Central Washington University
Assessment of Student Learning
Department and Program Report
Academic Year of Report: 2010-2011
Department: Psychology
College: COTS
Program: MS Experimental 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.
The MS Experimental Psychology program is committed to a holistic and thorough review of
student learning, including program policies, independent faculty assessments of student
performance in addition to more traditional student learning objectives. For the 2010-2011, academic
year, the MS Experimental Psychology program has decided to assess all seven of our Student
Learning Objects (SLOs). Please see Appendix 1 “Psychology Student Learning Outcomes (200708) for a list of these SLOs and a summary of related department, college, and university mission
and goals.
In 2010-2011, the program allowed the changes made in 2009-2010 to take effect, including improvements to
the ABA specialization program, moving the faculty assessments to an on-line format, and recruiting for the
next school year. Additionally, the deadline this year was changed to December 2011. It makes more sense to
talk about our program in terms of the entire academic year (Fall though Summer) because it keeps cohorts of
students together. As such, this is the first assessment report that has allowed an assessment of one full
academic year. We see this as an improvement and wanted to use this opportunity to get a clear one-year
snapshot of the program. We commend the CWU assessment team for their willingness to make this happen.
This is the first year we have used the standardized format adopted by the Psychology Department.
Because we employ a number of assessment measures and because we combine assessment of
student learning with policy measures that directly effect student performance, this report represents
an integration of assessments. For this first assessment with the new format, we wanted to include all
seven SLOs as a baseline for future assessments. Through this integration, we hope to make direct
changes to the Student Learning Outcomes Assessment Plan for the MS Experimental Psychology
program. The Assessment Plan has not been revised since 2007-08 and therefore does not reflect
some of our most useful measures of student learning (i.e. Annual Survey of Student Performance).
Finally, we want to acknowledge that this report addresses program goals as well as student learning
objectives. Therefore, there is much more information in this report than is required or requested by
the university. However, we find it helpful to have all of the program assessments and measures of
student learning integrated into the same report. For readers who are interested in focusing
specifically on the assessment of student learning objectives, please see the following information:






Annual Survey of Student Performance (p. 7)
Student Learning Objectives (Table 10, pp. 11-18)
Annual Survey of Student Performance (Faculty reports, pp. 19-20)
Student Learning Objectives (SLOs) (pp. 20-22)
What will the department or program do as a result of that information? (p. 22)
What did the department or program do in response to last year’s assessment information? (pp.
23-24)
Brief Program Overview
As a very brief overview, the MS Experimental Psychology program differs from other graduate
degree programs in psychology due to two distinct specializations: General Experimental
Psychology and Applied Behavior Analysis. While these specializations overlap in terms of core
1
courses, they have very different short-term and long-term goals. The General Experimental
Psychology specialization typically attracts students with a primary interest in research. Although
not all applicants do so, the majority apply to our program with the intention of continuing their
education at the doctoral level. The range of interests within this group is extremely broad, and
includes cognitive neuroscience, brain-based behavior, animal behavior (e.g. avian, canine, primate),
learning and memory, health psychology, and internet-based/social media research (to name only a
few). The Applied Behavior Analysis specialization is primarily a terminal degree program designed
to prepare students to sit for the Board Certified Behavior Analyst exam. While some graduates may
go one to doctoral-level study, the majority go on to direct employment with community service
agencies, private schools and/or school districts, or with business consulting agencies. Due to these
differences, our student needs vary tremendously. Because of the broad spectrum of specialty areas
within the program, there is no single rubric for assessing student learning. However, the one
defining feature of both specializations is the focus on empirical, scientific evidence. This focus on
data and research makes the master’s thesis process one of the best mechanisms for evaluating
whether students in both specializations are making meaningful progress toward developing skills
that are highly relevant for their disciplines. As such, the thesis process was identified early on as
having key components critical to the assessment process. Nevertheless, additional assessment
methods have also been employed in an attempt to develop a clear picture of how our students are
doing in their graduate training program.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing
candidate 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 (2007-08) for a summary of
methods employed, which students were assessed, and when the assessments took place. A variety
of methods were employed to gather relevant data on student learning. In most cases, the data were
restricted to graduate students.
Only those graduate students in their first or second year in the program are assessed annually. Third
year students and beyond typically are working on their master’s thesis or on internship, or both.
Typically they are not enrolled in formal classes; as such we simply track their progress/activity but
do not include them in the GPA and grades assessments.
Several sources of information were used to compile this report.
- Psychology Department Student files
o Admissions materials
o Courses of Study
o Option Approval Forms
o Independent Study and Cooperative Education forms
o Miscellaneous communications
- Unofficial transcripts
o Enrollment Information
o Quarterly GPA
o Credits and grades for individual courses
- Annual Survey of Student Progress (given to faculty at the end of every spring quarter).
- MS Experimental Psychology Student Learning Objectives (see attached)
2
A. CLASS DEMOGRAPHICS: Only those graduate students in their first or second year in the
program are assessed annually for demographics. Department records were used to identify the
needed information in the Fall 2011.
Student academic records/files were tracked/reviewed for:
1. Number of students admitted to the program
2. Incoming GPA and GRE Scores
3. Academic/Thesis Advisor assignments
4 Number of prerequisite courses required upon entry
5. Total Number of MS Exp Psych students by year
6. Time to Completion
B. ANNUAL SURVEY OF STUDENT PERFORMANCE: All active MS Experimental Psychology
students (N=32) were reviewed, by the faculty, using an on-line survey administered in Spring 2011. Of the
12 faculty invited to participate, a total of 6 faculty responded. Students could be reviewed by more than one
instructor or by the same instructor more than once (for different classes). Each assessment was independent
and based on one instructor for a single course. We tracked faculty ratings for the graduate students in the
program on 11 different dimensions:
SURVEY ITEMS
Overall academic performance
Mastery of Content Knowledge
Analytical Skills (Quantitative)
Analytical Skills (Logical)
Comprehension Skills
Expressive Skills (Written)
Expressive Skills (Verbal)
Appreciation for Empirical Evidence
Potential Success in Program
Attitude and Disposition
C. COURSE OFFERINGS AND ENROLLMENTS: Course offerings and enrollments reported for 20102011 are reported for MS Experimental Psychology students only. Other students may have also been
enrolled. Data are based on the Annual Survey of Student Performance.
Course
PSY504
PSY 505
PSY 541
PSY 550
PSY 551
PSY 553
PSY 554
PSY 555
PSY 558
PSY 52
Title
Thesis Management
Psychology Colloquium
Adv Cognitive Psychology
Research in Natural Environments
Behavior Analysis
Single-Subject Design
Behavioral Interventions
Design and Analysis
Advanced Statistics
Adv Principles of Learning
3
PSY 576
PSY 578
PSY 580
PSY 587
PSY 651
PSY 684
PSY 595
PSY 700
Comparative Psychology
Applied Physiological Psychology
Current Issues in Psychology
Ethics in Exp Psych and ABA
Adv Applied Behavior Analysis
Internship in Applied Exp Psych
Graduate Research
Thesis
D. PROGRAM BENCHMARKS: Data are based on the Annual Survey of Student Performance.
Thesis advisors identified those students who have completed the following in 2010-2011:
HSRC Approval
IACUC Approval
Content Coursework Completed
Has taught a class
Was a GTA
Attended a professional conference
Presented Thesis Data professionally
Thesis Defense meeting
E. TIME TO COMPLETION: Data related to time to completion have been gathered on MS Experimental
Psychology students since 2001. Data are based on student unofficial transcripts.
