CWU – PSYCHOLOGY STRATEGIC PLAN 2012-13
CORE THEME: 1. TEACHING AND LEARNING
OBJECTIVE 1.1 Enhance student success by continually improving the curricular, co-curricular, and extracurricular programs.
Outcomes
Indicators
Expected
Responsible
Key Strategies/
Budget/Resource
Outcome
Performance
Reporting Unit
Initiatives
Analysis
Assessment
Level
(Criterion)
Assess and
improve our
undergraduate
and graduate
curricula.
Record of curriculum
improvements
resulting from
a. reviews of
standards of
professional
associations**
b. surveys of journal
articles on
curriculum in
psychology
c. student
performance on
the Major Field
Test.
All graduate
programs maintain
appropriate state
and professional
association
approval status.
All courses and
degree programs
reviewed by
appropriate
department
committee at least
biennially.
Record and
implement all
recommended
curriculum
changes
Graduate
Program
Directors
Graduate
Program
Directors,
Undergraduate
Curriculum
Committee (UCC)
Graduate
Program
Directors,
Undergraduate
Curriculum
Committee (UCC)
Ensure graduate
programs meet
applicable
association
standards
Program accreditation
fees, varies by
program
Act on
recommendations of
program directors
and UCC
No new budgetary
impact expected
Act on
recommendations of
program directors
and UCC
No new budgetary
impact expected
School
Psychology:
Submitted
materials for
renewal of
NASP
accreditation
Mental Health
Counseling: In
process of
preparing
materials for
renewal of
CACREP
accreditation
Applied
Behavior
Analysis:
Preparing
materials for
initial
accreditation
by BACB
Received
approval to
move ABA to
it’s own
separate
master’s
degree
Received
Revised July 24, 16, p. 1
approval of
curriculum
changes to
undergraduate
program. In
process of
preparing
curriculum
request for
further
changes.
CWU averages on
MFT content areas
consistent with
national averages.
Department Chair
Identify areas of
weakness on MFT
and discuss possible
remedies with
department
No new budgetary
impact expected
Averages on
MFT slightly
below national
averages (48th
– 49th
percentiles)
Survey of student
estimates of course
effectiveness
All average ratings
of course
effectiveness
above 4 on 7-point
scale on Senior
Survey
Assessment
Committee
Identify classes with
low ratings and
discuss possible
remedies with
department
No new budgetary
impact expected
Data not
available
Review of syllabi,
assignments, and
student learning
objectives at
department’s peer
evaluation retreat in
spring quarter
One class per
faculty member is
reviewed at
department’s
annual peer
evaluation retreat
Faculty member
Schedule department
assessment retreat
or direct faculty to get
together in small
groups for peer
assessment
No new budgetary
impact expected
84% of faculty
members had
syllabi and
course
materials
reviewed at
the
department’s
peer
evaluation
retreat
Revised July 24, 16, p. 2
Promote effective
teaching
Student Evaluation
of Instruction (SEOI)
administered for
every class and
reported in
reappointment,
merit, and posttenure reviews.
Annual peer
observation of
teaching for tenuretrack (TT)
probationary faculty
Annual evaluation of
all non tenure-track
(NTT) faculty
All teaching
evaluations will be
consistent with
college and
university norms
Institutional
Assessment
Department chair will
identify low SEOIs
and discuss
remedies with
applicable faculty
member(s)
No new budgetary
impact expected
Spring 2013
SEOIs Form
A: Student
Learning
Environment
(SLE) = 71%
at or above
college
averages.
Teaching for
Student
Learning
(TSL) = 78%
at or above
college
averages.
Form W: SLE
= 72% at or
above college
averages. TSL
= 66% at or
above college
averages.
Personnel
Committee
Department chair
and personnel
committee will review
teaching
commendations and
recommendations
with all faculty
members under
review. Constructive
guidance or training
will be given where
appropriate.
