstrating the value of students’ learning experiences, especially including the impact of engagement.
L.O. #1
Meta-substantive Category
(contemporary issues, synthesis of natural and social science, integrating contributions of
L.O. #2
Thinking scientifically about
Psychology
L.O. #3
Research Design and
Methodology and Statistics.
L.O. #4
Ethical Considerations in
Research.
L.O. #5
Application of Psychology to
Everyday Life. behavioral, cognitive, biological, social, and developmental psychology).
How your Learning
Objectives are conveyed to students
Metrics: Tool &
Measures
Results/Feedback loop
Please attach completed Curricular Map for Template D (below).
-To be assessed through targeted items on annual student survey (beginning
2009).
-Results were used to guide changes to course structure and content, and will inform upcoming curricular changes.
-Results will be used to frame discussions on development of the undergraduate program.
-Assessed through comparison of major and non-major performance on student work samples (2004).
-Results were used to guide changes to course structure and content, and will inform upcoming curricular changes.
-Results will be used to frame discussions on development of the undergraduate program.

Institutional Priorities
Modified PSU Goal
Dept. Learning
Objectives
Student Success: Make learning meaningful, relevant, and authentic through active engagement with faculty, other students, and significant issues affecting communities near and far. This engagement is an important element in a comprehensive approach to enhancing student learning, preparing students for success in their personal and professional lives, and supporting higher rates of retention, graduation, and applications for continuing degrees, certificates, and licenses.
Primary means of supporting students’ success include: (1) offering high quality programs that establish and achieve both institutional and programmatic learning outcomes; (2) assisting student integration into the experience of academic and university life; and (3) supporting students’ achievement of their academic goals.
Goal #2: Identify, implement and assess specific and measurable undergraduate learning objectives integrated across majors and general education demonstrating the value of students’ learning experiences, especially including the impact of engagement.
L.O. #6 L.O. #7
Group interaction skills.
L.O. #8
Diversity and cultural context. Supporting skills (database research, data presentation in a variety of formats, written summaries, effective use of relevant technologies, ability to speak and write effectively in the discourse of the discipline).
L.O. #9
Personal knowledge, insight, and skills (ability to pursue employment or graduate or professional school, evaluate personal strengths and weaknesses, confidence
to learn over lifetime).
Syllabi Syllabi Syllabi Syllabi Syllabi How your Learning
Objectives are conveyed to students
Metrics: Tool &
Measures
Results/Feedback loop

L.O. #1:
Metasubstantive
Category
L.O. #2:
Think
Scientifically about
Psychology
L.O. #3:
Research
Design and
Methodology and Statistics
L O. #4.:
Ethical
Considerations in Research
Psy 200: Psychology as a Natural Science 3 3 2 3
Psy 204: Psychology as a Social Science
Psy 300U: Personal Decision Making
3
3
3
3
2
2
3
3
Psy 310U: Psychology of Women 3 3 2 3
Psy 311U: Human Development 3 3 2 3
Psy 317: Personal and Social Adjustment 3 3 2 3
Psy 321: Research Methods
Psy 340: Principles of Behavior Analysis
3
3
3
3
3
3
3
3
Psy 342/343: Social Psychology 3 3 2 3
Psy 345: Motivation
Psy 346: Learning
3
3
3
3
2
2
3
3
Psy 347: Perception 3 3 2 3
Psy 348: Cognition 3 3 2 3
Psy 350: Counseling
Psy 361: Industrial Psychology
3
3
3
3
2
2
3
3
Psy 362: Organizational Psychology 3 3 2 3
Psy 427: History and Systems of Psychology
Psy 430: Applied Social Psychology
3
3
3
3
2
2
3
3
Psy 431U: Psychology of Men and Masculinities 3 3 2 3
Psy 432: Personality 3 3 2 3
Psy 433: Introduction to Psychological Testing
Psy 434: Introduction to Psychopathology
3
3
3
3
3
2
3
3
Psy 440: Group Process 3 3 2 3
Psy 444: Job Analysis 3 3 2 3
Psy 445: Employee Development
Psy 447: Personnel Psychology
3
3
3
3
2
2
3
3
Psy 448: Psychology of Work Motivation 3 3 2 3
Psy 451: Physiological Psychology
Psy 454: Experimental Psychology
3
3
3
3
2
3
3
3
Psy 459U: Infant Development 3 3 2 3
Psy 460: Child Psychology 3 3 2 3
L O. #5:
Application of
Psychology to
Everyday Life
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
2
2
2
2
3
3
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
3
2
2
3
2
2
L O. #6:
Supporting
Skills
L O. #7:
Group
Interaction
Skills
L O. #8:
Diversity and Cultural
Context
2
2
2
2
2
2
2
2
2
2
2
3
3
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
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3
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3
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3
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3
3
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3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
L O. #9:
Personal
Knowledge,
Insight and
Skills
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3

Psy 461: Psychology of Adolescence and Early
Maturity
Psy 462: Psychology of Adult Development and Aging
3 3 2 3 3 2
Psy 464: Developmental Psychopathology
Psy 465: Applied Developmental Psychology
3
3
3
3
3
3
2
2
2
3
3
3
3
3
3
2
2
2
Psy 467: Work and Family
Psy 468: Social Development
Psy 471: Health Psychology
Psy 478: Leadership and Group Effectiveness
3
3
3
3
3
3
3
3
2
2
2
2
3
3
3
3
3
3
3
3
2
2
2
2
Psy 479U: Women and Organizational Psychology
Psy 480/481/482: Community Psychology
3
3
3
3
2
2
3
3
3
3
2
2
Psy 485: Self-modification of Behavior
Psy 487: Life-span Development
Psy 493: Decision Making Laboratory
3
3
3
3
3
3
2
2
2
3
3
3
3
3
3
2
2
2
Psy 495: Psychological Test Construction
Psy 497: Applied Survey Research
Psy 498: Field Observation Methods
Stat 243/244: Intro to Probability and Statistics
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
*These are the same objectives you will list in Template D.
Please indicate level at which objective is addressed in each course:
0 = this objective is not addressed in this course
1 = students are introduced to concepts related to this objective
2 = students are given opportunities to practice using knowledge, skills, attitudes related to this objective
3 = students learn to integrate and synthesize in the area of this objective; it represents a major theme of the course
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3