F. STUDENT LEARNING OBJECTIVES: Finally, see Appendix 1 “Psychology Student Learning
Outcomes for 2010-2011” for a summary of the criteria used to assess SLOs, a list of the classes in which
students were assessed. Also outline is the relationship between program SLOs, program goals, related
departmental goal, related college goals and related university goals.
4
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.
Ten new students were admitted to the MS Experimental Psychology program this year. Six females and four
males. Five were accepted into the General Experimental specialization; five were admitted to the ABA
specialization. However, one student changed from the general experimental specialization to the ABA
specialization resulting in a 4:6 split, respectively. By the end of winter quarter, three students had left the
program withdrew or on-leave), resulting in a final 3:4 split between the two specializations respectively.
Note that all students are included in the academic demographic.
A. Class Demographics
Table 1. Average GPA and GRE scores for incoming graduate students for the last 3 years.
Academic
Year
2008-2009
GPA
GRE-Quant
GRE-Total
3.4
625
625
2009-2010
3.53
585
585
2010-2011
3.54
495
495
Table 2. Enrollments made and accepted per academic year and assignments to advisors.
20072008
0
20092010
0
20102011
0
1
2
1
n/a
2 (-1)
1
M. Jensvold (CHCI)
3
0
0
S. Lonborg
0
2
1
M. Matheson
0
1 (-1)
0
D. Polage
n/a
1
0
S. Schepman*
n/a
n/a
n/a
E. Street†
n/a
n/a
3
0
2
4
n/a
3 (-1)
n/a
Academic Advisor
M. Fallshore (.5)
K. Gabriel
R. Greenwald
W. Williams†
R. Zayac
† ABA & Gen Exp Psy program faculty
Department Co-chair
Table 3. Number of students entering the program with prerequisite courses needed.
Academic Year
PSY 300
PSY 362
PSY 363
PSY 301*
2007-2008
N/A
0
1
0
2008-2009
N/A
0
1
0
2009-2010
0
0
2
0
2010-2011
1
1
1
1
5
* PSY 301 is required only for ABA specialization students
Table 4. Number of students meeting program, departmental and graduate school benchmarks
Benchmark
2010-2011
2009-2010
Total/Target
Students
enrolled
Course of Study
Approvals on
file
10
(100%)
10
(100%)
20
(100%)
10
(100%)
10
(100%)
20
(100%)
COS forms
approved in 1st
quarter
10
(100%)
10
(100%)
20
(100%)
Option
Approval Forms
on file
3
(30%)
10
(100%)
13
(65%)
n/a
2*
(20%)
2*
(20%)
n/a
2*
(100%)
2*
(100%)
Thesis Defense
meetings
Theses
Accepted by
Graduate
School
* One additional student from an earlier cohort also defended and had her thesis accepted by the graduate school.
A total of three MS degrees were conferred in Experimental Psychology in 2010-2011.
Table 5. Number of currently active graduate students relative to total number of students initially
admitted per year.
2007-2008
1/5
2008-2009
4/8
2009-2010
10/13
6
2010-2011
10/10
B. ANNUAL SURVEY OF STUDENT PERFORMANCE
Table 6. Annual Survey of Student Performance Summary
Superior
Good
Adequate
Less than
adequate
Poor
Insufficient
knowledge
Overall
academic
performance
30
(57.7%)
18
(34.6%)
4
(7.7%)
0
0
0
Mastery of
Content
Knowledge
27
(51.9%)
21
(40.4%)
4
(7.7%)
0
0
0
Analytical Skills
(Quantitative)
19
(36.5%)
19
(36.5%)
2
(3.8%)
1
(1.9%)
0
11
(21.2%)
Analytical Skills
(Logical)
35
(67.3%)
13
(25.0%)
4
(7.7%)
0
0
0
Comprehension
Skills
30
(57.7%)
20
(38.5%)
2
(3.8%)
0
0
0
Expressive Skills
(Written)
32
(61.5%)
16
(30.8%)
2
(3.8%)
0
1
(1.9)
1
(1.9)
Expressive Skills
(Verbal)
26
(50.0%)
20
(38.5%)
4
(7.7%)
1
(1.9%)
0
1
(1.9)
Appreciation for
Empirical
Evidence
40
(76.9%)
10
(19.2%)
1
(1.9%)
0
0
1
(1.9)
Potential Success
in Program
30
(57.7%)
17
(32.7%)
2
(3.8%)
1
(1.9%)
1
(1.9)
1
(1.9)
Attitude and
Disposition
24
(46.2%)
21
(40.4%)
4
(7.7%)
2
(3.8%)
0
1
(1.9)
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C. COURSE OFFEREINGS AND ENROLLMENTS
Table 7. Course Offering and Enrollment Summary: Data derived from Annual Survey of Student
Performance
Course
Title
PSY504
PSY 505
PSY 541
PSY 550
PSY 551
PSY 553
PSY 554
PSY 555
PSY 558
PSY 562
PSY 576
PSY 578
PSY 580
PSY 587
PSY 651
PSY 684
PSY 595
PSY 700
Thesis Management
Psychology Colloquium
Adv Cognitive Psychology
Research in Natural Environments
Behavior Analysis
Single-Subject Design
Behavioral Interventions
Design and Analysis
Adv Statistics
Adv Principles of Learning
Comparative Psychology
Applied Physiological Psychology
Current Issues in Psychology
Ethics in Exp Psych and ABA
Adv Applied Behavior Analysis
Internship in Applied Exp Psych
Graduate Research
Thesis
8
Offered in
2010-2011
yes
no
no
yes
yes
yes
no
no
no
yes
yes
yes
no
yes
yes
no
yes
yes
Number of MS
Exp Psy Students
8
0
0
12
12
6
0
0
0
7
5
9
0
1
8
0
17
6
D. PROGRAM BENCHMARKS (as reported by faculty)
Table 8. Benchmark Summary: Data derived from Annual Survey of Student Performance
Benchmark
Faculty
Reports
(n)
3
0
5
1
7
5
1
1
HSRC Approval
IACUC Approval
Content Coursework Completed
Has taught a class
Was a GTA
Attended a professional conference
Presented Thesis Data professionally
Thesis Defense meeting
9
Percent of Total
Faculty Reports
(%)
(5.8%)
(0.0%)
(9.6%)
(1.9%)
(13.5%)
(9.6%)
(1.9%)
(1.9%)
E. Time-to-Completion
Table 9. Time-to-Completion data for students in the MS Experimental psychology program.
Data go back to graduates from 2008. Graduates from 2010-2011 are listed at the bottom.