No new budgetary
impact expected
Peer
observation
and feedback
given to 50%
of TT
probationary
faculty
Personnel
Committee
Department chair
and personnel
committee will review
teaching
No new budgetary
impact expected
Completion of
peer observation
and summary for
all TT probationary
faculty
Satisfactory
performance or
100% of NTT
faculty
received a
Revised July 24, 16, p. 3
higher for all NTT
faculty
Promote
excellence in
learning to
prepare students
for careers and
advanced study
ETS Major Field
Test taken by
graduating seniors
Completion of
portfolio by
graduating majors in
PSY 489
Presentation in PSY
489 on career
options and/or
graduate programs
Graduate program
committees and
undergraduate
advisement
committee (UAC)
assess advisory
materials,
assignment of
students to advisors,
CWU averages on
MFT content areas
consistent with
national averages.
Department Chair
All graduating
majors will submit
a completed
portfolio
PSY 489
instructor and
Assessment
Committee
All graduating
majors will prepare
and deliver a
satisfactory
presentation in
PSY 489
PSY 489
instructor
Annual review of
all advisory
materials, assure
all students
assigned to an
advisor are
advised at entry to
major and
registration hold
Graduate
Program
Directors, UAC,
Department
Secretary, Faculty
advisors
commendations and
recommendations
with all faculty
members under
review. Constructive
guidance or training
will be given where
appropriate.
Identify areas of
weakness on MFT
and discuss possible
remedies
satisfactory
evaluation
No new budgetary
impact expected
Averages on
MFT slightly
below national
averages (48th
– 49th
percentiles)
(2011-12 data)
Introduce students to
portfolio requirement
in PSY 200
No new budgetary
impact expected
100% of
graduating
majors
submitted
portfolios
PSY 489 instructor
will provide students
with guidance on
how to research
career and graduate
school options in
psychology
No new budgetary
impact expected
99% of
graduating
majors gave a
satisfactory
presentation in
PSY 489
(2011-12 data)
Communicate
advising expectations
to all faculty advisors
No new budgetary
impact expected
Data not
available
Revised July 24, 16, p. 4
advisement at major
mileposts.
points.
CORE THEME: 2. INCLUSIVENESS AND DIVERSITY
OBJECTIVE 2.2 Increase faculty, staff, and student diversity by active programs of recruitment and retention for members of
underrepresented groups.
Outcomes
Indicators
Expected
Responsible
Key Strategies/
Budget/Resource
Outcome
Performance
Reporting Unit
Initiatives
Analysis
Assessment
Level
(Criterion)
Pursue diversity
goals by
attracting
women and
minority
students and
faculty
members and
by increasing
student and
faculty contact
with diverse
populations.
Number of
faculty searches
conforming to
OEO guidelines
for recruiting
women and
minority faculty
members.
All faculty
searches
conform to OEO
guidelines
Human Resources
Seek advertising
venues that target
women and/or
minorities
No new budgetary
impact expected
Compare
proportion of
women and
minority faculty
and students with
availability and
university
averages.
Departmental
proportions of
women and
minority faculty at
least within one
person of
availability
institutional
averages,
students within
5% of university
averages.
Institutional
Research
Actively recruit
women and minority
faculty/students to
join the psychology
department
Cost of advertising
and recruitment
materials – no
budget estimate
available at this time
All faculty searches
conformed to OEO
guidelines
71% of psychology
majors are female;
26% are minorities.
66% of full-time
faculty are female;
4% are minorities.
No data available on
university averages.
Revised July 24, 16, p. 5
OBJECTIVE 2.3: Ensure that CWU has an inclusive and diverse curriculum.
Outcomes
Indicators
Expected
Responsible
Performance
Reporting Unit
Level
(Criterion)
Maintain a
diverse and
inclusive
curriculum
Key Strategies/
Initiatives
Budget/Resource
Analysis
Outcome
Assessment
Presence of
cross-cultural
and diversity
content in
psychology
curriculum.
Cross-cultural and
diversity content
in at least one
required course in
each degree
program.
UCC, Graduate
Program Directors
Department chair
will communicate
the need for
cross-cultural and
diversity content
in psychology
curriculum
No new budgetary
impact expected
All undergraduate and
graduate programs
include diversity
content in at least one
required course.
Number of
faculty and/or
student papers,
presentations
and professional
activities with
diversity themes.
At least three
papers,
presentations, and
professional
activities per year
with diversity
themes within the
department.
Faculty,
Department Chair
Faculty and
students will be
encouraged to
address diversity
themes in their
research
No new budgetary
impact expected
20 publication and
presentations within
the department had a
diversity theme.
