Psychology Department
Program Review Self Study
Year 2008-2009
Table of Contents
I. Introduction to Department/Program(s) ................................................................................................ 3
A. Department/unit mission statement ................................................................................................. 3
B. Brief description of department and program contexts including date of last review ..................... 3
Baccalaureate (B.A.) Degree in Psychology .................................................................................... 4
M.S. in Experimental Psychology .................................................................................................... 5
M.S. in Mental Health Counseling ................................................................................................... 5
M.Ed. in School Counseling ............................................................................................................. 6
M.Ed. in School Psychology ............................................................................................................ 7
Certification Programs in School Psychology and School Counseling ............................................ 7
General Education Program .............................................................................................................. 7
Teacher Preparation Program ........................................................................................................... 8
Continuing Education ....................................................................................................................... 9
Summer Session................................................................................................................................ 9
Service to Other Programs ................................................................................................................ 9
C. Describe departmental governance system and provide organizational chart for department ...... 10
D. Department/program(s) goals ........................................................................................................ 12
Psychology Department Goals (All Programs) .............................................................................. 12
M.S. in Mental Health Counseling Program Goals ........................................................................ 18
M.S. in Experimental Psychology Program Goals ......................................................................... 20
M.Ed. in School Counseling Program Goals .................................................................................. 23
M.Ed. in School Psychology Program Goals ................................................................................. 26
E. Results for each department/program goal ..................................................................................... 29
F. Specific changes based on results of department/program goals ................................................... 29
II. Description of Degree Programs and Curricula ................................................................................. 29
A. Degree programs (undergraduate and graduate) offered in department ........................................ 29
B. Courses, location, faculty and student number .............................................................................. 31
C. Measures of efficiency for department for the last five years ........................................................ 31
D. Currency of curricula in discipline ................................................................................................ 31
B.A. in Psychology ......................................................................................................................... 31
M.S. in Mental Health Counseling ................................................................................................. 33
M.S. in Experimental Psychology .................................................................................................. 34
M.Ed. in School Psychology/Washington State Educational Staff Associate Residency Certificate
in School Psychology ..................................................................................................................... 35
M.Ed. in School Counseling/Washington State Educational Staff Associate Residency Certificate
in School Counseling ...................................................................................................................... 36
E. Effectiveness of instruction ............................................................................................................ 39
F. Distance Education ......................................................................................................................... 42
G. Assessment of programs and student learning ............................................................................... 42
III. Faculty .............................................................................................................................................. 44
A. Faculty profile ................................................................................................................................ 44
B. Faculty vitae ................................................................................................................................... 45
C. Faculty awards ............................................................................................................................... 45
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D. Performance standards ................................................................................................................... 45
IV. Students ............................................................................................................................................ 45
A. Student accomplishments .............................................................................................................. 45
SOURCE and Other Research Presentations with faculty mentors................................................ 45
Student-Faculty Regional, National, and International Presentations ............................................ 47
Student-Faculty Publications .......................................................................................................... 54
Employment and Doctoral Placement of Graduate Students ......................................................... 55
B. Masters thesis/project ..................................................................................................................... 57
C. Student advising ............................................................................................................................. 57
D. Other student services offered through the department ................................................................. 57
V. Facilities and Equipment ................................................................................................................... 58
A. Description of facilities available to department ........................................................................... 58
B. Description of equipment available to department ........................................................................ 59
VI. Library and Technological Resources .............................................................................................. 59
A. Library resources ........................................................................................................................... 59
B. Information technologies ............................................................................................................... 60
C. Technology available to department .............................................................................................. 61
VII. Analysis of Review Period .............................................................................................................. 62
A. What has gone well in the department and each degree programs? .............................................. 62
B. What challenges exist for the department and for each degree program? ..................................... 66
C. What past recommendations from the previous program review have been implemented? ......... 71
D. Comparison between the last program review and where the department is now ......................... 73
VIII. Future Directions ........................................................................................................................... 74
A. Department’s aspirations for the next three to five years .............................................................. 74
B. Department plans to increase quality, quantity, productivity, and efficiency................................ 75
C. Resources needed by the department to pursue these future directions ......................................... 77
IX. Suggestions for program review process .......................................................................................... 78
Appendix A: Department/Program Goals Assessment Plans ................................................................. 79
Appendix B: Department of Psychology Program Goal Assessment Checklist .................................... 84
Appendix C: Student Learning Assessment Plans for Psychology ........................................................ 91
Student Learning Outcomes Assessment Plan: B. A. in Psychology ................................................. 92
Student Learning Outcomes Assessment Plan: M.Ed and State Educational Staff Associate
Certificate Program in School Psychology ......................................................................................... 99
Student Learning Outcomes Assessment Plan: M.Ed and State Educational Staff Associate
Certificate Program in School Counseling ....................................................................................... 105
Student Learning Outcomes Assessment Plan: M.S. in Mental Health Counseling ........................ 108
Student Learning Outcomes Assessment Plan: M.S. in Experimental Psychology ......................... 110
Appendix D: Assessment Reports for Psychology, 2007-08................................................................ 117
Assessment of Student Learning: B.A. Psychology ......................................................................... 118
Assessment of Student Learning: M.Ed School Psychology............................................................ 124
Assessment of Student Learning: M.Ed School Counseling ............................................................ 129
Assessment of Student Learning: M.S. Mental Health Counseling ................................................. 133
Assessment of Student Learning: M.S. Experimental Psychology .................................................. 136
Appendix E: Changes Since Last Program Review (taken from the Psychology Department NWCCU
Self-Study) Department/Program(s) ..................................................................................................... 139
Appendix F: Psychology Department Committee Assignments and Charges 2007-08 ....................... 144
Appendix G: Performance Standards for the Department, College, and University ............................ 153
Appendix H: Faculty Vitae ................................................................................................................... 165
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Psychology Department
Program Review Self Study
Year 2008-2009
I.
Introduction to Department/Program(s)
A.
Department/unit mission statement
Central Washington University’s Department of Psychology provides learning
opportunities and experiences through which undergraduate and graduate students
develop an understanding of the perspectives, content, methodology, and technology of
the science of human and nonhuman behavior and mental processes.
