Central Washington University Assessment of Student Learning Psychology Department and Program Report

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:

2010-11

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 200, PSY 489 and the Senior Survey are meeting our assessment needs and whether there is a good match between

PSY 200, 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. Though we revised our SLOs near the end of the 2010-11 academic year, these SLOs will not be implemented until 2011-12. Therefore, the current assessment report is based largely on the SLOs used from 2007-08.

In addition to our program SLOs, we were required to assess the following General Education Goal: 3.B Students will achieve fluency in writing .

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?

Psychology Major SLOs: 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. This was the first year that we offered our PSY 200 Introduction to the Psychology Major course. This course is required the first quarter that students declare their major in psychology. A total of 177 students enrolled in this introductory course in 2010-11. A total of 96 students enrolled in the PSY 489 Senior Assessment class in 2010-11. Of the 96 students, four students either withdrew from the class or did not complete any assignments. Therefore, the total number of students used for this report is 92. This class is intended for the last quarter before a student graduates. This is the fourth year that this class has been offered and the third 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 93 graduating seniors between Fall 2010 and Spring 2011 (Ellensburg = 66, Des Moines = 27). Ninety-two graduating seniors took the End-of-Major Senior Survey (Ellensburg = 69, Des Moines = 22, Other = 1). However, two respondents did not answer any of the questions beyond the first page so the total number of respondents used for this report is 90.

General Education Goal – Writing: In Winter, 2011, a random sample of papers were collected for the writing assessment from two psychology classes—one general education class (PSY 205, n=12) and one majors class (PSY 300, n=9). The assignment in PSY 205 asked students for personal reflections on a chapter in the text about balancing one’s impulses to care for others with the need to care for oneself. The assignment in PSY 300 was a research study proposal. Students were not aware that the CWU writing rubric would be used to evaluate some papers; nor were their grades affected by the use of the rubric. Four judges rated the papers, two for each set of papers. Papers were rated pass/fail on five categories of writing: Content, Reasoning, Organization, Rhetoric of the Discipline, and

Conventions/Presentation. In addition, each of the separate descriptors within each category were rated pass/fail, with the resulting ratings aggregated by category.

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.

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PSYCHOLOGY BACHELOR OF ARTS MAJOR ASSESSMENT

Student Learning Outcomes Criterion of Mastery

Knowledge Base of Psychology:

Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

CWU averages on MFT content areas consistent with national averages.

Assessment Results

59 th percentile rank overall on MFT

(subscale range from 50 th to 71 st )

60 th percentile rank for Ellensburg majors overall (N=66; subscale ranges from 45 th to 74 th )

59 th percentile rank for Des Moines majors overall (N=27; subscale ranges from 48 th to 71 st )

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.

92 of 92 PSY 489 students (100%)

(based on instructor ratings)

Research Methods in Psychology:

Apply basic research methods in psychology, including research design, data analysis, and interpretation.



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

Measurement/ Methodology assessment indicator percentile rank on MFT was 55 th

(weighted mean across all three quarters)



In the Senior Survey, 86 out of 90 (95%) seniors who responded to this item

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.

Application of Psychology: Apply psychological principles to personal, social, and organizational issues.



489 portfolio and reflect upon at least one paper rated satisfactory or higher on all critical thinking items.



PSY 489 survey will indicate that every graduating student has had the opportunity to participate in a service opportunity. reported they had developed a research project







In the Senior Survey, 86 out of 90 (95%) seniors who responded to this item reported they had developed a research project





In the Senior Survey, 56 out of 90 (62%) students who responded to this item reported they had an opportunity to participate in a service opportunity

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Values in Psychology: Value empirical evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a science.

Information and Technological

Literacy: Demonstrate information competence and the ability to use computers and other technology for many purposes.

Communication Skills:

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Communicate effectively in a variety of formats.

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.


Every graduating student will have completed a human subjects protection certification course.


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)



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.











