Central Washington University
Assessment of Student Learning
Psychology Department and Program Report
Please enter the appropriate information concerning your student learning assessment activities for this year.
Academic Year of Report: 2009-10
Department: Psychology
College: COTS
Program: B.A. Psychology
1. What student learning outcomes were assessed this year, and why?
In answering this question, please identify the specific student learning outcomes you assessed this year, reasons for assessing these
outcomes, with the outcomes written in clear, measurable terms, and note how the outcomes are linked to department, college and
university mission and goals.
Our department continues to believe it is important to assess all ten of our Student Learning Objectives (SLOs) so we can keep track
of whether PSY 489 and the Senior Survey are meeting our assessment needs and whether there is a good match between PSY 489,
the Senior Survey and our Assessment Plan. Please see Appendix 1 “Psychology Student Learning Outcomes Assessment Plan” for a
list of these SLOs and a summary of the related department, college and university mission and goals. We did not revise our SLOs
during the past two academic years so these are the same ones we used in 2007-08.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing student learning. Please also specify
the population assessed, when the assessment took place, and the standard of mastery (criterion) against which you will compare your
assessment results. If appropriate, please list survey or questionnaire response rate from total population.
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
Please see Appendix 1 “Psychology Student Learning Outcomes Assessment Plan” for a summary of the methods of assessment
employed, classes in which students were assessed, and when the assessments took place. A total of 81 students completed the PSY
489 Senior Assessment class this year. This class is intended for the last quarter before a student graduates. This is the third year that
this class has been offered and the second year where it was a required class for the majority of the students enrolled (as opposed to an
elective class for students under the old major). The MFT was administered to a total of 89 graduating seniors between Summer 2009
and Spring 2010 (Ellensburg = 71, Des Moines = 18). Eighty-two graduating seniors completed the End-of-Major Senior Survey
(Ellensburg = 68, Des Moines = 13, No response = 1).
3. What was learned?
In answering this question, please report results in specific qualitative or quantitative terms, with the results linked to the outcomes
you assessed, and compared to the standard of mastery (criterion) you noted above. Please also include a concise interpretation or
analysis of the results.
July 24, 2016
1
Student Learning Outcomes
Knowledge Base of Psychology:
Demonstrate familiarity with the major
concepts, theoretical perspectives,
empirical findings, and historical trends
in psychology.
Criterion of Mastery
CWU averages on MFT content areas
consistent with national averages.
Each student will include in his or her PSY
489 portfolio and reflect upon at least one
paper rated satisfactory or higher on all
knowledge base items.
Research Methods in Psychology:
Apply basic research methods in
psychology, including research design,
data analysis, and interpretation.
CWU averages on MFT content areas
consistent with national averages.
Each student will include in his or her PSY
489 portfolio and reflect upon at least one
research proposal or completed research
study rated satisfactory or higher on all
phases of the research process.
Every graduating major will have
experience developing a research project
Critical Thinking Skills in Psychology:
Respect and use critical and creative
thinking, skeptical inquiry, and, when
possible, the scientific approach to solve
problems related to behavior and mental
processes.
CWU averages on MFT content areas
consistent with national averages.
Each student will include in his or her PSY
489 portfolio and reflect upon at least one
paper rated satisfactory or higher on all
critical thinking items.
Every graduating major will have
experience developing a research project
Application of Psychology: Apply
psychological principles to personal,
social, and organizational issues.
CWU averages on MFT content areas
consistent with national averages.
PSY 489 survey will indicate that every
graduating student has had the opportunity
to participate in a service opportunity.