Student/ Advisor
Program
Redfield
(Williams)
Todd
(Fallshore)
Manjarrez
(Eubanks)
Tate
(Stahelski)
Rutledge
(Gabriel)
Mack
(Matheson)
Buckner
(Jensvold)
Stadner
(Jensvold)
Jones
(Matheson)
Sherril
(Matheson)
Potosky
(Jensvold)
Crnich
(Matheson)
Thygesen
(Williams)
Puffer
(Matheson)
Scott (Williams)
MS Gen Exp
Metzler
(Jensvold)
James (Gabriel)
MS Gen Exp
Dodgen (Polage)
MS Gen Exp
MS Gen Exp
MS Gen Exp
MS Gen Exp
MS Gen Exp
MS Gen Exp
MS Gen Exp
MS Gen Exp
MS Gen Exp
MS Gen Exp
MS Gen Exp
MS Gen Exp
MS Gen Exp
MS Gen Exp
MS Gen Exp
MS Gen Exp
Year
Enrolled
Fall
2005
Fall
2002
Fall
2001
Fall
2004
Fall
2007
Fall
2005
Fall
2002
Fall
2005
Fall
2006
Fall
2005
Fall
2007
Winter
2009
Fall
2008
Fall
2004
Fall
2005
Fall
2007
Fall
2009
Fall
2009
Mean
Year
Completed
Winter
2008
Spring
2008
Summer
2008
Spring
2009
Summer
2009
Summer
2009
Fall
2009
Winter
2010
Winter
2010
Spring
2010
Summer
2010
Summer
2010
Summer
2010
Summer
2010
Summer
2010
Fall 2010
Time-toCompletion
2.5
Summer
2011
Summer
2011
2
4.75
7.25
5.75
2.25
4
6.25
4.5
4.5
5.75
4.25
1.5
2.25
6.25
5.25
4.25
2
4.18
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F. STUDENT LEARNING OBJECTIVES (SLOs)
Table 10. SLO Assessment Summary
Student Learning Outcomes
Criterion of Mastery
Assessment Results
1. Write in the language of the
discipline, using the elements of style
described in the Publication Manual of
the American Psychological
Association.
GPA above 3.0 and no
grade lower than a C in
required core content and
elective classes on student’s
course of study form.
Ten second-year students (100%) received
a 3.0 or higher overall in 2010-2011. The
average GPA for the year was 3.70.
• The average GPA in Fall 2010 was 3.52;
only one student failed to earn a 3.0.
• The average GPA in Winter 2011 was
3.70; all students earn a 3.0 or higher.
• The average GPA in Spring 2011 was
3.96; all students earn a 3.0 or higher.
Only one student attended summer school;
she earned a 4.0.
Ten first-year students (100%) received a
3.0 or higher overall in 2010-2011. The
average GPA for the year was 3.78.
• The average GPA in Fall 2010 was 3.71;
only one student failed to earn a 3.0.
• The average GPA in Winter 2011 was
3.79; all students earn a 3.0 or higher.
• The average GPA in Spring 2011 was
3.83; all students earn a 3.0 or higher.
Three students attended summer school;
they all earned above a 3.0; the average
GPA was 3.97.
Successful completion and
approval of the thesis
proposal as signified by the
signing of the option
approval form by the thesis
committee.
Ten second-year students (100%) and ten
first-year students (100%) have approved
course of study forms. In both cases, COS
forms were submitted in the first quarter of
the students’ first year in the program.
Successful approval of
research proposals by
IACUC or HSRC
committees, when relevant.
Faculty reported that three HSRC
protocols were submitted and accepted.
HSRC approvals are not maintained in
student files. Therefore, we must rely on
faculty reports.
Successful defense of the
thesis as signified by the
signing of the thesis
signature pages by the
thesis chair and committee.
This item cannot be tracked independently
of the acceptance of the thesis by the
graduate school. Two (20%) second-year
students successfully defended their theses.
Successful acceptance of
the written thesis by the
graduate school.
Of the two students who successfully
defended their theses, both (100%) theses
were accepted by the graduate school. A
third student from a previous cohort also
finished her thesis. Degrees for all 3
students were posted officially in 20102011.
Additional Indicators
Written expressive skills were assessed by
faculty in the Annual Survey of Student
Progress. Thirty two (61.5%) of the faulty
evaluations for this item were rated as
superior; Sixteen (30.8%) were rated as
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2. Describe and perform data analyses
for particular data sets such as
traditional descriptive statistical
analyses, inferential statistical
analyses, sequential analyses, singlesubject designs and/or multivariate
analyses.
GPA above 3.0 and no
grade lower than a C in
required core content and
elective classes on student’s
course of study form
good; Two (3.8%) were rated as adequate.
Only one comment (1.9%) was rated as
poor.
SAME AS #1
Ten second-year students (100%) received
a 3.0 or higher overall in 2010-2011. The
average GPA for the year was 3.70.
• The average GPA in Fall 2010 was 3.52;
only one student failed to earn a 3.0.
• The average GPA in Winter 2011 was
3.70; all students earn a 3.0 or higher.
• The average GPA in Spring 2011 was
3.96; all students earn a 3.0 or higher.
Only one student attended summer school;
she earned a 4.0.
Ten first-year students (100%) received a
3.0 or higher overall in 2010-2011. The
average GPA for the year was 3.78.
• The average GPA in Fall 2010 was 3.71;
only one student failed to earn a 3.0.
• The average GPA in Winter 2011 was
3.79; all students earn a 3.0 or higher.
• The average GPA in Spring 2011 was
3.83; all students earn a 3.0 or higher.
Three students attended summer school;
they all earned above a 3.0; the average
GPA was 3.97.
Successful defense of the
thesis as signified by the
signing of the thesis
signature pages by the
thesis chair and committee.
SAME AS #1
Two (20%) second-year students
successfully defended their theses.
Successful acceptance of
the written thesis by the
graduate school.
SAME AS #1
100% of theses submitted (N=3) were
accepted by the graduate school. Degrees
were posted officially in 2010-2011.
Additional indicators
Quantitative analytical skills were
assessed by faculty in the Annual Survey of
Student Progress. Nineteen (35%) of faulty
evaluations were rated as superior; An
equal number (36.5%) were rated as
good; Two (3.8%) were rated as adequate.
Only one comment (1.9%) was rated as
less than adequate.
Logic-based analytical skills were
assessed by faculty in the Annual Survey of
Student Progress. 100% of faculty
comments were rated as adequate or
better. Thirty five (67.3%) faculty
evaluations were rated as superior;
Thirteen (25%) were rated as good; Four
(7.7%) were rated as adequate.
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3. Describe, assess and utilize
common research designs in
psychology.
GPA above 3.0 and no
grade lower than a C in
required core content and
elective classes on student’s
course of study form.
SAME AS #1
Ten second-year students (100%) received
a 3.0 or higher overall in 2010-2011. The
average GPA for the year was 3.70.
• The average GPA in Fall 2010 was 3.52;
only one student failed to earn a 3.0.
• The average GPA in Winter 2011 was
3.70; all students earn a 3.0 or higher.
• The average GPA in Spring 2011 was
3.96; all students earn a 3.0 or higher.
Only one student attended summer school;
she earned a 4.0.
Ten first-year students (100%) received a
3.0 or higher overall in 2010-2011. The
average GPA for the year was 3.78.
• The average GPA in Fall 2010 was 3.71;
only one student failed to earn a 3.0.
• The average GPA in Winter 2011 was
3.79; all students earn a 3.0 or higher.
• The average GPA in Spring 2011 was
3.83; all students earn a 3.0 or higher.
Three students attended summer school;
they all earned above a 3.0; the average
GPA was 3.97.
Successful defense of the
thesis as signified by the
signing of the thesis
signature pages by the
thesis chair and committee.
SAME AS #1
Two (20%) second-year students
successfully defended their theses.
Additional Indicators
Mastery of content knowledge was
assessed by faculty in the Annual Survey of
Student Progress. This skill requires
fluency with research design. 100% of
faculty comments rated student mastery of
content as adequate or higher. Twenty
seven comments (57.7%) rated the
students’ mastery of content knowledge as
superior; Twenty one (40.4%) rated them
as good; four (7.7%) rated them as
adequate.