In the Senior Survey, 67 out of 90 (74%) students who responded to this item reported they had completed the online human subjects protection certification



In the Senior Survey, 90 out of 90 (100%) reported they learned about ethical standards of research and consider ethical issues when developing a research proposal





87 of 92 of PSY 489 students (94%)


In the Senior Survey, 90 out of 90 (100%) students who responded to this item reported they used information technology in at least one paper or class assignment






3

Sociocultural and International

Awareness:

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.

Recognize and respect the complexity of sociocultural and international diversity.

Personal Development: Develop insight into their own and others’ behavior and mental processes and apply effective strategies for self-management and selfimprovement.

489 portfolio and reflect upon at least one paper demonstrating satisfactory 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




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.

Each student will make a personal mission statement presentation in PSY 489.




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, 90 out of 90 (100%) students who responded to this item reported they wrote at least one satisfactory paper in APA style



In the Senior Survey, 86 out of 90 (95%) students who responded to this item reported they made a satisfactory oral presentation in at least one class.





In the Senior Survey, 89 out of 90 (98%) who responded to the item reported they took a class that covered sociocultural influences on behavior and attitudes toward diverse groups





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 5.84.

In the Senior Survey, 86 out of 90 (95%) reported they had a Psychology Dept. advisor. Advised at entry to major = 72 out of 90 (80%). Advised at registration hold points = 49 out of 90 (54%)



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GENERAL EDUCATION: WRITING ASSESSMENT

Student Learning Outcome for

PSY 205 (General Ed course):

Reflect upon and express elements of one’s identity.

Criterion of Mastery:

No criterion of mastery identified within the course or on the CWU

Writing Rubric

Assessment Results:

See Table 1 below:

Table 1. Pass Rates and Interrater Agreement on a Sample of Papers from PSY 205 in

Winter, 2011 Using the CWU Writing Rubric

N=12

Categories

PP

9

FF

0 Content

Reasoning

Organization

Rhetoric of the Discipline

Conventions and Presentation

Specific Items

Content

Reasoning

Organization



7

7

9

6

38

PP

26

19

20

15

22

102

2

1

3

0

6

FF

6

11

5

7

2

31

PF Agreement Pass Rates

3 75.00% 75%

3 75.00% 58%

4 66.67% 66%

0 100.00% 75%

6

3

50.00%

16 73.33%


91.43%

50%

74%

10 75.00% 47%

9 73.53% 59%

2

11

35

91.67%

68.57%

79.17%

62%

63%

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Student Learning Outcome for

PSY 300 (Major course):

Write professionally using

APA style.

Criterion of Mastery:

No criterion of mastery identified within the course or on the CWU

Writing Rubric

Assessment Results:

See Table 2 below:

Table 2. Pass Rates and Interrater Agreement on a Sample of Papers from PSY 300 in

Winter, 2011 Using the CWU Writing Rubric

N=9

Categories

Content

Reasoning

Organization

PP

5

4

4

FF

2

3

2


2

2

3

77.78%

77.78%

66.67%

55%

44%

44%



3

4

20

4

2

13

2

3

12

77.78%

66.67%

73.33%

33%

44%

Specific Items

Content

Reasoning

Organization



PP

18

14

12

13

9

66

FF

6

13

6

12

4

41


3

7

9

11

14

44

88.89%

79.41%

66.67%

69.44%

48.15%

70.86%

66%

41%

44%

36%

33%

Conclusions based on Assessment Results: BA Psychology



Based on instructor ratings of portfolios in PSY 489 and/or student feedback, our program is continuing to do an excellent job of requiring students to 1) use APA style in at least one paper (100%), 2) use information technology in at least one paper or class assignment (100%), 3) develop at least one research project/proposal (95%-100%), 4) learn about ethical standards of research and consider ethical issues when developing a research proposal (100%), and 5) give a presentation on an applied psychological theme, career opportunity related to psychology, or a graduate program in psychology (95%-100%). We were also very successful at 1) requiring students to complete a written reflection of a paper where they demonstrated a satisfactory knowledge base in psychology (100%), critical thinking skills (100%), and appropriate scientific and ethical values (100%), and 2) exposing students to classes that include research on sociocultural influences on behavior and attitudes toward diverse groups (98%).