July 24, 2016
Assessment Results
70th percentile rank overall on MFT
(subscale range from 42nd to 88th)
rd
73 percentile rank for Ellensburg majors
overall (N=71; subscale ranges from 43rd
to 89th)
th
57 percentile rank for Des Moines majors
overall (N=18; subscale ranges from 39th
to 83rd)
79 of 81 of PSY 489 students (97%)
(based on instructor ratings)
Measurement/ Methodology assessment
indicator percentile rank on MFT was 77th
(weighted mean across all three quarters)
77 of 81 of PSY 489 students (95%)
(based on instructor ratings)
In the Senior Survey, 78 out of 80 (97%)
seniors who responded to this item
reported they had developed a research
project
70th percentile rank overall on MFT
(subscale range from 42nd to 88th)
73rd percentile rank for Ellensburg majors
overall (N=71; subscale ranges from 43rd
to 89th)
th
57 percentile rank for Des Moines majors
overall (N=18; subscale ranges from 39th
to 83rd)
80 of 81 of PSY 489 students (98%)
(based on instructor ratings)
In the Senior Survey, 78 out of 80 (97%)
seniors who responded to this item
reported they had developed a research
project
70th percentile rank overall on MFT
(subscale range from 42nd to 88th)
73rd percentile rank for Ellensburg majors
overall (N=71; subscale ranges from 43rd
to 89th)
th
57 percentile rank for Des Moines majors
overall (N=18; subscale ranges from 39th
to 83rd)
In the Senior Survey, 40 out of 80 (50%)
students who responded to this item
reported they had an opportunity to
participate in a service opportunity
2
Each student will make a PSY 489
presentation rated satisfactory or higher on
an applied psychological theme, career
opportunity related to psychology, or a
graduate program in psychology.
Values in Psychology: Value empirical
evidence, tolerate ambiguity, act
ethically, and reflect other values that are
the underpinnings of psychology as a
science.
CWU averages on MFT content areas
consistent with national averages.
Every graduating student will have
completed a human subjects protection
certification course.
Each student will include in his or her PSY
489 portfolio and reflect upon at least one
paper or presentation rated satisfactory or
higher that reflects appropriate scientific
and ethical values.
(Need to add this criteria for the Senior
Survey in the Assessment Plan)
Information and Technological
Literacy: Demonstrate information
competence and the ability to use
computers and other technology for
many purposes.
CWU averages on MFT content areas
consistent with national averages.
Each student will include in his or her PSY
489 portfolio and reflect upon at least one
paper or presentation rated satisfactory or
higher that demonstrates appropriate use of
technology for statistics, literature review,
graphing, instructional supplement, etc.
(Need to add this criteria for the Senior
Survey in the Assessment Plan)
Communication Skills: Communicate
effectively in a variety of formats.
CWU averages on MFT content areas
consistent with national averages.
Each student will include in his or her PSY
489 portfolio and reflect upon at least one
July 24, 2016
81 of 81 of PSY 489 students (100%)
(based on instructor ratings)
70th percentile rank overall on MFT
(subscale range from 42nd to 88th)
rd
73 percentile rank for Ellensburg majors
overall (N=71; subscale ranges from 43rd
to 89th)
57th percentile rank for Des Moines majors
overall (N=18; subscale ranges from 39th
to 83rd)
In the Senior Survey, 65 out of 80 (81%)
students who responded to this item
reported they had completed the online
human subjects protection certification
78 of 81 of PSY 489 students (96%)
(based on instructor ratings)
In the Senior Survey, 80 out of 80 (100%)
reported they learned about ethical
standards of research and consider ethical
issues when developing a research
proposal
70th percentile rank overall on MFT
(subscale range from 42nd to 88th)
rd
73 percentile rank for Ellensburg majors
overall (N=71; subscale ranges from 43rd
to 89th)
th
57 percentile rank for Des Moines majors
overall (N=18; subscale ranges from 39th
to 83rd)
78 of 81 of PSY 489 students (96%)
In the Senior Survey, 81 out of 81 (100%)
students who responded to this item
reported they used information technology
in at least one paper or class assignment
70th percentile rank overall on MFT
(subscale range from 42nd to 88th)
rd
73 percentile rank for Ellensburg majors
overall (N=71; subscale ranges from 43rd
to 89th)
57th percentile rank for Des Moines majors
overall (N=18; subscale ranges from 39th
to 83rd)
79 of 81 of PSY 489 students (97%)
(based on instructor ratings)
3
paper demonstrating satisfactory APA style.