Comprehension was also assessed by
faculty in the Annual Survey of Student
Progress. This skill requires fluency with
research design as well. 100% of faculty
comments rated student mastery of content
as adequate or higher. Thirty comments
(57.7%) rated the students’
comprehension as superior; Twenty
(38.5%) rated them as good; Two (3.8%)
rated them as adequate.
4. Design, conduct, and report
psychological research.
GPA above 3.0 and no
grade lower than a C in
required core content and
13
SAME AS #1
Ten second-year students (100%) received
a 3.0 or higher overall in 2010-2011. The
elective classes on student’s
course of study form
average GPA for the year was 3.70.
• The average GPA in Fall 2010 was 3.52;
only one student failed to earn a 3.0.
• The average GPA in Winter 2011 was
3.70; all students earn a 3.0 or higher.
• The average GPA in Spring 2011 was
3.96; all students earn a 3.0 or higher.
Only one student attended summer school;
she earned a 4.0.
Ten first-year students (100%) received a
3.0 or higher overall in 2010-2011. The
average GPA for the year was 3.78.
• The average GPA in Fall 2010 was 3.71;
only one student failed to earn a 3.0.
• The average GPA in Winter 2011 was
3.79; all students earn a 3.0 or higher.
• The average GPA in Spring 2011 was
3.83; all students earn a 3.0 or higher.
Three students attended summer school;
they all earned above a 3.0; the average
GPA was 3.97.
Successful completion and
approval of the thesis
proposal as signified by the
signing of the option
approval form by the thesis
committee.
Successful defense of the
thesis as signified by the
signing of the thesis
signature pages by the
thesis chair and committee.
Proposal meetings are formally tied to the
Option Approval Form which is typically
signed at the end the proposal meeting.
By 2010-2011, all ten (100%) of second
year students had option approval forms
signed. Only three (30%) of first-years
students had option approval forms signed
in 2010-2011.
SAME AS #1
Two (20%) second-year students
successfully defended their theses.
Successful acceptance of
the written thesis by the
graduate school
SAME AS #1
100% of theses submitted (N=3) were
accepted by the graduate school. Degrees
were posted officially in 2010-2011.
Additional indicators
Appreciation for empirical evidence was
assessed by faculty in the Annual Survey of
Student Progress. This skill overlaps with
the ability to design, conduct and report
on complex scientific findings. 100% of
faculty comments were rated as adequate
or better. Forty (76.9%) of the faulty
evaluations for this item were rated as
superior; Ten (19.2%) were rated as good;
One (1.9%) were rated as adequate.
SAME AS #1
Written expressive skills were assessed by
faculty in the Annual Survey of Student
Progress. This skill overlaps with the
14
ability to design, conduct and report on
complex scientific findings. Thirty two
(61.5%) of the faulty evaluations for this
item were rated as superior; Sixteen
(30.8%) were rated as good; Two (3.8%)
were rated as adequate. Only one
comment (1.9%) was rated as poor.
SAME AS #2
Quantitative analytical skills were
assessed by faculty in the Annual Survey of
Student Progress. This skill overlaps with
the ability to design, conduct and report
on complex scientific findings. Nineteen
(35%) of faulty evaluations were rated as
superior; An equal number (36.5%) were
rated as good; Two (3.8%) were rated as
adequate. Only one comment (1.9%) was
rated as less than adequate.
SAME AS #2
Logic-based analytical skills were
assessed by faculty in the Annual Survey of
Student Progress. This skill overlaps with
the ability to design, conduct and report
on complex scientific findings. 100% of
faculty comments were rated as adequate
or better. Thirty five (67.3%) faculty
evaluations were rated as superior;
Thirteen (25%) were rated as good; Four
(7.7%) were rated as adequate.
Same as #3
Mastery of content knowledge was
assessed by faculty in the Annual Survey of
Student Progress. This skill overlaps with
the ability to design, conduct and report
on complex scientific findings. 100% of
faculty comments rated student mastery of
content as adequate or higher. Twenty
seven comments (57.7%) rated the
students’ mastery of content knowledge as
superior; Twenty one (40.4%) rated them
as good; four (7.7%) rated them as
adequate.
Same as #3
Comprehension was also assessed by
faculty in the Annual Survey of Student
Progress. This skill overlaps with the
ability to design, conduct and report on
complex scientific findings. 100% of
faculty comments rated student mastery of
content as adequate or higher. Thirty
comments (57.7%) rated the students’
comprehension as superior; Twenty
(38.5%) rated them as good; Two (3.8%)
rated them as adequate.
15
5. Describe and contrast major
theoretical and practical concepts in
core content areas of research
including behavior analysis, cognitive
psychology, comparative psychology,
and/or physiological psychology.
GPA above 3.0 and no
grade lower than a C in
required core content and
elective classes on student’s
course of study form.
SAME AS #1
Ten second-year students (100%) received
a 3.0 or higher overall in 2010-2011. The
average GPA for the year was 3.70.
• The average GPA in Fall 2010 was 3.52;
only one student failed to earn a 3.0.
• The average GPA in Winter 2011 was
3.70; all students earn a 3.0 or higher.
• The average GPA in Spring 2011 was
3.96; all students earn a 3.0 or higher.
Only one student attended summer school;
she earned a 4.0.
Ten first-year students (100%) received a
3.0 or higher overall in 2010-2011. The
average GPA for the year was 3.78.
• The average GPA in Fall 2010 was 3.71;
only one student failed to earn a 3.0.
• The average GPA in Winter 2011 was
3.79; all students earn a 3.0 or higher.
• The average GPA in Spring 2011 was
3.83; all students earn a 3.0 or higher.
Three students attended summer school;
they all earned above a 3.0; the average
GPA was 3.97.
Additional indicators
Expressive Verbal Skills were assessed by
faculty in the Annual Survey of Student
Progress. The ability to understand and
express oneself in class in important to
describing and contrasting content
knowledge. Thirty-two comments (50%)
rated the students’ verbal expression as
superior; Twenty (38.5%) rated them as
good; four (7.7%) rated them as adequate;
one (1.9% rated) them as less than
adequate.
SAME AS #1
Mastery of content knowledge was
assessed by faculty in the Annual Survey of
Student Progress. 100% of faculty
comments rated student mastery of content
as adequate or higher. Twenty seven
comments (57.7%) rated the students’
mastery of content knowledge as superior;
Twenty one (40.4%) rated them as good;
four (7.7%) rated them as adequate.
SAME AS #1
Comprehension was also assessed by
faculty in the Annual Survey of Student
Progress. 100% of faculty comments rated
student mastery of content as adequate or
higher. Thirty comments (57.7%) rated the
students’ comprehension as superior;
Twenty (38.5%) rated them as good; Two
(3.8%) rated them as adequate.
SAME AS #2
Quantitative analytical skills were
assessed by faculty in the Annual Survey of
16
Student Progress. Nineteen (35%) of faulty
evaluations were rated as superior; An
equal number (36.5%) were rated as
good; Two (3.8%) were rated as adequate.
Only one comment (1.9%) was rated as
less than adequate.
SAME AS #2
Logic-based analytical skills were
assessed by faculty in the Annual Survey of
Student Progress. 100% of faculty
comments were rated as adequate or
better. Thirty five (67.3%) faculty
evaluations were rated as superior;
Thirteen (25%) were rated as good; Four
(7.7%) were rated as adequate.
Same as #3
Mastery of content knowledge was
assessed by faculty in the Annual Survey of
Student Progress. 100% of faculty
comments rated student mastery of content
as adequate or higher. Twenty seven
comments (57.7%) rated the students’
mastery of content knowledge as superior;
Twenty one (40.4%) rated them as good;
four (7.7%) rated them as adequate.