We have some room for improvement in ensuring that every graduating student will have completed a human subjects protection certification course (74%). However, if students completed a research methods course elsewhere and transferred to

CWU, they may not be exposed to this requirement covered in our PSY 300, Research Methods course.



Overall, our psychology graduates performed slightly above average on nearly all areas of the MFT, in comparison to a national sample of 19 universities. Though we met our mastery criterion (comparable to national average), our overall percentile rank this year was markedly lower than last year (59 th percentile vs. 70 th percentile). However, the MFT changed in

2010, making comparisons with prior years problematic. In addition, because of the change in 2010, the normative sample for this year’s MFT was much smaller (19 vs. 332 institutions of higher learning). The normative sample prior to 2010 was based on an accumulation of six years of data. Therefore, all we can really conclude is that we are on par with the current national sample (small as it is) and that results from subsequent years can be compared with this year, but nothing prior to 2010.



This is the third year where we analyzed the MFT results separately by location. Psychology majors from both locations performed very similarly on both the total test score and the subtest scores. This finding is in contrast to MFT results for the two prior years where Ellensburg majors performed consistently higher than the Des Moines majors.

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

As with the past three years, we need to do a better job making students aware of service learning opportunities available to them. Only 62% of the respondents to the Senior Survey reported that they had an opportunity to participate in a service learning opportunity within the department. Though this number is disappointing, it is an improvement over last year where only 50% responded affirmatively to this question.



While 95% of our graduating seniors reported being assigned an advisor in psychology, only 80% reported meeting with a psychology advisor when they applied for the major and only 54% 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 and encouraging them to use these services.

Conclusions based on Assessment Results: General Education Writing Goal



Although overall agreement rates were in the 70-80% range, a review of agreements within categories reveals either the need for greater clarity in the criteria for some of the pass-fail anchors on the rubric or the need for additional training in its use.



The numbers are most alarming for the major class (PSY 300) where pass rates (as agreed to by both judges) ranged from

33% - 55% on categories and from 33% - 66% on specific items. Even though the writing assignment in PSY 300 was considered much more difficult than the one in PSY 205 (General Education class), we would still expect students in PSY

300 to score higher than those in PSY 205.

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.)?

Plans based on Assessment Results: BA Psychology



The Psychology department will be implementing a number of changes in our assessment strategies, beginning Spring, 2012.

Most of these changes are a result of recommendations made in the 2009-2010 Assessment Report. Note: Because these new assessment strategies are much more detailed, rigorous and precise than our previous measures, we expect that the percentage of students who meet our goals in 2011-2012 will decrease, in comparison to earlier years. Following are some of these changes:



The Psychology BA Assessment Plan has been revised. However, a recent discussion within the department revealed that further revisions are still needed to ensure that the responsibility for assessment is distributed in an equitable manner across the faculty and the major courses. Our plan is to complete the additional revisions during winter quarter 2012, so that the revised plan can be implemented spring quarter.



Psychology majors will now be expected to complete at least 10 hours on one or more community or research service projects in areas related to psychology. They will be encouraged to work through CWU’s Civic Engagement

Center or its Academic Service Learning Program to arrange for and complete this work. They will be required to have the principal investigator(s) or community service agency representative(s) confirm their participation by completing and signing an “Affirmation of Service or Research Assistant Experience” form.



Seven new scoring rubrics (and instructions for their use) were developed to assist in the evaluation of seven of the ten SLOs. The rubrics will be further refined by small groups of faculty during winter quarter 2012, so that we can start using them during spring quarter.

 Instructors for PSY 300 will be asked to evaluate each student’s research paper using a rubric that measures

Research Methods



Instructors for Group IV classes (PSY 460 and 473) will evaluate students using a rubric measuring Critical

Thinking Skills.



Instructors for Group II classes (PSY 310, 313 and/or 346) will require students to debate a topic in small groups and will then evaluate their performance using two rubrics – one measuring Values in Psychology and the other measuring Communication Skills.



Instructors in PSY 489 will evaluate student performance using two rubrics. One rubric will measure

Personal Development by reviewing students’ self-ratings of personal growth and the examples they provide to illustrate their ratings. The second rubric will measure Career Planning and Development by evaluating each student’s personal statement intended for a job or graduate school application.