Field placements
and internships
involve contact
with minority or
diverse
populations
At least half of all
field placements
and internships
yield contact with
minority or diverse
populations.
Graduate
Program
Directors, Faculty
Encourage
graduate
program directors
and faculty
supervisors to
locate
appropriate
field/internship
placement sites.
Cost of travel to
potential
field/internship sites –
no budget estimate
available at this time
100% of graduate
student field
placements/internships
included contact with
minority or diverse
populations.
Revised July 24, 16, p. 6
CORE THEME: 3. SCHOLARSHIP AND CREATIVE EXPRESSION
OBJECTIVE 3.1 Increase the emphasis on and the opportunities for students, faculty and staff to participate in research, scholarship, and
creative expression activities.
Outcomes
Indicators
Expected
Responsible
Key Strategies/
Budget/Resource
Outcome
Performance
Reporting Unit
Initiatives
Analysis
Assessment
Level
(Criterion)
Support
involvement of
undergraduate
and graduate
students in
psychological
research
Count
professional
meeting papers
and
presentations
with student
authors and coauthors
Count student
and faculty
participation in
local symposia,
poster sessions,
SOURCE.
Count student
members of
faculty research
teams.
Count student
At least one third
of faculty papers
and
presentations
have student coauthors.
At least five
psychology
students and/or
faculty will
participate In
SOURCE or
other local
research
presentation
venues
At least ten
psychology
majors and/or
graduate
students will be
members of
faculty research
teams
At least ten
Faculty
Encourage faculty to
involve students in
their research
Funding for faculty
and student travel to
professional
conferences – no
budget estimate
available at this time
45% of faculty
papers and
presentations had
student co-authors.
Faculty, SOURCE
10 hour service
learning and/or
research assistant
requirement for all
psychology majors
Funding for student
research (i.e. travel,
materials, other
research expenses).
No budget estimate
available at this time
16 psychology
presentations at
SOURCE; actual
number of
psychology
participants not
available.
Faculty
Safari
10 hour service
learning and/or
research assistant
requirement for all
psychology majors
Faculty advisors can
inform advisees
No new budgetary
impact expected
68 psychology
students were
members of faculty
research teams
No new budgetary
Over 100
Revised July 24, 16, p. 7
enrollment in
directed research
credits
Inspect Senior
Portfolios for
evidence of
research
proposal
Support faculty
teaching,
scholarship, and
professional
development
activities.
Confirm
completion of a
research thesis
or project for
graduate
students.
Number of
graduate
assistants to
support faculty
teaching and
research
Count number of
applications for
internal research
and scholarship
funding.
psychology
majors and/or
graduate
students will be
enrolled in
directed research
credits each
quarter
Every graduating
psychology major
will have
developed a
research
proposal
about directed
research options
Assessment
Committee
Require students to
develop research
proposals in PSY
300
Research thesis or
project (PSY 700)
required for all
psychology graduate
degrees
Every graduate
student will
create and
complete a
research thesis
or project
Graduate Studies
Minimum of 18
full-time (20
hrs/week)
graduate
assistants
annually
Graduate Studies
Fund additional
graduate
assistantships
At least 25% of
tenure and
tenure-track
faculty apply for
internal research
Faculty/Chair
Inform faculty of
internal research
funding opportunities
impact expected
psychology students
enrolled in directed
research last year
(an average of 33+
per quarter).
No new budgetary
impact expected
No new budgetary
impact expected
Approximately
$10,000 per
graduate assistant,
total additional
needed = $30,000
(beyond 2011-12
allocation)
97% of graduating
psychology majors
developed a
research proposal
(2011-12 data).
100% of graduate
students who
graduated last year
completed a
research
thesis/project
15 graduate
assistants were
funded in the
department in last
year.
Data not available
No budget resources
needed for
applications. Budget
resources needed
for actual funding of
Revised July 24, 16, p. 8
and scholarship
funding per year.
applications are
unknown.
Data not available
Count number of
applications for
external research
and scholarship
funding.
At least 10% of
tenure and
tenure-track
faculty apply for
external research
and scholarship
funding in two
years
Count number of
infrastructure
(equipment,
materials,
facilities)
requests fulfilled
(internal and
external
sources).