Same as #3
Comprehension was also assessed by
faculty in the Annual Survey of Student
Progress. 100% of faculty comments rated
student mastery of content as adequate or
higher. Thirty comments (57.7%) rated the
students’ comprehension as superior;
Twenty (38.5%) rated them as good; Two
(3.8%) rated them as adequate.
SAME AS #4
Appreciation for empirical evidence was
assessed by faculty in the Annual Survey of
Student Progress. This skill overlaps with
the ability to design, conduct and report
on complex scientific findings. 100% of
faculty comments were rated as adequate
or better. Forty (76.9%) of the faulty
evaluations for this item were rated as
superior; Ten (19.2%) were rated as good;
One (1.9%) were rated as adequate.
6. Engage in scholarly and
professional activities, including
presenting research at formal and/or
informal professional events
GPA above 3.0 and no
grade lower than a C in
required core content and
elective classes on student’s
course of study form
17
SAME AS #1
Ten second-year students (100%) received
a 3.0 or higher overall in 2010-2011. The
average GPA for the year was 3.70.
• The average GPA in Fall 2010 was 3.52;
only one student failed to earn a 3.0.
• The average GPA in Winter 2011 was
3.70; all students earn a 3.0 or higher.
• The average GPA in Spring 2011 was
3.96; all students earn a 3.0 or higher.
Only one student attended summer school;
she earned a 4.0.
Ten first-year students (100%) received a
3.0 or higher overall in 2010-2011. The
average GPA for the year was 3.78.
• The average GPA in Fall 2010 was 3.71;
only one student failed to earn a 3.0.
• The average GPA in Winter 2011 was
3.79; all students earn a 3.0 or higher.
• The average GPA in Spring 2011 was
3.83; all students earn a 3.0 or higher.
Three students attended summer school;
they all earned above a 3.0; the average
GPA was 3.97.
Successful oral defense of
the master’s thesis
SAME AS #1
Two (20%) second-year students
successfully defended their theses.
.
100% of graduate students
will submit thesis research
to CWU SOURCE
Conference
Minimum of 75% of
graduate students will
submit research proposals to
a regional, national or
international conference
within 1 year of graduation
7. Performing professional skills in a
supervised practice setting such as
research teams, internships, and
graduate research courses.
GPA above 3.0 and no
grade lower than a C in
internships, relevant
graduate research courses,
and thesis work
No data were collected on SOURCE
specifically.
According to the Annual Survey of Student
Progress, five graduate students attended
a professional conference and one student
presented their data professionally. All of
the students were currently enrolled
students. No data were collected from or
about graduates of the program.
No details were gathered on specific
conferences.
SAME AS #1
Ten second-year students (100%) received
a 3.0 or higher overall in 2010-2011. The
average GPA for the year was 3.70.
• The average GPA in Fall 2010 was 3.52;
only one student failed to earn a 3.0.
• The average GPA in Winter 2011 was
3.70; all students earn a 3.0 or higher.
• The average GPA in Spring 2011 was
3.96; all students earn a 3.0 or higher.
Only one student attended summer school;
she earned a 4.0.
Ten first-year students (100%) received a
3.0 or higher overall in 2010-2011. The
average GPA for the year was 3.78.
• The average GPA in Fall 2010 was 3.71;
only one student failed to earn a 3.0.
• The average GPA in Winter 2011 was
3.79; all students earn a 3.0 or higher.
• The average GPA in Spring 2011 was
3.83; all students earn a 3.0 or higher.
Three students attended summer school;
they all earned above a 3.0; the average
GPA was 3.97.
18
Three students successfully completed
supervised practice credits in PSY 694:
Internship in Experimental Psychology
and ABA. All three students were ABA
specialization students. The three
internship sites were: Elmview; the Selah
School District; HeadStart.
Based on these assessment results we can draw the following conclusions:
A. Class Demographics
• Overall admission goals for incoming students continue to be met. Undergraduate GPA and GRE scores
generally exceed our minimum requirements. One exception was due to a miscommunication on the part of
the special Education program. Their website has been corrected and we do not anticipate more such
exceptions.
• Whereas some faculty tend to accept at least one incoming student annually, there are others who accept
many more. This is typical for Drs. Street and Williams who are the primary advisors for the ABA program.
Dr. Williams accepts animal behavior students in experimental psychology as well. TAs the ABA program
grows, at least one more BCBA faculty will be needed to manage the student-advising load.
• Some faculty do not accept students every year. This suggests additional recruiting efforts may be needed.
• Prerequisite courses do not appear to be a problem, except for students applying to the ABA specialization
from degree programs other than psychology, such as Education. Advanced statistics (Psy 363) is also a
course that occasionally appears as a needed prerequisite. Identification of prerequisites earlier in the
admission process would allow incoming student to consider summer school as an option.
• Program, departmental and graduate school benchmarks are generally being met; however, the goal to have
an option approval form completed by the end of the first year may be overly ambitious. Recommend
continuing to watch this one item for trends.
• Three students graduated in 2010-2011. Our remaining graduate student base is heavily weighted toward the
most recent two years. This is a huge improvement relative to previous years. A large backlog of Nth year
students have completed the program (or withdrawn). However, it is important to note that 2011-2012 will be
the first year where ABA students will engage in internships off-site. This may slow the 2-year process down
for them; three years may be a more appropriate goal for them.
• The average time to completion since 2008 is 4.18 years. However, it is important to note that this year two
of the students completed the program in 2 years. Both were general experimental psychology students. With
recent changes to the program, it will be important to continue to track time to completion in order to find
ways to help students through the thesis process.
B. Annual Survey of Student Performance (Faculty reports)
• In the areas of overall performance, mastery of content knowledge, analytical skills (logical) and
comprehension, the faculty reported 100% of the graduate students in their courses were reaching adequate or
better achievement.
• In the area of analytical skills (quantitative and logical), faculty reported that 93% and 100% of the students
assessed (N=41) had reached adequate or better levels of mastery, respectively. Only 3 and 4 student reports
fell below the good/superior range, respectively
• In the area of expressive skills, written skills appear to be slightly stronger than verbal skills but most
student assessments fall above the level of Adequate. More effort may need to made to help students develop
their verbal skills (e.g. class presentations, teaching, conferences).
• The highest assessment rating was for Appreciation of Empirical Evidence. 100% of those assessed, rate as
adequate or higher. More than 75% of the assessments reached the superior range. Another 19.2% were rated
as good.
• Although limited to only a few observations, there is a concern that several students may not succeed in the
program. However, three first-year students, and one second-year student have already left the program or
taken an extended leave of absence. One of the students for whom a concern was raised has left the program.
The other student remains for whom concerns were raised. She has now completed her coursework with
19
3.321 GPA and is on ABA internship (off site) as of Fall 2011. As with many in her ABA cohort, she has yet
to complete a thesis proposal. A meeting with her thesis advisor and/or the program director is warranted.
• An overwhelming majority of observations by faculty suggest the development of good/superior
development of dispositions appropriate to Experimental Psychologists among the 2 student cohorts.
• We would like our students to present course content and/or original research in classes or professional
conferences. Conference attendance is low than we would like, but having the opportunity to teach is even
lower.
C. Course Offerings and Enrollment
• Some classes are offered in alternate years to ensure adequate enrollments. This is critical for both
ensuring adequate class size for both FTE and experiential reasons.