(Need to add this criteria for the Senior
Survey in the Assessment Plan)
Each student will make an oral presentation
in PSY 489 on which he or she earns
satisfactory evaluations on all presentation
style items
(Need to add this criteria for the Senior
Survey in the Assessment Plan)
Sociocultural and International
Awareness: Recognize and respect the
complexity of sociocultural and
international diversity.
CWU averages on MFT content areas
consistent with national averages.
PSY 489 survey will indicate that every
graduating student has successfully
completed courses that include research on
sociocultural influences on behavior and
attitudes toward diverse groups.
Personal Development: Develop insight
into their own and others’ behavior and
mental processes and apply effective
strategies for self-management and selfimprovement.
Each student will make a personal mission
statement presentation in PSY 489.
Each student will make a PSY 489
presentation rated satisfactory or higher on
an applied psychological theme, career
opportunity related to psychology, or a
graduate program in psychology.
(Need to add this criteria for the Senior
Survey in the Assessment Plan)
Career Planning and Development:
Pursue realistic ideas about how to
implement their psychological
knowledge, skills, and values in
occupational pursuits in a variety of
settings.
July 24, 2016
In the Senior Survey, 80 out of 80 (100%)
students who responded to this item
reported they wrote at least one
satisfactory paper in APA style
81 of 81 of PSY 489 students (100%)
(based on instructor ratings)
In the Senior Survey, 80 out of 80 (100%)
students who responded to this item
reported they made a satisfactory oral
presentation in at least one class.
70th percentile rank overall on MFT
(subscale range from 42nd to 88th)
rd
73 percentile rank for Ellensburg majors
overall (N=71; subscale ranges from 43rd
to 89th)
th
57 percentile rank for Des Moines majors
overall (N=18; subscale ranges from 39th
to 83rd)
In the Senior Survey, 75 out of 79 (94%)
who responded to the item reported they
took a class that covered sociocultural
influences on behavior and attitudes
toward diverse groups
Not assessed (required in class, was added
to the end-of-quarter faculty checklist for
this year, but majority of faculty continued
to use old checklist that did not include
this item)
81 of 81 of PSY 489 students (100%)
(based on instructor ratings)
In the Senior Survey, students were asked
to rate how well the psychology major
helped them develop insight into their own
and others’ behavior and mental processes.
On a scale of 1 (lowest) to 7 (highest),
students gave a mean rating of 6.08
Senior survey will indicate that all students
were assigned to an advisor and were
advised at entry to major and registration
hold points.
In the Senior Survey, 78 out of 81 (96%)
reported they had a Psychology Dept.
advisor. Advised at entry to major = 65
out of 80 (81%). Advised at registration
hold points = 46 out of 80 (57%)
Each student will make a PSY 489
presentation rated satisfactory or higher on
an applied psychological theme, career
opportunity related to psychology, or a
graduate program in psychology.
81 of 81 of PSY 489 students (100%)
(based on instructor ratings)
4
This assessment data suggests the following conclusions:
 Most of the recommendations that we made last year continue to apply this year.
 Our program is continuing to do an excellent job of requiring students to use APA style in at least one paper (100%),
requiring students to give a presentation on an applied psychological theme, career opportunity related to psychology, or a
graduate program in psychology (100%), requiring students to use information technology in at least one paper or class
assignment (100%), and ensuring that students learn about ethical standards of research and consider ethical issues when
developing a research proposal (100%).
 Our program is also continuing to do a very good job of exposing students to classes that include research on sociocultural
influences on behavior and attitudes toward diverse groups (94%). Based on instructor ratings of portfolios in PSY 489, we
are also largely successful at requiring students to complete a written reflection of a paper where they demonstrated a
satisfactory knowledge base in psychology (97%), critical thinking skills (98%), appropriate scientific and ethical values
(96%), and appropriate use of technology (96%), and complete at least one research project (95% to 97%). However, our
current criteria of mastery are 100% on all of the SLOs related to these activities so we do have some room for improvement
in these areas.