Undergraduate and graduate programs prepare students for life-long learning and
advanced study in psychology, as well as providing professional preparation for careers
in research, business, industry, education, and social service. The department is a major
participant in the general education and undergraduate teacher education sequences of
the university and provides selected courses for other majors and programs as
appropriate to the discipline.
Specialized master’s degrees are available in experimental psychology, school
psychology, school counseling, and mental health counseling. The graduate professional
preparation programs have a particular emphasis on helping students develop the
competencies and identity of the mental health counselor, school counselor, or school
psychologist.
B.
Brief description of department and program contexts including date of last review
The last program review for the Department of Psychology was January, 2004.
The Psychology Department is responsible for an undergraduate bachelor’s degree
program and several graduate degree programs, as follows:
B.A. in Psychology, (45 or 60 credit major)
M.S. in Mental Health Counseling
M.S. in Experimental Psychology
M.Ed. in School Psychology
M.Ed. in School Counseling
Certificate in School Psychology
Certificate in School Counseling
Each of these degree programs is briefly described below.
In addition, the department participates in three interdisciplinary undergraduate major
programs (Primate Behavior and Ecology, Women Studies, and Gerontology) and one
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interdisciplinary graduate program (Primate Behavior). A psychology faculty member is
the current program director of the gerontology program.
The psychology department significantly contributes to the university’s general
education program, teacher preparation program, continuing education program, and
summer session. Our courses are included in the major and minor programs of other
disciplines. These roles are described after a discussion of the degree programs.
Baccalaureate (B.A.) Degree in Psychology
The undergraduate major in psychology at Central Washington University is designed
to prepare qualified students for advanced study in the discipline and to provide a strong
foundation in the core areas of the discipline that would support the development of
competence in a variety of behavioral science-related professions. Our program affords
opportunities for students to tailor elements of the major and supplementary experiences
to their career and educational goals. About half of CWU’s graduates are community
college transfer students, so the major is designed to be finished in two years of upper
division study, including some allowance for scheduling conflicts and elective choices.
Requirements for the baccalaureate degree in psychology are predicated on
recommendations of an American Psychological Association task force, implicit
expectations of national end-of-major tests, and a survey of graduate school admissions
expectations. They are similar to major requirements at other universities. All
psychology majors are expected to take a common set of core courses, determined by
the following assumptions:
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Students should be acquainted with the basic findings and terminology of
contemporary psychology as a whole.
Students should develop critical thinking and reasoning skills. These skills are
developed in no small part by working with quantitative information in courses
in statistics and research methods.
Students should be able to write in the language of the discipline, using elements
of style described in the current edition of the Publication Manual of the
American Psychological Association.
Students should understand and have practice in implementing psychological
research strategies.
Students should know the history of the discipline and its place in the broader
intellectual traditions of the sciences, the humanities, and the social sciences.
Beyond the core requirements, students must take at least one course from two of the
four clusters that span the major subfields of the discipline. Each cluster is comprised of
a conceptually distinct group of courses. One cluster includes clinically related courses,
one contains experimental psychology courses, a third cluster consists of courses
relating to human development, and the fourth cluster is related to applications of
psychology. The goal is to afford students an opportunity to sample the breadth of
specializations and approaches to the discipline while allowing some opportunity to
choose courses that are consistent with their interests.
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The remainder of the student's major consists of relatively unconstrained electives.
Students have a 45- or a 60-credit major option. These two major tracks differ only in
the number of free elective credits. Students who choose the 45-credit major must
complement the psychology major with a second major or a minor in a related field.
Students are required to complete at least 180 credits to earn a bachelor’s degree, so the
psychology major options constitute a quarter or a third of the student’s undergraduate
coursework. General education requirements make up about a third of the 180-credit
requirement. This leaves about a third of the psychology student’s coursework to be
taken in free electives that complement the student’s personal and career interests.
The bachelor's degree in psychology can provide an avenue into employment in one of
many areas for which behavioral science skills and knowledge are important, e.g.,
personnel positions, public relations, administration and management, health services,
and teaching. Students are encouraged to supplement the major with courses that are
specifically related to their vocational interests.
M.S. in Experimental Psychology
The Experimental Psychology specialization reflects our commitment to provide
students with a generalized background in experimental psychology while allowing
them to concentrate in areas of study adequately represented among the faculty. Our
mission is to prepare students for doctoral or professional study in psychology and
related fields, prepare students for community college and college teaching in
psychology, prepare students for research and evaluation positions with public and
private employers, and support our other masters programs in professional psychology
with foundational instruction in conducting and interpreting psychological research.
Students enroll in a common set of core courses that provide a base of information and
competencies in human and animal learning and performance, biological foundations of
behavior, research design, and quantitative methods. In addition, following consultation
with faculty advisors, students develop individual research plans and select specialized
curricular options that are consistent with their professional objectives. The general
experimental psychology track requires 48 credits and the Applied Behavior Analysis
specialization requires 70 to 72 credits.
M.S. in Mental Health Counseling
The Mental Health Counseling Program prepares professional Mental Health
Counselors for the provision of culturally competent services in a variety of community
and agency settings. The program offers to students training based on a scientistpractitioner model that reflects the cultural diversity of the society in which we live and
work. Graduates are prepared for careers in the field of mental health to provide a full
range of Mental Health Counseling services that involve psychotherapy, human
development, learning theory, and group dynamics to help individuals, couples,
families, adolescents, and children. This program prepares graduates to practice in a
variety of settings, including independent practice, community agencies and outreach
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programs, managed behavioral health care organizations, hospitals, and employee
assistance programs.
Graduates will be competent and proactive professional counselors. They will be
knowledgeable, ethical, and skilled in their selected fields; flexible and comprehensive
in their approach; adaptable to the needs of the people they serve; and effective in
meeting those needs. Graduates appreciate that advances in knowledge, skills and
technology within the profession require life-long continuing education for counselors
as well as monitoring and review of professional standards.
The program seeks to provide educational excellence by challenging and supporting
individual and professional development; researching and teaching from a sound
knowledge base; affirming diversity of ideas, values and persons; upholding the highest
of ethical principles in professional conduct; and maintaining partnerships with
institutions and communities within the region. The program is designed to meet the
curriculum requirements for licensure as a Mental Health Counselor in Washington and
accredited by the Council for the Accreditation of Counseling and Related Educational
Programs (CACREP).