• Whereas some enrollments appear to be slightly lower than others, many such courses are
service/required courses for other psychology graduate programs, and/or for other graduate programs on
campus. So the reported numbers only identify the number of MS Experimental Psychology students
enrolled in a course, they do not reflect total enrollments.
• All ABA courses are offered every year to ensure that students can leave Ellensburg for their 1-year
internship.
D. Program, Departmental and Graduate School Benchmarks.
• Enrollment has not increased in the last year.
• Students are meeting with faculty early in the first quarter to complete the Course of Study form. This is
especially important for students relying on financial aid.
• Course of study forms are being approved in a timely manner as well.
• Option approval forms are not being submitted as quickly as planned. It may well be that the goal to
complete a proposal and the option approval form by the end of the first year is overly ambitious.
• HSRC and IACUC approvals are not documented formally. This dependent measure is obtained only
indirectly.
• Our MS Experimental Psychology graduate students are not getting an opportunity to teach.
• We would like our students to present course content and/or original research in classes or professional
conferences. But conference attendance is lower than we would like, and having the opportunity to teach
is even lower.
• Thesis defense meetings are very difficult to track. There is no formalized procedure for documenting
the meeting in the student’s departmental file. Measurement of this criterion is indirect and needs to be
addressed.
• Two second-year students earned their degrees. Two additional students from previous years also had
their theses accepted by the graduate school.
E. Time to Completion
• Although the General MS Experimental program is only 48 credits, the mean time to completion is 4.18
years.
• It appears that progress through the thesis process (e.g. proposal, HSRC/IACUC approval, data
collection and thesis defense) requires more than 2 years.
• No ABA students have finished the program but 2 students have been in the program for 4 years, and
two have been in the program for 3 years. Three are expected to finish in 2011-2012. One student is
working without having completed his thesis and appears to be making no progress.
• An adjusted expectation of 2-3 years for the ABA program seems appropriate.
F. Student Learning Objectives (SLOs)
1. Write in the language of the discipline.
• It appears that nearly all of our students are acquiring the necessary writing skills based on GPA,
proposal/option approval completion, thesis completion and faculty assessments.
• For both first- and second-year students in the program, GPAs remain well above the 3.0 requirement.
20
• No students earned less than a C in their coursework.
• All second year students have completed a proposal and option approval form. (Correction to SLO
needed)
• Four students completed the writing of their theses, defended and had their papers accepted by the
graduate school. No students failed to have their thesis approved.
• Progress through the thesis process continues to be slow in general. Lack of writing/organizational skills
may be part of the problem. The new Psychology Colloquium class may help offset this challenge as
thesis management techniques may be moved into the PSY 505 course in the future.
2. Describe and perform data analyses
• Students are acquiring the quantitative and logical skills as expected. A few students continue to need
more experience (namely thesis work) to achieve mastery.
• For both first- and second-year students in the program, GPAs remain well above the 3.0 requirement.
No students earned less than a C in their coursework. It may be necessary to consider research and design
courses independently for this goal to see if improvements can be made there.
• For many students, assessment occurs before the analyses of their own thesis data. As such, an
entrance/exit exam for research design and statistics may be a viable way to assess mastery.
3. Describe, assess, and utilize research designs.
• Students are acquiring the necessary research design skills based on GPA, thesis completion and faculty
assessments.
• By the end of the fall quarter of their second year, most General Experimental Psychology specialization
students have mastered research design sufficiently to propose a thesis. This time line may be delayed 1-yr
in the ABA specialization due to the internship requirement.
4. Design, conduct, and report psychological research.
• Students are acquiring the necessary skills needed to design, conduct and report on research, based on
GPA, proposal/option approval completion, thesis completion and faculty assessments.
• All students showed adequate to superior appreciation for empirical evidence- a hallmark of the field.
• Three quarters of the students were rated as superior.
5. Content Area Mastery
• Students are demonstrating high levels of mastery in experimental psychology content courses, based on
GPA, proposal/option approval completion, thesis completion and faculty assessments.
• Students have earned GPAs over 3.0 in all course work.
• Faculty rank all students as adequate or higher for content mastery, comprehension, expressive (verbal)
skills, logic based analytical skills, and appreciation of empirical evidence. All of these are crucial to the
ability to contrast theoretical and practical concepts within the field.
• Over 70% of students were rated good to superior on quantitative analytical skills. For those who score
below the adequate range, a post-thesis exit exam may establish late mastery.
6. Scholarly and Professional Activities.
• Students are required to participate in a minimum of two professional meetings: the thesis proposal and
the thesis defense. Adequate performance is required for completion of the degree.
• The program has set a goal of having 100% of graduate students present their thesis research at the CWU
Source conference. Two important problems are apparent. First, Source occurs once per year. Students
graduate throughout the year. They may not longer be local residents when Source occurs. Many students
have relocated and may not consider the travel worthwhile or affordable. We are challenged to make this
goal a priority for our students before they leave. Second, we did not gather data specific to SOURCE. this
needs to addressed in the Annual Survey of Student Performance.
• The program has set a goal of having 75% of graduate students present their thesis research at regional,
national or international conferences within one year of graduation. We did have 5 students attend a
professional conference but only one presented thesis data. The same issue of travel applies here as well.
Even regional conferences can be located at extremely distance sites. Cost and timing are a real limiting
factors.
7. Perform Professional Skills in Supervised Practice Settings.
21
• Graduate students in the Applied Behavior Analysis specialization are required to complete 12 credits of
supervised Cooperative Education credits as part of their program. As such, 100% of students in this
program complete this objective.
• Although General Experimental Psychology students have taken advantage of this option in the past, in
2010-2011, none of the Students in the Gen Exp Psy specialization completed an internship or
Cooperative Education requirement.
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.).
• The MS Exp Psy Program Committee will meet early in January 2012 to develop a plan to revisit and
revise the SLO Assessment plan and the mastery criteria. This should be done annually.
• Greater attention needs to be paid to narrowing the assessment measures for each SLO to those specific
courses that related directly to the learning objectives.
• Mastery criteria for each SLO need to be reconsidered and revised to ensure relevancy and accessibility
of the data.
•Additional measures for each of the SLO need to be considered. Presently, the assessments are tied too
closely to course work and Graduate school benchmarks.
- Add items from the Annual Faculty Survey of Student Progress
- • Active recruiting is critical for the health of the MS Experimental Psychology program.
Our target of 6 general experimental students and 6 ABA students has yet to be achieved.
• A discussion regarding a pretest/posttest related to research and analytical methods is warranted.
• Given the highly variable nature of thesis results, the timing of graduate program completion, and the
constraints on professional travel for students who have already graduated, it may be appropriate to
consider a more reasonable goals for professional presentations.
• Efforts need to be made at the instructor level to give GTAs and other graduate students an opportunity
to teach a class so we can more directly assess Verbal Expressive Skills and provide a forum for
professional presentations.
• Internships for non-ABA students need to be explored directly by the faculty in those fields.
• The program needs support from department faculty, the college dean and the university provost to add
an additional BCBA-trained faculty member to replace Dr. Zayac. Presently, we are searching for Dr.
Libby Street’s replacement, as she will retire at the end of 2012. DR. Zayac’s position was never
replaced and the program requires a minimum of three fulltime, tenure track faculty to be truly viable. R.
Williams is not a BCBA, and cannot even consider retraining leave without 2 fulltime BCBA colleagues.
• With the addition of 1-2 new ABA faculty, it is possible that a pretest-posttest can be developed for the
ABA students. It should be based on the content needed for the BACB exam, and it should be given upon
arrival in the program and again shortly before program completion.