Highest priority
infrastructure
project
completed with
each program
review cycle
Count number
and type of
psychology
faculty
professional
development
funded by the
university
All tenuretrack/tenured
faculty members
engage in at
least one activity
per year funded
by individual
professional
development
fund.
Monitor
department staff
positions
All department
staff positions
filled
Faculty/Chair
Engineering
Technician/Faculty
Department
Secretary
Encourage faculty to
seek external grants.
Graduate studies
and dean’s office
informs faculty of
external grant
opportunities
No budget resources
needed for
applications. Budget
resources needed
for actual funding of
applications are
unknown.
Submit infrastructure
priorities to dean
and other
administrative
offices, as
appropriate
Budget resources
needed are
unknown.
Inform faculty of
university funding
sources/amounts for
professional
development
Fill staff vacancies
as they occur
Department
Secretary
Budget resources
needed for actual
funding of
applications are
unknown.
No budget resources
are currently
needed.
Data not available
Data not available
All staff vacancies
were filled
Revised July 24, 16, p. 9
CORE THEME: 4. PUBLIC SERVICE AND COMMUNITY ENGAGEMENT
OBJECTIVE 4.1 Enhance the commitment and the level of cooperation between the university and external communities.
Outcomes
Indicators
Expected
Responsible
Key Strategies/
Budget/Resource
Performance
Reporting Unit
Initiatives
Analysis
Level
(Criterion)
Support student
participation in
service learning
activities that
benefit the
community
Courses with
service learning
requirement or
other
opportunities for
psychology
majors.
Number of
undergraduate
majors who
participated in a
service, research
assistant or
internship
opportunity.
Number of
graduate
students in
applied programs
who participate in
a practica or
internship
opportunity
Serve as a
center for
psychological
Number of
graduate
Every graduating
student has the
opportunity to
participate in a
service learning
opportunity.
100% of
undergraduate
majors will
participate in a
service, research
assistant or
internship
opportunity.
100% of
graduate
students in
applied programs
will participate in
a practica or
internship
opportunity.
Faculty/Chair
Department Chair
Graduate Program
Directors
10 hour service
learning and/or
research assistant
requirement for all
psychology majors
No budget resources
needed for counting
courses. Budget
resources needed
for actual funding of
new courses are
unknown.
10 hour service
learning and/or
research assistant
requirement for all
psychology majors
No budget resources
needed.
Require internships
in all applied
graduate programs.
Cost of faculty travel
to internship sites –
budget amount
needed varies by
program and site
100% of graduate
students in applied
programs
participated in a
practica or internship
opportunity.
Approximately
$160,000
9 MHC graduate
students accepted
Ensure availability of
internship
opportunities for
graduate students
Graduate Studies
12-16 MHC
Outcome
Assessment
Reinstate two TT
positions taken from
100% of graduating
psychology majors
had an opportunity
to participate in
service learning
96% of graduating
psychology majors
participated in a
service, research
assistant or
internship
opportunity (2011-12
data)
Revised July 24, 16, p. 10
and counseling
services to the
community and
region
students in MHC
admitted each
year
Number of
graduate
students per
faculty supervisor
enrolled in MHC
practica
Number of client
hours per week
Number of
community
clients served in
CCPAC
graduate
students
admitted
annually
Maximum of 4
each quarter per
faculty supervisor
10 to 12 client
hours/week per
MHC graduate
student
Average of 20
community
clients or more
served in
CCPAC in
quarters when
PSY 593C is
offered
the department in
2010-2011 and
conduct successful
searches for both
positions
MHC Program
Director
MHC Program
Director
MHC Program
Director
admission last year
Reinstate two TT
positions taken from
the department in
2010-2011 and
conduct successful
searches for both
positions
Approximately
$160,000
All faculty
supervisors in MHC
had 4 or fewer
supervisees in
practica each
quarter
Advertise availability
of free counseling
services to students
and community
members
Cost of advertising
unknown
Advertise availability
of free counseling
services to students
and community
members
Cost of advertising
unknown
Data not available
Data not available
Revised July 24, 16, p. 11
CORE THEME: 5. RESOURCE DEVELOPMENT & STEWARDSHIP
OBJECTIVE 5.3 Ensure the University has human resources necessary to accomplish all university objectives.