M.Ed. in School Counseling
The mission of the School Counseling Program is to prepare professional counselors to
work in elementary, middle, and high schools in a diverse, complex society. Graduates
will receive a counseling foundation that emphasizes the theory and practice of
comprehensive school guidance, professional identity, multicultural competencies,
skills for counseling children and adolescents, and the role of school counselors as
advocates. Experience with technology, clarity regarding appropriate roles for school
counselors, and awareness of school culture are ingrained into many classes. Graduates
will understand the importance of (1) professional standards, (2) collaborating with
parents and other school officials, (3) lifelong learning for themselves, and (4)
professional literature and professional organizations.
The program was developed through the efforts of department faculty and members of a
state-mandated Professional Education Advisory Board (PEAB), which is responsible to
the Office of the Superintendent of Public Instruction. The program features intense
practicum experience and a one-quarter full-time internship in a school setting.
Coursework and competencies that must be completed for school counselor certification
cover the basic knowledge and skills necessary to function effectively in the K-12
school setting. All Washington State standards and guidelines applicable to the training
and certification of school counselors are addressed in the program. In addition,
standards and guidelines provided by the National Council for the Accreditation of
Teacher Education (NCATE) are integrated into the program, as are the standards of the
Council of Accreditation of Counseling and Related Education Programs (CACREP),
where feasible.
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M.Ed. in School Psychology
The School Psychology Training Program at Central Washington University is
committed to training professionals who have expertise in both psychology and
education and are committed to enhancing the strengths of critical socialization
institutions such as families and schools. This training is accomplished through a
competency based scientist-practitioner model, which emphasizes comprehensive
school psychological services and recognizes the individual differences of children.
The School Psychology Training Program prepares graduate students to receive the
residency Education Staff Associate (ESA) certification as school psychologists and to
assume positions in public school systems and related agencies. The training program is
an intensive course of study that, in addition to traditional coursework, includes two
counseling practica, two school psychology practica, and a 1200-hour (full year)
internship in public schools, all of which integrate learning from several courses. The
breadth and depth of coursework involved is considerable. Students take courses
designed to build competence in assessment and evaluation; consultation; counseling;
working with handicapped, minority, and disadvantaged children; and understanding
the historical and philosophical foundations of psychology and education. The program
is reviewed by a state-mandated Professional Education Advisory Board (PEAB), a
group of department faculty and professional educators, which is responsible to the
Office of the Superintendent of Public Instruction. The goal of the program is the
preparation of highly trained professionals who will be effective change agents in
serving the mental health and educational needs of children and adolescents. The
program is fully approved by the National Association of School Psychologists, and all
graduates are eligible for national certification.
Certification Programs in School Psychology and School Counseling
The department offers state-approved programs leading to Washington State
certification in school psychology and school counseling. It is possible for persons
having advanced degrees in allied disciplines to obtain certification without becoming a
candidate for the M.Ed. degree, but our students typically combine certification with a
master’s degree. Many candidates for the M.S. in Mental Health Counseling degree also
elect to complete the school counseling certification program.
General Education Program
Two psychology courses are included in CWU’s general education program. Both
enroll hundreds of students per year. PSY 101, General Psychology, is also required of
psychology majors and minors, so its role in general education is difficult to determine
with precision, but in 2007-2008 for example, 923 students enrolled in PSY 101. The
majority of those students were probably undecided majors or majors in fields other
than psychology.
PSY 205, Psychology of Adjustment, is an introduction to psychology as it is broadly
applied to mental health. In addition to its scientific content, the course provides
objective information about successful adjustment to independent adult living. The fall
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quarter sections of PSY 205 are designed with special attention to adjustment problems
of beginning university students. The writing exercises in PSY 205 have qualified it as
one of the few general education “Writing Intensive” courses in the social and
behavioral sciences. In 2007-2008, 371 students enrolled in PSY 205, with most being
non-majors or undecided majors.
Some of our PSY 101 and 205 service is to general education and some is to our major
and minor. It is difficult to know how many PSY 101 and 205 students eventually
become psychology majors. A few of our majors have declared their major when they
take PSY 101, but others do so afterward and still others are community college transfer
students who have taken General Psychology at a community college. In any event,
about 87% of our lower division FTES and about 29% of all psychology undergraduate
FTES is accounted for by enrollment in PSY 101 and 205. A detailed table of data for
the last five years can be found in Table 3, Section IV.B, below.
Teacher Preparation Program
Central Washington University began as a state normal school. Like many of CWU’s
current departments, the department of psychology evolved from beginnings in teacher
education. Psychology was the last discipline to become a department independent from
teacher education, splitting off in 1966. This heritage and our dedication to the study of
human development and the science of instruction are responsible for a substantial
presence in the undergraduate teacher education program. At the graduate level, we
continue to offer two Master of Education programs for school professionals, one in
school counseling and one in school psychology. Our course offerings, professional
duties, and faculty hiring priorities reflect a significant commitment to teacher
education, and we coordinate our offerings, especially at the centers, with teacher
education programs. Seven faculty members in psychology are members of the Center
for Teaching and Learning, CWU’s interdepartmental unit for the preparation of
professional school personnel.
At the undergraduate level, PSY 314, Human Development and the Learner, and PSY
315, Educational Psychology, are taken by every teacher candidate in Ellensburg, at
university centers, and in special cohorts. In addition, the courses are offered through
the Office of Continuing Education to teacher candidates in our Career Switcher
program at the Lynnwood center and our Project Teach program at Green River
Community College. These two courses also serve as prerequisites to several courses in
Curriculum and Supervision, Early Childhood Education, and Special Education.
In 2007-08, 405 students enrolled in PSY 314 and 429 enrolled in PSY 315. These
totals include 91 in PSY 314 and 144 in PSY 315 who were students at our Wenatchee,
Lynnwood, Green River Community College, and Des Moines programs. The
proportion of all psychology upper division FTES enrolled in these classes has ranged
from a low of 18% in 2007-2008 to a high of 31% in 2005-2006, with a five year
average of 25%. Similarly, the proportion of all undergraduate psychology FTES
enrolled in these classes over the past five years has ranged from a low of 15% in 200607 to a high of 21% in 2003-2004 and 2005-2006 (five year average = 19. A detailed
table of data for the last five years can be found in Table 3, Section IV.B, below.