 Overall, our psychology graduates performed well on nearly all areas of the MFT, in comparison to a national norm including
over 300 universities. This is the second year where we analyzed the MFT results separately by location. As with last year,
it appears that the psychology majors at the CWU-Des Moines are not performing quite as well as those at the main
Ellensburg campus, though most of the Des Moines mean scores are still at or above the 50 th percentile. Though not
summarized in the above table, there is evidence of significant improvement in student performance at CWU-Des Moines in
the past year. For example, last year the largest discrepancy between the campuses in mean MFT scores were in the
“Learning and Cognition” subscores (75th percentile in Ellensburg and 53rd percentile in Des Moines). This year the
subscores on this scale are 89th percentile and 83rd percentile, respectively. We are quite pleased with this growth on both
campuses as well as the decrease in discrepancy between the campuses. We attribute the strong student performance on
Learning and Cognition largely to increased emphasis within our major (both classes are required) and the increased rigor of
these courses in Des Moines since the addition of a tenure-track faculty member on that campus. Interestingly, on both
campuses, the lowest subscore was in “Clinical, Abnormal, and Personality” (43rd percentile in Ellensburg and 39th percentile
in Des Moines). However, when we examine the percent of items correct on the Assessment Indicator for Clinical and
Abnormal, CWU students actually answered a higher percentage of items correctly on this indicator (67%) than any other
area. Therefore, we have surmised that other campuses tend to emphasize the clinical, abnormal, and personality content in
their majors more that we do at CWU, resulting on our relatively lower performance when compared to all campuses.
 Though we firmly believe that the MFT is important, the data from this assessment does not currently provide meaningful
information about most of our SLOs, with the exception of the first two goals related to the knowledge base and research
methods in psychology. Part of the problem is that the subscores provided by the MFT are clusters of two to five subject
areas each and it is not possible to tease out more specific data by individual subject area. Furthermore, our major has not
included these content areas in our required courses. However, our newly revised major, which begins in Fall 2010, includes
more of the content areas on the MFT (such as clinical, personality, abnormal, developmental, and social). Our hope is that
this change to our major will be reflected in increased scores on previously lower MFT scales.
 As noted in the past two years, the use of grades does not appear to be a very meaningful criterion in this assessment process.
In last year’s report, we recommended eliminating this criterion from our SLOs. However, we never got around to updating
our Assessment Plan so we just deleted the reporting of grades in this Assessment Report. Our goal is to revise the
Assessment Plan and SLOs next year.
 In addition, the MFT results were no longer reported for the SLO related to Personal Development since they did not seem to
be directly relevant to this objective. Again, this change should be reflected in a revised Assessment Plan next year.
 We continued to do a fairly good job of coordinating our expectations between the various sections of PSY 489. The
inclusion of a required faculty checklist helped us collect the necessary data most of our graduating seniors. However, even
though changes were made to the PSY 489 checklist to include the personal statement criteria, most of the faculty did not use
the new version of the checklist. Therefore, we need to make sure that the correct version of the checklist is emailed to all
PSY 489 instructors along with reminders to use to correct checklist.
 As with the past two years, we need to do a better job making students aware of service learning opportunities available to
them. Only half (50%) of the respondents to the Senior Survey reported that they had an opportunity to participate in a
service learning opportunity within the department. Interestingly, 85% of the students who reported that they had
opportunities to engage in service learning actually did participate, suggesting that awareness of these opportunities may be
the limiting factor.
 While 96% of our graduating seniors reported being assigned an advisor in psychology, only 81% reported meeting with a
psychology advisor when they applied for the major and only 57% reported meeting with an advisor at registration hold
points. Considering ALL psychology majors are assigned an advisor and all are supposed to meet with an advisor when they
apply to the major and at their registration hold of 115 credits, these numbers suggest we are not doing a good enough job of
making students aware of advising services within the department.
 We need to update the Assessment Plan to include some more criteria from the Senior Survey (same conclusion as last year).