Outcomes
Indicators
Expected
Responsible
Key Strategies/
Budget/Resource
Performance
Reporting Unit
Initiatives
Analysis
Level
(Criterion)
Ensure faculty
staffing
adequate to
support timely
delivery of all
courses and
programs at all
locations in
which we offer
our programs
(including our
online major).
Number of
undergraduate
psychology
courses offered
each quarter at
each location
Each core major
class should be
offered an
average of at
least three times
a quarter in
Ellensburg and
at least once a
quarter in the
other locations
(Des Moines and
online).
Institutional
Research,
Department Chair
At least two
classes from
each major
group should be
offered each
quarter in
Ellensburg. At
least one class
from each major
group should be
offered each
quarter in other
locations (Des
Moines and
online)
Department Chair
Ensure sufficient
faculty by reinstating
two TT positions
taken from the
department in 20102011 and conduct
successful searches
for both positions
Maintain current
levels of adjunct
instruction
Ensure sufficient
faculty by reinstating
two TT positions
taken from the
department in 20102011 and conduct
successful searches
for both positions
Maintain current
levels of adjunct
instruction
Approximately
$160,000
(also listed in
Objective 4.1)
Outcome
Assessment
Each core class was
offered an average of
1 to 3 times per
quarter in Ellensburg
and 1 to 2 times a
year at other
locations.
No new budgetary
impact expected
other than what is
needed for across
the board salary
increases (if
received)
Approximately
$160,000
(also listed in
Objective 4.1)
At least one class
from each major
group was offered
each quarter in
Ellensburg and at
other locations.
No new budgetary
impact expected
other than what is
needed for across
the board salary
increases (if
received)
Revised July 24, 16, p. 12
Number of
graduate
psychology
courses offered
each quarter
Graduate class
offerings each
quarter should
be sufficient to
allow all
graduate
students to
maintain full-time
status
Graduate Program
Directors
Consistent with
college
averages: 40 in
lower division
classes (in
person), 25 in
upper division
classes (in
person), 25 in
online classes
(all
undergraduate
levels), and 10 in
graduate classes
Institutional
Research
Number of
students on
waitlists for
psychology
courses
No waitlist
should exceed
more than ¼ of
the course
enrollment limit
Institutional
Research
Percentage of
psychology
majors and
graduate
students who
All psychology
students should
complete their
degree within the
following time
Institutional
Research
Class sizes
Ensure sufficient
faculty by reinstating
two TT positions
taken from the
department in 20102011 and conduct
successful searches
for both positions
Ensure sufficient
faculty by reinstating
two TT positions
taken from the
department in 20102011 and conduct
successful searches
for both positions
Maintain current
levels of adjunct
instruction
Approximately
$160,000
(also listed in
Objective 4.1)
All graduate students
who wished to
maintain full-time
status were able to
do so
Approximately
$160,000
(also listed in
Objective 4.1)
Data not available
No new budgetary
impact expected
other than what is
needed for across
the board salary
increases (if
received)
Data not available
Ongoing academic
advising by faculty;
support for advising
by providing
appropriate
Additional funding for
faculty to maintain or
increase the number
of classes taught and
also support
reallocation of
47% of
undergraduate
psychology majors
graduated in 4 or
fewer years; no data
Revised July 24, 16, p. 13
complete their
degrees within
expected time
period
limits: 4 years for
undergraduate
majors, 2 years
for graduate
students in MS
experimental and
MHC, and 3
years for
graduate
students in Ed.S.
school
psychology
program
Ratio of full time
to part time
faculty
At least 80% of
classes are
taught by fulltime faculty
Ratio of TT to
NTT faculty
At least 70% of
classes are
taught by TT
faculty
Institutional
Research,
Department Chair
workload units
workload units from
classroom instruction
to advising.
Budgetary resources
unknown
available for
individual graduate
programs
Ensure sufficient
faculty by reinstating
two TT positions
taken from the
department in 20102011 and conduct
successful searches
for both positions
Approximately
$160,000
(also listed in
Objective 4.1)
Data not available
Maintain current
levels of adjunct
instruction
No new budgetary
impact expected
other than what is
needed for across
the board salary
increases (if
received)
Data not available
Revised July 24, 16, p. 14