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At the graduate level, our M.Ed. program in school psychology, and M.Ed. program in
school counseling train school professionals. Psychology courses are included as
electives in the M.Ed. Master Teacher program and the M.Ed. Administration graduate
programs.
Continuing Education
Occasionally, psychology courses are delivered to special groups on a self-support
funding basis. These course presentations are administered by the Office of Continuing
Education. Currently, we offer continuing education psychology courses to school
psychologists seeking certification and to advanced high school students through the
CWU Cornerstone Program. In 2007-2008, two such continuing education courses were
offered.
The department occasionally extends continuing education academic credit to
professionals attending conferences with psychological content, such as the Washington
State Association of School Psychologists conference or the Northwestern Association
of Behavior Analysis conference.
We strive to maintain high standards of quality in our continuing education offerings.
Faculty that teach continuing education courses are reviewed and approved by the
department. Instructors submit teaching evaluations to the department chair, who
reviews them quarterly. They base their courses on the syllabi of courses taught by full
time faculty members.
Summer Session
The psychology department sponsors an active summer session program. We have
traditionally offered several courses for teacher preparation students. In recent years, we
have also offered major and minor core courses and a few major elective courses. In
2007-08, for example, we offered 227 credits of courses, in 58 separate course sections
(this includes individual instruction sections), including courses in Lynnwood, Des
Moines, Pierce, Yakima, and online.
Summer session is funded entirely by tuition revenues. A portion of any excess
revenues is returned to the department. Our department funds considerable professional
development, travel, equipment, and goods and services from these revenues.
Service to Other Programs
The university’s Law and Justice (LAJ) Department evolved from an interdisciplinary
program in which psychology was a participating department. Our research methods is
still an accepted substitute for the LAJ methods course. At Ellensburg, Yakima, Pierce,
Lynnwood, and Des Moines, we provide courses leading to a psychology minor, which
LAJ students often combine with their major.
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Psychology courses and faculty dedication play important roles in CWU’s teacher
education program. This service function is described above under “Teacher
Preparation.”
Psychology faculty and courses figure prominently in three interdisciplinary programs:
Gerontology, Primate Behavior and Ecology, and Women Studies. The current director
of the Gerontology program is Dr. Jeff Penick of the Psychology Department. Primate
Behavior and Ecology majors are required to have a second major in one of three
disciplines, including psychology. Dr. Megan Matheson is our PBE double major
coordinator.
Psychology courses serve as prerequisites, required or elective courses in the following
majors and minors:
 Food Science and Nutrition w/ Specialization (PSY 362, required)
 Pre-Nursing in Public Health Specialization (PSY 101, prerequisite; PSY 313,
required)
 Professional Education Sequence (PSY 101, prerequisite; PSY 314 and PSY
315, required)
 Social Services Major and Minor (PSY 454, required)
 Sociology Major (PSY 363, elective)
 Family and Consumer Sciences Major & Career and Technical Education
Teaching Major (FCSF/PSY235, required; PSY 447, required)
 Family Studies Specialization (PSY 101, PSY 447, and PSY 452, all required)
 General Education Program (PSY 101 and PSY 205, options in Foundations of
Human Adaptations and Behavior)
 Gerontology Major (PSY 300, PSY 452, and PSY 454, required) (PSY 455,
elective)
 Gerontology Minor (PSY 452, required) (PSY 454 and PSY 455, elective)
 Pre-Optometry (PSY 101, required)
 Primate Behavior and Ecology Major (PSY 101, PSY 300, PSY 301, PSY 362,
PSY 442, PSY 495C, all required)
 Public Policy Major (PSY 362, required)
 Safety and Health Management Major (PSY 456, required)
 Safety and Health Management Minor (PSY 101, recommended)
 Social Science Major (PSY 101, required; Psychology electives by advisement)
 Women Studies Major (PSY 101 and PSY 483, required)
 Exercise Science Major w/ Clinical Physiology Specialization (PSY 449 and
PSY 478, electives)
C.
Describe departmental governance system and provide organizational chart for
department.
The chair of the Department of Psychology is the supervisor of its faculty and staff. The
dean appoints him or her for a four-year term, following an election by the full time
faculty of the department. The part-time assistant chair is selected by the chair, with
approval by the dean. The department is supported by 4.75 FTE staff personnel, as
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indicated in the organizational chart. The psychology department has a history of stable
leadership. The current chair, Dr. Stephanie Stein, began her service in 2005. The
previous three chairs served for 3, 13 and 12 years, respectively.
Organization alCh art
CWU Psy cho lo gy Dep art men t
Stephanie Stein
Pr of es sor and Chair
Es telle Mathews, Secr etar y Lead
Don na Miglino, Secretar y (.75 FT E)
Ch ris Bu chanan,E ngineer in g Technicia n II I
Terr y L. DeVietti- Emer itu s Pr ofess or
Ro ger S.F outs - P rof es so r (Gr ad uate S tu dies and Resear ch ,10 0%)
Eu gen e R. Joh nso n - Pr ofess or
Elizabeth M. Street - Pr of es sor (Ch ie f Planning Of ficer, 100 %)
J ohn Str eet, Eng in eering Tech nician I I
Su san D.Lo nbor g - Pr of es sor
Lo retta Ney, Secretar y Lead, CPSC
Stephen B.S chepman - Pr ofess or
Antho ny J. Stah elsk i- P rof es so r (5 0%)
Ph ilip Tolin - Emeritus P rof es so r
W.Owen Dugmo re,As sociate Pr of es sor
Marte Falls hor e - As so ciate P rof es so r (5 0%)
Terr en ce J .S chwartz - Ass ociate Pro fess or
Wen dy A.Williams - As sociate Pr of es sor
Megan D. Matheso n - Ass ocia te Pr ofess or
J ef fr ey M. Pen ic k - As sociate Pr of es sor
Ro ber tD. Br ammer - As sociate Pr of es sor
J enn if er T.Cates ,As sis ta nt Pro fess or
ScottE .Schaef le ,As sis ta nt Pro fess or
Kara I .Gabr ie l,As sistantP rof es so r
Danielle C. Polag e - As sistantP rof es so r (CWU- Des Moines )
Ralf R. Greenwald - Ass istan tPr of es sor
Ry an M. Zay ac - Ass is tant Pr ofess or
Mark So ellin g - Senior Lectur er (Fu l Time, Non- tenu re tr ack,CWU- Pier ce
Mary Radeke- Lecturer ( FullT ime,No n-tenur e track, Ellens bur g)
Holley Matth ews - Lecturer ( FullT ime,No n-tenur e track, Ellens bur g)
Mary Schr oed er - Lecturer ( FullT ime,No n-tenur e track, Ellens bur g)
Part- time ins tructors ni E lensb urg and all Center s
Personnel recommendations to the dean are made independently by the department
chair and a three-person Personnel Committee of tenured professors elected by the
tenure-track and tenured faculty. These recommendations are guided by departmental,
college, university and collective bargaining agreement policies for retention, tenure,
and promotion. Other standing committees of the department are the (a) Undergraduate
Curriculum Committee, (b) MS Mental Health Counseling and School Counseling
Program Committee, (c) School Psychology Program Committee, (d) Experimental
Psychology Program Committee, (e) Assessment Committee, (f) Graduate Admissions
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Committee, (g) Undergraduate Advisement Committee, and (h) the Education Sequence
Committee. For our current committee memberships and charges, see Appendix F.