July 24, 2016
5

Though we are apparently successful at reflecting on our assessment results when compiling the annual report, we are less
successful at methodically addressing all of the recommendations for changes in the following year. Even though several
department committees are charged with reviewing the assessment reports and feedback, follow-through on these charges is
last minute or non-existent. Clearly, more explicit leadership from the department chair (who is currently compiling this
report) is needed to encourage full and timely department participation in the assessment process.
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect student learning, and as they are related to
results from the assessment process. If no changes are planned, please describe why no changes are needed. In addition, how will
the department report the results and changes to internal and external constituents (e.g., advisory groups, newsletters, forums, etc.)?
Though the department as a whole has not been able to discuss all of these findings yet, the following changes will be proposed to and
discussed by the faculty in the fall of the next academic year (2010-11):

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The department has developed a required 1-credit “Introduction to the Psychology Major” class (PSY 200) that will help us
make students aware of our SLOs and our expectations, as well as help them prepare their portfolio for PSY 489. The class
was developed this year as part of a significant revision of the major and will be taught for the first time in Fall 2010.
Though the checklist for PSY 489 was updated to include a column for recording whether students write a personal statement
for their portfolio, most faculty members continued to use the old checklist that did not include this item. Therefore, the
department chair (or assessment committee chair) will disseminate the checklist to all instructors teaching PSY 489 and
remind them to use the new form.
The undergraduate student handbook should be revised to include clear recommendations about how students can get
involved in service learning opportunities through the psychology department during their undergraduate career. Perhaps the
current “Research Opportunities” board in the Psychology Department can be expanded to include “Service Learning
Opportunities.” This recommendation was also made the past two years but not implemented.
When the Senior Survey responses regarding service learning opportunities were sorted by campus, 39 out of 67 (58%) of
Ellensburg students reported they had service learning opportunities. In contrast, only 1 of 13 (7%) Des Moines students
responded affirmatively. Clearly we need to identify service learning opportunities for our Des Moines students and make
those opportunities very explicit to the students.
The master syllabus for PSY 200 also includes a section on service learning for new majors.
We need to continue to work on making advising services within the department more salient for students. We plan to use
PSY 200 as an initial group advising tool. In addition, the chair of the department’s Undergraduate Advisement Committee
is in the process of developing an advising handbook for faculty and a corresponding advising handbook for students. Our
goal is to be ready to disseminate these handbooks in Fall 2010.
Though our students are very successful at meeting the SLO related to use of information technology, we agreed that it would
be helpful to clarify the nature of information technology skills expected of our students. In particular, we recommend 1)
assessing student skills in using statistical programs (such as SPSS), and 2) assessing student skills in the use of electronic
databases for literature reviews.
We would like to enhance the reliability and validity of our outcome assessment. To that end, the department’s
Undergraduate Curriculum Committee recommended 1) ensuring uniformity across instructors in rating quality of student
work, and 2) encouraging standardization of competencies across core courses. These goals could be addressed by
developing and requiring rubrics (APA style, student communication skills, student research projects, etc.) and developing or
enhancing master syllabi for core required courses.
We need to do a better job of reviewing our annual Assessment Report so we can make the recommended changes. This
recommendation was made last year and not acted on because we don’t do a good job of reviewing our Assessment Reports.
We should update our Assessment Plan in 2010-2011 to ensure that:
o The plan includes the SLOs that are important to the department
o The plan includes SLOs for knowledge, skills, and values/dispositions
o The assessment strategies are appropriate and will provide meaningful information
o The criteria for mastery are appropriate (not too low or too high)
In the past, we have had difficulty identifying an effective means of reporting our assessment results and subsequent changes
to internal and external constituents, beyond email to department faculty. Near the end of this year, a member of the
department’s undergraduate curriculum committee offered to develop a quarterly online newsletter for the department with
the goal of disseminating the newsletter to students, faculty, alumni, and other interested parties.
5. What did the department or program do in response to last year’s assessment information?
In answering this question, please describe any changes that have been made to improve student learning based on previous
assessment results. Please also discuss any changes you have made to your assessment plan or assessment methods.