The department still needs to decide in which class(es) the remaining rubric measuring Sociocultural and

International Awareness will be completed.



Instructors in PSY 200 will preview all of the SLOs and inform students of their responsibilities with regard to maintaining papers and other materials that will be required documentation. They will also prepare students for the

Personal Development activity they will be expected to engage in in PSY 489.



Students in PSY 200 and PSY 489 are all required to complete the new Psychology Major Exam. Though this was required in

Winter and Spring of 2011, there were not enough students who had taken the test in both classes to do a comparison.

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However, we did conduct a t test for independent groups. PSY 200 students had a mean score of 26 with a standard deviation of 5.191. PSY 489 students had a mean score of 30.96 with a standard deviation of 6.251. The resulting t score = -3.698, p

<.001. Therefore, students at the end of the major (PSY 489) scored significantly higher than those at entry to the major (PSY

200).



We plan to include a brief summary of the Assessment Report in the Psychology department’s winter newsletter. We will also have the entire report available on our department webpage.

Plans based on Assessment Results: General Education Writing Goal



In Winter, 2012, the department plans to continue evaluating a sample of papers (those representing every sixth student on the class enrollment list) for at least one section each of PSY 205 and PSY 300, using the university’s writing rubric. We hope that this additional assessment information will help us develop a larger, more reliable database from which to make recommendations regarding writing within the major.

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.



During the 2010-2011 academic year, the department assessment committee made significant revisions to the Assessment

Plan for the BA psychology major. The student learning objectives remained the same, but the methods of assessment changed. Specifically, a series of new rubrics were developed to assess student mastery of the SLOs. The descriptions of who was assessed and when were also revised. In addition, the standards of mastery/criterion of achievement were revised to reflect the new rubrics.



The assessment committee was also instrumental in the development of a Psychology Major test to be administered at entry to the major (PSY 200) and at the end of the major (PSY 489). The Psychology Major test was piloted with a small group of students in Fall 2010 and was revised based on the results of the pilot. It was then administered online to all students in PSY

200 and PSY 489 during Winter 2011 and Spring 2011.



The Senior Survey was revised as an online survey (through Survey Monkey) to help with collection and summarization of student ratings.



The content of the Senior Survey was also revised to reflect the recommendations from last year’s report. For example, rather than asking students whether or not they had experience using technology in their major classes, this question was broken down into two questions, one regarding the use of electronic databases and one on the use of Blackboard. Questions were also added to assess the factors that influence students’ decision to major in psychology, students’ satisfaction with different aspects of the major, and students’ experience and satisfaction with online psychology courses.

6.

Questions or suggestions concerning Assessment of Student Learning at Central Washington

University:

NA

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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.

Related

Departmental/

Program

Goals

Goal 3. Promote excellence in learning to prepare students for careers and advanced study


Goal 4. Support involvement of undergraduate and graduate students in psychological research

Related College

Goals

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.

Related

University

Goals

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.



Goals I & II:



Method(s) of

Assessment

Course grades for psychology majors

ETS Major Field

Test taken by graduating seniors.

PSY 489, Senior

Assessment taken by graduating seniors.

Includes portfolio assessment and presentation.


ETS Major Field


PSY 489, Senior



Who Assessed

(Only major core and cluster courses are shown)

When

Assessed

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.

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

End of major for MFT, PSY

489



489

Standard of

Mastery/ Criterion of Achievement

All graduates’ major GPA at or above 2.25


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.

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Student

Learning

Outcomes

3. 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.

4. Application of Psychology:

Apply psychological principles to personal, social, and organizational issues.

Related

Departmental/

Program

Goals


Goal 4. Support involvement of undergraduate and graduate students in psychological research


8. Serve as a center for psychological and educational services to the community and region

Related College

Goals

Related

University

Goals



Goals I & II:



Method(s) of

Assessment


ETS Major Field


PSY 489, Senior



Who Assessed


PSY 101, General

Psychology

PSY 300, Research

Methods in

Psychology,


Statistics,


Statistics

PSY 489, Senior

Assessment

489

When

Assessed





Goal V: Build partnerships that with private, professional, academic, government, and community-based organizations.