Five academic program directors receive varying amounts of reassigned time for their
duties. They are the directors of the M.S. programs in Experimental Psychology and
Mental Health Counseling, and the M. Ed. programs in School Psychology and School
Counseling, and the interdisciplinary bachelor’s degree program in Gerontology. The
program director for the Mental Health Counseling program also serves as the director
for the School Counseling program.
D.
Department/program(s) goals
Psychology Department Goals (All Programs)
1. Goal #1: Assess and improve our undergraduate and graduate curricula.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goals I & II (Maintain and
strengthen an outstanding academic and student life at all sites), and Goal III
(Provide for outstanding graduate programs that meet focused regional needs
and achieve academic excellence).
It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites) and Goal V (Achieve regional
and national prominence for the university).
b. Data used to measure (assess) goal attainment:
The psychology department records curriculum improvements resulting from (1)
reviews of standards of professional associations, (2) surveys of journal articles
on curriculum in psychology, and (3) student performance on the Major Field
Test. We also review syllabi, assignments, and student learning objectives at
department’s annual assessment day in spring quarter. In addition, we survey
student estimates of course effectiveness in the End-of-Major Survey. Finally,
there are program-specific assessments in each of the graduate programs (to be
described separately).
c. Criterion of achievement (standard of mastery) for each goal:
All of our graduate programs maintain appropriate state and professional
association approval status, if applicable. In addition, all courses and degree
programs are reviewed by the appropriate department committee(s) at least
biennially. The department records and implements all recommended
curriculum changes. The averages on MFT content areas should be consistent
with national averages. Furthermore, all End-of-Major Survey average ratings
of course effectiveness should be above 4 on 7-point scale. Finally, one class
per faculty member is reviewed at department assessment day each year.
d. Describe the major activities that enabled goal attainment:
Major activities include providing high quality, up-to-date instruction in both
undergraduate and graduate courses and regular meetings by department
committees as well as all-department meetings. Ongoing professional
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development provides opportunities for faculty to update their content
knowledge and methods for delivery of instruction.
2. Goal #2: Promote effective teaching.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goals I & II (Maintain and
strengthen an outstanding academic and student life at all sites), and Goal III
(Provide for outstanding graduate programs that meet focused regional needs
and achieve academic excellence).
It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites) and Goal V (Achieve regional
and national prominence for the university).
b. Data used to measure (assess) goal attainment:
The Student Evaluation of Instruction (SEOI) surveys are administered for every
class and reported in reappointment, merit, and post-tenure reviews. The
department chair or other designated faculty member conduct an annual peer
classroom visit/observation for all probationary faculty. Finally, there are
program-specific assessments in each of the graduate programs (to be described
separately).
c. Criterion of achievement (standard of mastery) for each goal:
All teaching evaluations will be consistent with college and university norms for
educational background and experience. Department chair and personnel
committee will review teaching commendations and recommendations with all
faculty members under review. Constructive guidance or training will be given,
where appropriate.
d. Describe the major activities that enabled goal attainment:
Major activities include (1) ongoing professional development for faculty, and
(2) personnel committee and department chair review of teaching effectiveness
during reappointment, tenure, promotion, and post-tenure evaluations. Merit
awards are sometimes available to faculty who excel in teaching. In addition,
several university level teaching awards are available to recognize and reward
excellence in teaching.
3. Goal #3: Promote excellence in learning to prepare students for careers and
advanced study.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences 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), and Goal V (Build partnerships that with
private, professional, academic, government, and community-based
organizations).
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It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites) and Goal V (Achieve regional
and national prominence for the university).
b. Data used to measure (assess) goal attainment:
The Psychology Department uses several types of data to measure this goal.
First of all, the ETS Major Field Test is taken by all graduating seniors. PSY
489, Senior Assessment is also taken by graduating seniors. This class includes
both portfolio assessment and presentations. We also measure this goal by
keeping track of whether our graduates are successful in getting into graduate
programs or careers. Surveys are administered to graduating senior and alumni.
Department Assessment Committee reviews all goals, gathers the data, and
reports to findings to the department. Graduate program committees and
undergraduate advisement committee also assess advisory materials, assignment
of students to advisors, and advisement at major mileposts.
c. Criterion of achievement (standard of mastery) for each goal:
The Psychology Department expects that CWU averages on MFT content areas
will be consistent with national averages. We also look for satisfactory faculty
evaluation of all student portfolios and presentations in PSY 489. Alumni
surveys are reviewed regularly for feedback, though no specific criterion of
mastery has been identified for this measure. All program goals are reviewed
and summary data created at least as often as cyclical program review. Advisory
materials are reviewed annually to assure all students are assigned to an advisor
and advised at entry to major and registration hold points.
d. Describe the major activities that enabled goal attainment:
Major activities include (1) advisement by faculty, (2) graduate school and
career presentations sponsored by Psychology club, and (3) opportunities for
field experience in psychology and undergraduate honors thesis (by invitation
only).