July 24, 2016
6
Many of the changes that were implemented in 2009-10 in response to the 2008-09 Assessment Report were focused on improving our
assessment procedures as well as improving student learning. The following changes have been implemented or are in the process of
being implemented.
 Based on the assessment feedback from the 2008-2009 report, one of the areas in which we were encouraged to improve was
“collect and analyze additional direct and indirect measures at other time points (e.g., entry) that would provide additional
depth and insight into student strengths and/or challenging areas.” In response to that recommendation, we are developing an
assessment measure to be administered in PSY 200 and again in PSY 489. Our plan is to have the measure completed and
ready to administer in Fall 2010.
 Both the 45 credit and the 60 credit majors have been revised to include a greater range of content in the discipline as well as
increased flexibility for students. Ideally the effectiveness of the revised major will be reflected in higher MFT scores,
especially in the areas of clinical, personality, abnormal, development, and social. The new major will be offered in Fall
2010.
 PSY 363 (Intermediate Statistics) has increased by 1 credit, includes a 2-hour lab component, and addresses advanced
research methods. We have combined advanced research techniques and intermediate statistics in order to provide students a
more complete experience and subsequent understanding of research and data management.
 We’ve added a new course on Multicultural Issues in Psychology (PSY 310).
 A master syllabus was developed for PSY 200 Senior Assessment and will be distributed to all instructors who teach the
class. In addition, structured guidelines for the required assignments will be developed and provided to instructors.
 A pre- and post-test, measuring knowledge, skills, and dispositions, will be developed and administered in both PSY 200 and
PSY 489.
 We have begun to revise the Senior Survey again to incorporate our new major and to ensure that it meets our needs for
assessment of SLOs. We’ve also discussed the possibility of putting our Senior Survey on Survey Monkey to assist with
collection and tabulation of student ratings.
 Student and faculty advising handbooks are being developed for dissemination in Fall 2010.
 We have begun the process of developing a department online newsletter to disseminate assessment results to both internal
and external constituents. In addition, the department web site has been significantly revised to provide more up-to-date
information to prospective and current students.
 The Assessment Plan was not revised this year (or the year before), but it should have been because there were several
recommendations for changes to the plan from previous Assessment Reports.
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington
University:
The Psychology Department recommends the following change to Assessment of Student Learning at CWU:
 There should be an identified assessment coordinator for each department. This individual should have a specified number of
service WL units that accurately reflects the complexity and enormity of the assessment process. These service WL units
should be above and beyond the regular service allocation for that individual (essentially resulting in some reassigned time
from either teaching or scholarship). With a large undergraduate major, students at five university centers, and four different
masters degree programs (three of which must meet external certification and accreditation standards), our department
assessment routine is a daunting task.
July 24, 2016
7
Appendix 1
Psychology Student Learning Outcomes Assessment Plan
Program: B. A. in Psychology (45 and 60 credit majors)
Our Student Learning Outcomes are informed by the standards of the American Psychological Association for the undergraduate
psychology major*
Goals 1-5 are discipline-specific goals and goals 6-10 are general education goals for psychology students.
Student
Learning
Outcomes
1. Knowledge
Base of
Psychology:
Demonstrate
familiarity with the
major concepts,
theoretical
perspectives,
empirical findings,
and historical trends in
psychology.
2. Research
Methods in
Psychology:
Apply basic research
methods in
psychology, including
research design, data
analysis, and
interpretation.
July 24, 2016
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
presentation.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
presentation.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goal 4. Support
involvement of
undergraduate and
graduate students in
psychological
research
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Method(s) of
Assessment
ETS Major Field
Test taken by
graduating seniors.
ETS Major Field
Test taken by
graduating seniors.
Who Assessed
(Only major core and
cluster courses are
shown)
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
PSY 101, General
Psychology
PSY 301, Learning
PSY 460, Cognitive
Psychology
PSY 461, History and
Systems of Psychology
PSY 478, Physiological
Psychology
PSY 489, Senior
Assessment
All cluster classes.