• Surveying internship supervisors may be a good measure of how well our students have mastered the
SLOs.
• It would be helpful to survey graduates of the program over time. This is particularly true for the BCBA
students who will eventually sit for the BCBA exam. Having those data will be invaluable.
22
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.
1.
What student learning outcomes were assessed this year, and why? Score: 2/4
Feedback: This program measured ten (10) student learning outcomes and a number of program goals for
the MS in Experimental Psychology. These student outcomes were written in clear, measureable terms and
assessed knowledge, skills and attitudes. The last item has been expanded upon from previous reviews.
It would be helpful if student learning outcomes were more overtly linked to department, college and
university goals in the actual report itself. A simple table could be used to show what student learning goals
were measured in that year and how it relates to the overall dept., college, and university goals.
An effort to move to a tabled based format was implemented this year. For the time being, adding department,
college and university goals in the actual report is beyond the scope of this process. A summary table has
been attached but the addition of this content in the body of the report would be arduous and redundant.
2.
How were they assessed?
Score: 3/4
What methods were used? Who was assessed? When was it assessed?
Feedback: The program should be commended for continuing to move away from student grades as a tool of
student learning. The use of quarterly surveys was the main method of assessment this cycle. The program
would be highly encouraged to also use direct measures (rubrics) in the future. Standards of mastery were
provided for the survey data. . The program’s movement to an electronic system of assessment is positive and
should prove fruitful in the coming years in terms of tracking and record-keeping.
The MS Experimental Committee has discussed the possibility of more direct assessments. This is difficult
with a field like experimental psychology. Student interests range from neurocognition, to animal behavior, to
applied behavior analysis, to human sexuality and women’s issues, to social psychology, electronic media
influences on human behavior; the list is endless. Trying to find or to develop a standardized test or rubric for
all content areas is challenging at best: there is no licensing exam or governing body for general experimental
psychology. It is possible that a pretest-posttest could be develop related to research methods and various
analyses since these are part of the core curriculum.
The ABA specialization students will be required to pass the BACB exam but it is not taken until after the
student has completed the master’s degree program and 1500 hours of practicum – long after they leave
CWU. Discussions with ABA faculty members suggest that a pretest-pottest may be possibly for these
students. Also, we have considered tracking our ABA students to keep records on those who do or do not
pass the BCBA exam.
The electronic assessments were reduced to once a year, due to time constraints. Still the data gathered at the
end of the academic year, provides us with the chance to survey faculty who have had with repeated exposure
to the students in a variety of venues. This enhances the opportunity to see a broader range of behaviors, skills
and dispositions.
3.
What was learned (assessment results)?
Score: 4/4
Feedback: Results are well organized, explicitly linked to outcomes and compared to an established
standard of mastery. However, the program’s use may be narrower in scope and application as a result of the
reliance on only survey information. Again, more focused and related direct assessments (project scores,
exams, etc.) might provide results that lend themselves to greater continuous improvement and change.
Our biggest changes occurred in 2008-2009 with the addition of the on-line survey of faculty. Through this
survey, we have learned a great deal about how our faculty perceive our students strengths and weaknesses.
We have continued to refine the survey instrument.
23
The undergraduate psychology program has begun a student work portfolio process. The MS Experimental
Psychology committee has agreed to observe that process as they work out the kinks. At that point, we plan to
revisit the portfolio possibility (possibly next year). It would give us another, more direct measure of student
learning. But it does require evaluation of the portfolio – the assessment process needs to be efficient. How
that labor is divided will also need to be addressed. Finally, the switch to the new assessment format will help
track progress from year to year.
4.
What will the department or program do as a result of that information? Score: 2/2
Feedback: The report evidences the consideration of assessment results. The review also notes numerous
examples of identified curricular and pedagogical decisions as related to results. The department should be
congratulated for continuing to seek improvement with identified challenges. The use of program handouts at
conferences is a novel method of communicating with external groups. Possible inclusion of national
standards through an association would also provide a needed framework for dissemination of ideas. The
program is also encouraged to continue in its efforts to communicate it results with other internal and
external groups.
5.
How did the department or program make use of the feedback from last year’s assessment? Score:
2/2
Feedback: The review notes continued attention to feedback from assessment results and a strong interest in
the assessment process. Again, the program is encouraged to continue to build upon this strong assessment
culture as it can be very helpful in the placement of graduates in various educational/professional situations.
This feedback from employers and other graduate programs could only strengthen the program and make it
more attractive to potential students. Again, the program is encouraged to continue building on the
foundation laid in the previous two years and continue to refine the assessment process.
Overall, the program has gone to great length to evaluate itself in many ways. The program faculty should
be commended for such an effort. The focus on student learning was a part of the overall report (see pages
20-26) completed and relied heavily on survey (indirect) evidence of student learning. The program is
encouraged to continue the survey approach while adding more direct evidence in the process. This will
provide additional and more focused information by which to make change and improvement. The program
is congratulated on its improvement and continued focus on quality.
A new program website was constructed for the General Experimental Psychology specialization last year
that provide course content; requirements and a list of faculty. The MS Experimental Psychology website is
new. The ABA website was updated revised (this will be done again this winter).
A graduate handbook for MS Experimental Psychology was created for incoming students. A handbook for
the ABA program was also created. Both handbooks provide students with ethical codes (APA and BACB),
as well as important administrative information, and codes of conduct. The recommendations regarding
national standards are relevant only to the ABA specialization. Information on BACB requirements for
coursework, internship hours, academic content allocations, and areas of mastery required for the National
Exam are included in the ABA Handbook as well. These two program-specific handbooks were included in
the larger Graduate Student Handbooks provided at our new Student Orientation meeting in the fall.
The program is also preparing to submit the required application materials for BACB Program Certification
as soon as Dr. Street’s replacement has been hired. Program Certification with the BCBA includes being
listed on their website as an approved program. This will redirect students to our program website.
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington
University:
NA
24
Appendix 1: Psychology Student Learning Outcomes (2007-08)
Program: MS Experimental Psychology
Student
Learning
Outcomes
1. Write in the
language of the
discipline, using the
elements of style
described in the
Publication Manual
of the American
Psychological
Association.
Related
Program
Goals
Goal 1. Facilitate
student progress to
advanced levels of
knowledge and
practice in the
methods and ethics
of experimental
psychology.
Goal 5. For
appropriate students,
provide a foundation
of knowledge and
skills that supports
competence in
applied behavioral
science positions.
Related
Departmental
Goals
Goal 2.
Promote excellence
in learning to
prepare students for
careers and
advanced study.
Goal 5. Support
involvement of
undergraduate and
graduate students in
psychological
research.
Related
College
Goals
Related
University
Goals
Method(s)
of
Assessment
Who
Assessed
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.
Assigned papers
or projects in
various classes.
Graduate
students
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.
Thesis proposal
HSRC or
IACUC
proposals, if
relevant.
Thesis document
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
During each
academic term
of enrollment.
GPA above 3.0 and no grade
lower than a C in required
core content and elective
classes on student’s course of
study form.
At time of
presentation of
thesis proposal.
At the time of
HSRC or
IACUC
submission.
Thesis defense
Thesis
submission to
graduate
committee and
to the graduate
school.
Goal V: Build
partnerships with
private,
professional,
academic,
government, and
community-based
organizations.
Successful completion and
approval of the thesis
proposal as signified by the
signing of the course of study
form by the thesis committee.
Successful approval of
research proposals by
IACUC or HSRC
committees, when relevant.