4. Goal #4: Support involvement of undergraduate and graduate students in
psychological research.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goals I & II (Maintain and
strengthen an outstanding academic and student life at all sites), and Goal III
(Provide for outstanding graduate programs that meet focused regional needs
and achieve academic excellence).
It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites) and Goal V (Achieve regional
and national prominence for the university).
b. Data used to measure (assess) goal attainment:
The Psychology Department collects a variety of data to measure this goal. We
track the number of (1) professional meeting papers and presentations with
student authors and co-authors annually, (2) students and faculty who participate
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in local symposia, poster sessions, or SOURCE, (3) students enrolled in research
internships and field research courses (e.g. China Field Station, Children’s
Village research), and (4) student members of faculty research teams. We also
inspect PSY 489 portfolios for evidence of developing a research proposal and
confirm completion of a research thesis or project for graduate students.
c. Criterion of achievement (standard of mastery) for each goal:
The Psychology Department expects that at least one third of faculty papers and
presentations will have student co-authors. We also strive to have at least two
internship, field station, or faculty research teams open to students each year.
We expect that every graduating senior will have developed a research proposal
and that every graduate student will create a complete research project.
d. Describe the major activities that enabled goal attainment:
Major activities include 1) mandatory research methods classes for all
psychology minors, majors, and graduate students, 2) the use of a research
participation bulletin board in the psychology building, 3) availability of faculty
research teams for students to join, 4) quarterly poster sessions for presenting
projects in PSY 300, 5) directed research opportunities (PSY 495 and PSY 595),
and completion of graduate thesis or project.
5. Goal #5: Assure faculty staffing adequate to support timely delivery of all courses
and programs at all sites.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Goal III (Provide for outstanding
graduate programs that meet focused regional needs and achieve academic
excellence).
It is also related to the University Goal III (Strengthen and further diversify our
funding base and strengthen infrastructure).
b. Data used to measure (assess) goal attainment:
The Psychology Department monitors class sizes and the size of waitlists (if
available) for course sections. We also monitor ratios of part-time and full-time
instruction. Finally, we count the times a required course must be taken as an
“arranged course.”
c. Criterion of achievement (standard of mastery) for each goal:
We expect that at least 90% of all course sections will meet the following size
criterion: Lower division less than 65, upper division less than 40, and graduate
less than 20. We also strive to have no waitlists that exceed one quarter of the
course enrollment limit. At least 60% of the classes in the department should be
taught by full time faculty. Finally, no more than one “arranged course” per
quarter should be required for student progress.
d. Describe the major activities that enabled goal attainment:
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Major activities include 1) setting appropriate class size limits, 2) opening up
new sections of high demand classes with lengthy waitlists, 3) assigning courses
to ensure proper balance of full-time vs. part-time instructors, and 4) advising
students about timing of required courses to minimize the need for individual
“arranged courses.”
6. Goal #6: Pursue diversity goals by attracting women and minority students and
faculty members and by increasing student and faculty contact with diverse
populations.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goals I & II (Maintain and
strengthen an outstanding academic and student life at all sites), and Goal III
(Provide for outstanding graduate programs that meet focused regional needs
and achieve academic excellence).
It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites) and Goal IV (Build inclusive
and diverse campus communities that promote intellectual inquiry).
b. Data used to measure (assess) goal attainment:
The Psychology Department measures this goal by keeping track of the number
of faculty searches conforming to OEO guidelines for recruiting women and
minority faculty members. We also compare the proportion of women and
minority faculty and students with availability and university averages. We
count papers, presentations and professional activities with diversity themes.
Finally, we monitor the psychology curriculum to ensure the presence of crosscultural and diversity content.
c. Criterion of achievement (standard of mastery) for each goal:
We expect that all faculty searches will conform to OEO guidelines. We strive
for attaining departmental proportions of women and minority faculty at least
within one person of availability of institutional averages and women and
minority students within 5% of university averages. At least three faculty
papers, presentations, and professional activities per year should represent
diversity themes. At least half of all field placements and internships yield
contact with minority or diverse populations. Finally, cross-cultural and
diversity content should be in at least one required course in each degree
program.
d. Describe the major activities that enabled goal attainment:
Major activities include 1) ensuring the all faculty searches conform to OEO
guidelines for recruiting women and minority faculty members, 2) representing
diversity themes in faculty papers, presentations, and professional activities, 3)
seeking field placements and internships for students that involve contact with
minority or diverse populations, and 4) including cross-cultural and diversity
content in at least one required course in each degree program (i.e. PSY 574
Multicultural Counseling).
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7. Goal #7: Seek support for faculty teaching, scholarship, and professional
development activities.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goal IV (Develop a
diversified funding base to support teaching, research, and service) and Goal V
(Build partnerships that with private, professional, academic, government, and
community-based organizations).
It is also related to the University Goal III (Strengthen and further diversify our
funding base and strengthen infrastructure) and Goal V (Achieve regional and
national prominence for the university).
b. Data used to measure (assess) goal attainment:
The Psychology Department measures this goal by keeping track of the number
of (1) faculty applications for internal research and scholarship funding, (2)
faculty applications for external research and scholarship funding, (3) faculty
applications for professional development funding (college, graduate studies and
research, professional leave, spheres of distinction), (4) and type of activities
funded by individual professional development fund, and (5) infrastructure
(equipment, materials, facilities) requests fulfilled (internal and external
sources). We also monitor department staff positions.
c. Criterion of achievement (standard of mastery) for each goal:
We expect that at least 25% of tenure and tenure-track department faculty will
apply for internal research and scholarship funding per year. In addition, we
strive to have at least 10% of tenure and tenure-track faculty apply for external
research and scholarship funding in two years. We expect that our highest
priority infrastructure project will be completed with each program review
cycle. All faculty members are expected to engage in at least one activity per
year funded by individual professional development fund. Finally, we expect
that all department staff positions will be filled.
d. Describe the major activities that enabled goal attainment:
Major activities include 1) faculty applications for internal grants, 2) faculty
applications for external grants, and 3) faculty requests for professional
development funding.