Goals I & II:




ETS Major Field


PSY 489, Senior



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



489

Quarterly PSY

489, Senior

Assessment includes portfolio review.

Post-graduation for alumni surveys

Standard of




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.




PSY 489 survey will indicate that every graduating student has had the opportunity to participate in a service opportunity.

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.

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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.

6. Information and

Technological

Literacy:

Demonstrate information competence and the ability to use computers and other technology for many purposes.

Related

Departmental/

Program

Goals


Goal 6. Pursue diversity goals in attracting women and minority students and faculty members.

Related College

Goals

Related

University

Goals




Goals I & II:



Goal VI: Build inclusive and diverse campus communities that promote intellectual inquiry

Method(s) of

Assessment


Completion of human subjects protection certification course

ETS Major Field


PSY 489, Senior



Who Assessed


When

Assessed

PSY 101, General

Psychology

PSY 300, Research

Methods in

Psychology,


Statistics,


Statistics

PSY 489, Senior

Assessment includes senior survey, portfolio review.



489




Goals I & II:




Confirm use of online resources for research papers and literature reviews

Confirm use of computer statistical packages and lab simulation software

PSY 489, Senior


Includes portfolio assessment and senior survey.

PSY 300, Research

Methods in

Psychology,

PSY 301, Learning


Statistics


Systems of Psychology.

PSY 489, Senior

Assessment



489

Standard of




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.

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Student

Learning

Outcomes

Related

Departmental/

Program

Goals

7.

Communication

Skills:

Communicate effectively in a variety of formats.


8. Sociocultural and

International

Awareness:

Recognize and respect the complexity of sociocultural and international diversity.


Goal 6. Pursue diversity goals in attracting women and minority students and faculty members.

Related College

Goals

Related

University

Goals




Goals I & II:



Method(s) of

Assessment


PSY 489, Senior


Includes portfolio assessment, presentation, and senior survey.

Write research and literature review papers in APA style





Goals I & II:



Goal VI: Build inclusive and diverse campus communities that promote intellectual inquiry


ETS Major Field


Count students participating in international studies, service learning and campus activities with diverse groups.

Includes psychological diversity.

PSY 489, Senior


Includes portfolio assessment and senior survey.

Who Assessed


When

Assessed

Standard of


PSY 300, Research

Methods in

Psychology,

PSY 301, Learning


Systems of Psychology

PSY 489, Senior

Assessment

PSY 101, General

Psychology

PSY 313,

Developmental

Psychology

PSY 346, Social

Psychology

PSY 445, Clinical

Counseling, and

Community

Psychology

PSY 449, Abnormal

Psychology


Organizational

Psychology



489




489



Each student will include in his or her PSY 489 portfolio and reflect upon at least one paper demonstrating satisfactory

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

SEE ALUMNI SURVEY



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.

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Student

Learning

Outcomes

Related

Departmental/

Program

Goals

Related College

Goals

Related

University

Goals

Method(s) of

Assessment

Who Assessed


When

Assessed

Standard of


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.








Goals I & II:



Goals I & II:




PSY 489, Senior


Includes portfolio assessment, presentation, and personal mission statement.



ETS Major Field


PSY 489, Senior


Includes career and graduate school orientation

Record student advising and student placement in desired graduate programs or careers.


PSY 101, General

Psychology

PSY 313,

Developmental

Psychology

PSY 346, Social

Psychology

PSY 449, Abnormal

Psychology

PSY 460, Cognitive

Psychology

PSY 489, Senior

Assessment

PSY 101, General

Psychology

PSY 300, Research

Methods in Psychology

PSY 445, Clinical

Counseling, and

Community

Psychology


Organizational

Psychology

PSY 489, Senior

Assessment



489




489




SEE ALUMNI SURVEY

Each student will make a personal mission statement presentation in PSY 489.





SEE ALUMNI SURVEY

PSY 489 survey will indicate that all students were assigned to an advisor and were advised at entry to major and registration hold points.



*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.

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