Successful defense of the
thesis as signified by the
signing of the thesis signature
pages by the thesis chair and
committee.
Successful acceptance of the
written thesis by the graduate
school.
25
Student
Learning
Outcomes
2. Describe and
perform data
analyses for
particular data sets
such as traditional
descriptive statistical
analyses, inferential
statistical analyses,
sequential analyses,
single-subject
designs and/or
multivariate
analyses.
Related
Program
Goals
Goal 1. Facilitate
student progress to
advanced levels of
knowledge and
practice in the
methods of
experimental
psychology.
Goal 5. For
appropriate students,
provide a foundation
of knowledge and
skills that supports
competence in
applied behavioral
science positions.
Related
Departmental
Goals
Goal 2. Promote
excellence in
learning to prepare
students for careers
and advanced study.
Goal 5. Support
involvement of
undergraduate and
graduate students in
psychological
research.
Related
College
Goals
Related
University
Goals
Method(s)
of
Assessment
Who
Assessed
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.
Assigned papers
or projects in
various classes,
course
examinations,
and thesis work.
Graduate
students
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.
26
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
PSY 550, 553,
555, 558; 595,
700
GPA above 3.0 and no grade
lower than a C in required
core content and elective
classes on student’s course of
study form.
Successful defense of the
thesis as signified by the
signing of the thesis signature
pages by the thesis chair and
committee.
Successful acceptance of the
written thesis by the graduate
school.
Student
Learning
Outcomes
3. Describe, assess
and utilize common
research designs in
psychology.
Related
Program
Goals
Goal 1. Facilitate
student progress to
advanced levels of
knowledge and
practice in the
methods of
experimental
psychology.
Related
Departmental
Goals
Goal 2. Promote
excellence in
learning to prepare
students for careers
and advanced study.
Goal 5. Support
involvement of
undergraduate and
graduate students in
psychological
research.
Related
College
Goals
Related
University
Goals
Method(s)
of
Assessment
Who
Assessed
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.
Assigned papers
or projects in
various classes,
course
examinations,
and thesis work.
Graduate
students
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.
27
When
Assessed
PSYC 550,
553, 555. 558,
595, 700
Standard of
Mastery/ Criterion
of Achievement
GPA above 3.0 and no grade
lower than a C in required
core content and elective
classes on student’s course of
study form.
Successful defense of the
thesis as signified by the
signing of the thesis signature
pages by the thesis chair and
committee.
Student
Learning
Outcomes
4. Design, conduct,
and report
psychological
research.
Related
Program
Goals
Goal 1.Facilitate
student progress to
advanced levels of
knowledge and
practice in the
methods of
experimental
psychology.
Goal 5. For
appropriate students,
provide a foundation
of knowledge and
skills that supports
competence in
applied behavioral
science positions.
Related
Departmental
Goals
Goal 2.
Promote excellence
in learning to
prepare students for
careers and
advanced study.
Goal 5. Support
involvement of
undergraduate and
graduate students in
psychological
research.
Related
College
Goals
Related
University
Goals
Method(s)
of
Assessment
Who
Assessed
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.
Assigned papers
or projects in
various classes,
course
examinations,
and thesis work.
Graduate
students
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.
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
PSY 550, 555,
553, 558, 595,
700
GPA above 3.0 and no grade
lower than a C in selected
design and analysis classes
on student’s course of study
form.
Successful completion and
approval of the thesis
proposal as signified by the
signing of the course of study
form by the thesis committee.
Successful defense of the
thesis as signified by the
signing of the thesis signature
pages by the thesis chair and
committee.
Successful acceptance of the
written thesis by the graduate
school.
Goal V: Build
partnerships that
with private,
professional,
academic,
government, and
community-based
organizations.
28
Student
Learning
Outcomes
Related
Program
Goals
Related
Departmental
Goals
5. Describe and
contrast major
theoretical and
practical concepts in
core content areas of
research including
behavior analysis,
cognitive
psychology,
comparative
psychology, and/or
physiological
psychology.
Goal 2. Provide a
foundation in core
areas of
experimental
psychology that
supports the
development of
competence across a
variety of subdisciplines.
Goal 2. Promote
excellence in
learning to prepare
students for careers
and advanced study.
Goal 3.Provide a
foundation in areas
of research
specialization in
collaboration with at
least one faculty
member with
interest and
expertise.
Goal 5. Support
involvement of
undergraduate and
graduate students in
psychological
research.
Related
College
Goals
Related
University
Goals
Method(s)
of
Assessment
Who
Assessed
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.
Assigned papers
or projects in
various classes,
course exams,
and thesis work.
Graduate
students
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.
29
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
PSY 541, 562,
553, 554, 576,
578, 588.
GPA above 3.0 and no grade
lower than a C in required
core content and elective
classes on student’s course of
study form.
Student
Learning
Outcomes
Related
Program
Goals
Related
Departmental
Goals
6. Engage in
scholarly and
professional
activities, including
presenting research
at formal and/or
informal
professional events.
Goal 3.Provide a
foundation in areas
of research
specialization in
collaboration with at
least one faculty
member with
interest and
expertise.
Goal 2. Promote
excellence in
learning to prepare
students for careers
and advanced study.
Goal 4. Encourage
the development of
professional
competence.
Goal 5. For
appropriate students,
provide a foundation
of knowledge and
skills that supports
competence in
applied behavioral
science positions.
Goal 5. Support
involvement of
undergraduate and
graduate students in
psychological
research.
Related
College
Goals
Related
University
Goals
Method(s)
of
Assessment
Who
Assessed
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.
Assigned
presentations in
various courses,
and the oral
thesis defense.
Graduate
students
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.
30
Required
submission of
research to
CWU SOURCE
Conference.
Submission of
research to a
regional,
national or
international
conference
within 1 year of
graduation.
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
Various
required
content and
elective courses
on the course of
study, and
GPA above 3.0 and no grade
lower than a C in required
core content and elective
classes on student’s course of
study form
PSY 700.
SOURCE
submission
deadlines
before
graduation.
External
conference
submissions
within 1 year of
graduation.
Successful oral defense of the
master’s thesis
100% of graduate students
will submit thesis research to
CWU SOURCE Conference.
Minimum of 75% of graduate
students will submit research
proposals to a regional,
national or international
conference within 1 year of
graduation
Student
Learning
Outcomes
Related
Program
Goals
Related
Departmental
Goals
7. Performing
professional skills in a
supervised practice
setting such as
research teams,
internships, and
graduate research
courses.
Goal 3.Provide a
foundation in areas
of research
specialization in
collaboration with at
least one faculty
member with
interest and
expertise.
Goal 2. Promote
excellence in
learning to prepare
students for careers
and advanced study.
Goal 4. Encourage
the development of
professional
competence.
Goal 5. For
appropriate students,
provide a foundation
of knowledge and
skills that supports
competence in
applied behavioral
science positions.
Goal 5. Support
involvement of
undergraduate and
graduate students in
psychological
research.
Related
College
Goals
Related
University
Goals
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 V: Achieve
regional and
national
prominence for
the university.
Goal V: Build
partnerships that
with private,
professional,
academic,
government, and
community-based
organizations.
31
Method(s)
of
Assessment
Who
Assessed
Internships,
Graduate
students
working in
applied
settings.
supervised field
experiences,
graduate
research courses,
and thesis work.
When
Assessed
Psy 684, 595,
700
Standard of
Mastery/ Criterion
of Achievement
GPA above 3.0 and no grade
lower than a C in internships,
relevant graduate research
courses, and thesis work.