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
PSY 101, General
Psychology
PSY 300, Research
Methods in
Psychology,
PSY 362, Introductory
Statistics,
PSY 363, Intermediate
Statistics
PSY 489, Senior
Assessment
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
8
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one paper rated
satisfactory or higher on all
knowledge base items.
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one research proposal
or completed research study
rated satisfactory or higher
on all phases of the
research process.
Student
Learning
Outcomes
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
3. Critical
Thinking Skills
in Psychology:
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Course grades for
psychology majors
Goal 4. Support
involvement of
undergraduate and
graduate students in
psychological
research
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
presentation.
Respect and use
critical and creative
thinking, skeptical
inquiry, and, when
possible, the scientific
approach to solve
problems related to
behavior and mental
processes.
4. Application
of Psychology:
Apply psychological
principles to personal,
social, and
organizational issues.
ETS Major Field
Test taken by
graduating seniors.
Who Assessed
(Only major core and
cluster courses are
shown)
PSY 101, General
Psychology
PSY 300, Research
Methods in
Psychology,
PSY 362, Introductory
Statistics,
PSY 363, Intermediate
Statistics
PSY 489, Senior
Assessment
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one paper rated
satisfactory or higher on all
critical thinking items.
Every graduating major
will have experience
developing a research
project
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
8. Serve as a center
for psychological
and educational
services to the
community and
region
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
July 24, 2016
Method(s) of
Assessment
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
presentation.
ETS Major Field
Test taken by
graduating seniors.
Success in placing
students in desired
graduate programs or
careers.
University alumni
surveys
PSY 101, General
Psychology
PSY 301, Learning
and cluster classes,
especially
PSY 346, Social
Psychology
PSY 449, Abnormal
Psychology
PSY 444, Tests and
Measurements
PSY 445, Clinical,
Counseling and
Community
Psychology
PSY 456, Industrial and
Organizational
Psychology
PSY 489, Senior
Assessment
9
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Quarterly PSY
489, Senior
Assessment
includes
portfolio
review.
PSY 489 survey will
indicate that every
graduating student has had
the opportunity to
participate in a service
opportunity.
Post-graduation
for alumni
surveys
Each student will make a
PSY 489 presentation rated
satisfactory or higher on an
applied psychological
theme, career opportunity
related to psychology, or a
graduate program in
psychology.
Student
Learning
Outcomes
5. Values in
Psychology:
Value empirical
evidence, tolerate
ambiguity, act
ethically, and reflect
other values that are
the underpinnings of
psychology as a
science.
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goal 6. Pursue
diversity goals in
attracting women
and minority
students and faculty
members.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
6. Information
and
Technological
Literacy:
Demonstrate
information
competence and the
ability to use
computers and other
technology for many
purposes.
July 24, 2016
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Method(s) of
Assessment
Course grades for
psychology majors
Completion of
human subjects
protection
certification course
Goal V: Achieve
regional and national
prominence for the
university.
ETS Major Field
Test taken by
graduating seniors.
Goal VI: Build
inclusive and diverse
campus communities
that promote
intellectual inquiry
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
presentation.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
Confirm use of
online resources for
research papers and
literature reviews
Confirm use of
computer statistical
packages and lab
simulation software
Who Assessed
(Only major core and
cluster courses are
shown)
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
PSY 101, General
Psychology
PSY 300, Research
Methods in
Psychology,
PSY 362, Introductory
Statistics,
PSY 363, Intermediate
Statistics
PSY 489, Senior
Assessment includes
senior survey, portfolio
review.
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
PSY 300, Research
Methods in
Psychology,
PSY 301, Learning
PSY 363, Intermediate
Statistics
PSY 461, History and
Systems of Psychology.
PSY 489, Senior
Assessment
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
senior survey.
10
Every graduating student
will have completed a
human subjects protection
certification course.
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one paper or
presentation rated
satisfactory or higher that
reflects appropriate
scientific and ethical
values.
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one paper or
presentation rated
satisfactory or higher that
demonstrates appropriate
use of technology for
statistics, literature review,
graphing, instructional
supplement, etc.