8. Goal #8: Serve as a center for psychological and educational services to the
community and region.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goal III (Provide for
outstanding graduate programs that meet focused regional needs and achieve
academic excellence), Goal V (Build partnerships with private, professional,
academic, government, and community-based organizations), and Goal VI
(Strengthen the college’s contributions to the field of education.)
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It is also related to the University Goal IV (Build mutually beneficial
partnerships with the public sector, industry, professional groups, institutions,
and the communities surrounding our campuses) and Goal V (Achieve regional
and national prominence for the university).
b. Data used to measure (assess) goal attainment:
The Psychology Department measures this goal by keeping track of the number
of courses with service learning requirement or other opportunities for
psychology majors. We also count the number of faculty and student
community service activities. There are also program-specific assessments in
each of the graduate programs (to be described separately), especially
professional practica and internships.
c. Criterion of achievement (standard of mastery) for each goal:
We expect that every graduating student has had the opportunity to participate in
a service opportunity. We strive to have at least 25% of undergraduate majors
and at least 90% of graduate students who have participated in a service or
internship opportunity. Finally, we would like to have an average of 20
community clients served in CCPAC in quarters when PSY 593C is offered.
d. Describe the major activities that enabled goal attainment:
Major activities include 1) offering service learning opportunities for students in
local schools and human service agencies, 2) requiring practica and internship
for graduate students in School Psychology, Mental Health Counseling, and
School Counseling, and 3) providing free community counseling and
psychological assessment services through the CCPAC.
M.S. in Mental Health Counseling Program Goals
1. Goal #1: Prepare students for careers in the field of mental health to provide a full
range of Mental Health Counseling services that involve psychotherapy, human
development, learning theory, and group dynamics to help individuals, couples,
families, adolescents, and children.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goals I & II (Maintain and
strengthen an outstanding academic and student life at all sites), and Goal III
(Provide for outstanding graduate programs that meet focused regional needs
and achieve academic excellence).
It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites) and Goal V (Achieve regional
and national prominence for the university).
b. Data used to measure (assess) goal attainment:
The Mental Health Counseling Program completes the Assessment of Student
Progress form in the spring of the student’s first year of the program and the fall
or winter of their second year. This measure assesses academic performance,
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clinical performance, and professional and personal development of graduate
students in the program. The program also tabulates career placement and
doctoral program acceptance records of graduates through the Alumni survey.
c. Criterion of achievement (standard of mastery) for each goal:
By their second review, students must receive a “3” or above in all three
categories on the Assessment of Student Progress form to continue in the
program. Students failing to reach this benchmark may petition for another
evaluation the following quarter. In addition, we expect that all students who
pursue appropriate professional placement or doctoral program acceptance
should be successful.
d. Describe the major activities that enabled goal attainment:
Major activities include 1) providing high-quality graduate instruction in a range
of graduate counseling classes, 2) providing timely and specific feedback to
graduate students about their performance in the program, and 3) surveying our
graduate alumni regarding career placement and doctoral program acceptance.
2. Goal #2: Meet or exceed current national standards for professional training [i.e.,
Council for the Accreditation of Counseling and Related Educational Programs
(CACREP)]
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goals I & II (Maintain and
strengthen an outstanding academic and student life at all sites), Goal III
(Provide for outstanding graduate programs that meet focused regional needs
and achieve academic excellence), Goal V (Build partnerships that with private,
professional, academic, government, and community-based organizations), and
Goal VI (Strengthen the college’s contributions to the field of education).
It is also related to the University Goal III (Strengthen and further diversify our
funding base and strengthen infrastructure), Goal IV (Build mutually beneficial
partnerships with the public sector, industry, professional groups, institutions,
and the communities surrounding our campuses) Goal V (Achieve regional and
national prominence for the university), and Goal VI (Build inclusive and
diverse campus communities that promote intellectual inquiry).
b. Data used to measure (assess) goal attainment:
Evaluations from counseling practica and internship (PSY 593A, B, C, and E,
and PSY 681) will be used to assess this goal. In addition, the program will rely
on the review by the CACREP accreditation team.
c. Criterion of achievement (standard of mastery) for each goal:
Students must receive a “3” (Expected performance) or above on their PSY
593A evaluation. They must receive a “Satisfactory” or above on 593B or C.
The student must not receive any “1”s on the evaluation from PSY 681. Finally,
the program should maintain full CACREP accreditation status.
d. Describe the major activities that enabled goal attainment:
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Major activities include 1) providing high-quality professional training
opportunities for graduate students in field placements (practica and internship),
and 2) ensuring that our Mental Health Counseling graduate program continues
to meet the criteria for CACREP accreditation.
M.S. in Experimental Psychology Program Goals
1. Goal #1: Facilitate student progress to advanced levels of knowledge and practice in
the methods and ethics of experimental psychology.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences 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), and Goal V (Build partnerships that with
private, professional, academic, government, and community-based
organizations).
It is also related to the University 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), and Goal VI (Build inclusive and
diverse campus communities that promote intellectual inquiry).
b. Data used to measure (assess) goal attainment:
This goal is assessed by a variety of means. First, student performance on
assigned papers or projects in various classes is considered. In addition, the
thesis proposal, any HSRC or IACUC proposals (if relevant), and the final thesis
document are considered.
c. Criterion of achievement (standard of mastery) for each goal:
Each graduate student in Experimental Psychology should maintain a GPA at or
above 3.0 with no grade lower than a C in the required core content and elective
courses on student’s course of study form. Successful completion and approval
of the thesis proposal is signified by the signing of the option approval form by
the thesis committee. The program expects 100% successful approval of
research proposals by IACUC or HSRC committees, when relevant. Successful
defense of the thesis is signified by the signing of the oral defense of thesis
forms and thesis signature pages by the thesis chair and committee, and finally
successful acceptance of the written thesis by the graduate school.
d. Describe the major activities that enabled goal attainment:
Major activities include 1) provision of high-quality instruction in graduate
classes within the MS Experimental Program, and 2) advising and supervision of
graduate theses.
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2. Goal #2: Provide a foundation in the core content areas of experimental psychology
that supports the development of competence across a variety of sub-disciplines.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goals I & II (Maintain and
strengthen an outstanding academic and student life at all sites), and Goal III
(Provide for outstanding graduate programs that meet focused regional needs
and achieve academic excellence).