Student
Learning
Outcomes
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
7.
Communication
Skills:
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Communicate
effectively in a variety
of formats.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Achieve
regional and national
prominence for the
university.
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
Method(s) of
Assessment
Course grades for
psychology majors
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment,
presentation, and
senior survey.
Who Assessed
(Only major core and
cluster courses are
shown)
PSY 300, Research
Methods in
Psychology,
PSY 301, Learning
PSY 461, History and
Systems of Psychology
PSY 489, Senior
Assessment
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Post-graduation
for alumni
surveys
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one paper
demonstrating satisfactory
APA style.
Write research and
literature review
papers in APA style
Each student will make an
oral presentation in PSY
489 on which he or she
earns satisfactory
evaluations on all
presentation style items
University alumni
surveys
SEE ALUMNI SURVEY
8. Sociocultural
and
International
Awareness:
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Recognize and respect
the complexity of
sociocultural and
international diversity.
Goal 6. Pursue
diversity goals in
attracting women
and minority
students and faculty
members.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
July 24, 2016
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
Count students
participating in
international studies,
service learning and
campus activities
with diverse groups.
Includes
psychological
diversity.
Goal VI: Build
inclusive and diverse
campus communities
that promote
intellectual inquiry
ETS Major Field
Test taken by
graduating seniors.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
senior survey.
PSY 101, General
Psychology
PSY 313,
Developmental
Psychology
PSY 346, Social
Psychology
PSY 445, Clinical
Counseling, and
Community
Psychology
PSY 449, Abnormal
Psychology
PSY 456, Industrial and
Organizational
Psychology
11
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
PSY 489 survey will
indicate that every
graduating student has
successfully completed
courses that include
research on sociocultural
influences on behavior and
attitudes toward diverse
groups.
Student
Learning
Outcomes
9. Personal
Development:
Develop insight into
their own and others’
behavior and mental
processes and apply
effective strategies for
self-management and
self-improvement.
10. Career
Planning and
Development:
Pursue realistic ideas
about how to
implement their
psychological
knowledge, skills, and
values in occupational
pursuits in a variety of
settings.
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
Goal V: Achieve
regional and national
prominence for the
university.
Method(s) of
Assessment
Course grades for
psychology majors
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment,
presentation, and
personal mission
statement.
University alumni
surveys
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes career and
graduate school
orientation
ETS Major Field
Test taken by
graduating seniors.
Record student
advising and student
placement in desired
graduate programs or
careers.
Who Assessed
(Only major core and
cluster courses are
shown)
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
PSY 101, General
Psychology
PSY 313,
Developmental
Psychology
PSY 346, Social
Psychology
PSY 449, Abnormal
Psychology
PSY 460, Cognitive
Psychology
PSY 489, Senior
Assessment
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Post-graduation
for alumni
surveys
SEE ALUMNI SURVEY
PSY 101, General
Psychology
PSY 300, Research
Methods in Psychology
PSY 445, Clinical
Counseling, and
Community
Psychology
PSY 456, Industrial and
Organizational
Psychology
PSY 489, Senior
Assessment
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Post-graduation
for alumni
surveys
SEE ALUMNI SURVEY
Each student will make a
personal mission statement
presentation in PSY 489.
Each student will make a
PSY 489 presentation rated
satisfactory or higher on an
applied psychological
theme, career opportunity
related to psychology, or a
graduate program in
psychology.
PSY 489 survey will
indicate that all students
were assigned to an advisor
and were advised at entry to
major and registration hold
points.
Each student will make a
PSY 489 presentation rated
satisfactory or higher on an
applied psychological
theme, career opportunity
related to psychology, or a
graduate program in
psychology.
University alumni
surveys
*Task Force on Undergraduate Psychology Major Competencies. (2002, March) Undergraduate Psychology Major Learning Goals and Outcomes: A Report. Washington, DC: American
Psychological Association Board of Educational Affairs. Downloaded November 26, 2007 from http://www.apa.org/ed/pcue/taskforcereport2.pdf.
July 24, 2016
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