It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites) and Goal V (Achieve regional
and national prominence for the university).
b. Data used to measure (assess) goal attainment:
This goal is assessed through assigned papers, projects, and examinations in
various classes.
c. Criterion of achievement (standard of mastery) for each goal:
Each graduate student in Experimental Psychology should maintain a GPA at or
above 3.0 with no grade lower than a C in the required core content and elective
courses on student’s course of study form.
d. Describe the major activities that enabled goal attainment:
Major activities include provision of core and elective courses in experimental
psychology.
3. Goal #3: Provide a foundation in areas of research specialization in collaboration
with at least one faculty member with interest and expertise.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goals I & II (Maintain and
strengthen an outstanding academic and student life at all sites), and Goal III
(Provide for outstanding graduate programs that meet focused regional needs
and achieve academic excellence).
It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites) and Goal V (Achieve regional
and national prominence for the university).
b. Data used to measure (assess) goal attainment:
This goal is assessed through assigned papers, projects, and examinations in
various classes. It is also assessed through the thesis proposal and the final
thesis document.
c. Criterion of achievement (standard of mastery) for each goal:
Each graduate student in Experimental Psychology should maintain a GPA at or
above 3.0 with no grade lower than a C in the required core content and elective
courses on student’s course of study form. Successful completion and approval
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of the thesis proposal is signified by the signing of the option approval form by
the thesis committee. Successful defense of the thesis is signified by the signing
of the oral defense of thesis forms and thesis signature pages by the thesis chair
and committee, and finally successful acceptance of the written thesis by the
graduate school.
d. Describe the major activities that enabled goal attainment:
Major activities include 1) provision of research methods courses and 2) thesis
supervision.
4. Goal #4: Encourage the development of professional competence among students.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences 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), and Goal V (Build partnerships that with
private, professional, academic, government, and community-based
organizations).
It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites) and Goal V (Achieve regional
and national prominence for the university).
b. Data used to measure (assess) goal attainment:
This goal is assessed through assigned class presentations in various courses,
thesis proposal, research presentation proposal forms submitted to the CWU
SOURCE conference, research presentation proposal forms submitted to a
regional, national, or international professional conferences, oral thesis defense,
and the final written thesis document.
c. Criterion of achievement (standard of mastery) for each goal:
Each graduate student in Experimental Psychology should maintain a GPA at or
above 3.0 with no grade lower than a C in the required core content and elective
courses on student’s course of study form. Successful completion and approval
of the thesis proposal is signified by the signing of the option approval form by
the thesis committee. Successful defense of the thesis is signified by the signing
of the oral defense of thesis forms and thesis signature pages by the thesis chair
and committee, and successful acceptance of the written thesis by the graduate
school. The program faculty expect that 100% of graduate students will submit a
research presentation proposal to the CWU SOURCE Conference. They also
expect that a minimum of 75% of graduate students will submit a research
presentation proposal to a regional, national or international conference within 1
year of graduation.
d. Describe the major activities that enabled goal attainment:
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Major activities include 1) advising, and 2) thesis supervision.
5. Goal #5: For appropriate students, provide a foundation of knowledge and skills that
supports competence in applied behavioral science positions.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences 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), and Goal V (Build partnerships that with
private, professional, academic, government, and community-based
organizations).
It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites) and Goal V (Achieve regional
and national prominence for the university).
b. Data used to measure (assess) goal attainment:
This goal is assessed through student performance in service learning roles,
assessment by faculty supervisor and site supervisor during elective internship
classes, and the completion of master’s thesis in an applied setting.
c. Criterion of achievement (standard of mastery) for each goal:
Each graduate student in Experimental Psychology should maintain a GPA at or
above 3.0 with no grade lower than a C in the required core content and elective
courses on student’s course of study form. Successful completion and approval
of the thesis proposal is signified by the signing of the option approval form by
the thesis committee. Successful defense of the thesis is signified by the signing
of the oral defense of thesis forms and thesis signature pages by the thesis chair
and committee, and successful acceptance of the written thesis by the graduate
school. In addition, the program faculty expect to receive positive assessment
reports from field supervisors.
d. Describe the major activities that enabled goal attainment:
Major activities include provision of high quality graduate courses and field
experiences in applied behavior analysis.
M.Ed. in School Counseling Program Goals
1. Goal #1: Train specialists to provide comprehensive, developmental guidance
programs in the schools and to consult with parents and teachers concerning the
social, educational, and developmental tasks of children and youth.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences 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), and Goal VI (Strengthen the college’s
contributions to the field of education).
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It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites) and Goal V (Achieve regional
and national prominence for the university).
b. Data used to measure (assess) goal attainment:
The School Counseling Program completes the Assessment of Student Progress
form in the spring of the student’s first year of the program and the fall or winter
of their second year. This measure assesses academic performance, clinical
performance, and professional and personal development of graduate students in
the program. The results of the Professional Education Advisory Board written
and oral examination, portfolio review, and Alumni survey are also considered.
c. Criterion of achievement (standard of mastery) for each goal:
By their second review, students must receive a “3” or above in all three
categories on the Assessment of Student Progress form to continue in the
program. Students failing to reach this benchmark may petition for another
evaluation the following quarter. In addition, all students will receive
satisfactory PEAB evaluations. Finally, we expect that all students who pursue
appropriate professional placement or doctoral program acceptance should be
successful.
d. Describe the major activities that enabled goal attainment:
Major activities include provision of high quality graduate courses and
supervised field experiences in School Counseling.
2. Goal #2: Meet or exceed current national standards for professional training [e.g.,
Council for the Accreditation of Counseling and Related Educational Programs
(CACREP); National Council for Accreditation of Teacher Education (NCATE),
Washington State Office of the Superintendent of Public Instruction (OSPI)].
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goals I & II (Maintain and
strengthen an outstanding academic and student life at all sites), Goal III
(Provide for outstanding graduate programs that meet focused regional needs
and achieve academic excellence), Goal V (Build partnerships that with private,
professional, academic, government, and community-based organizations), and
Goal VI (Strengthen the college’s contributions to the field of education).
It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites), Goal III (Strengthen and
further diversify our funding base and strengthen infrastructure), Goal IV (Build
mutually beneficial partnerships with the public sector, industry, professional
groups, institutions, and the communities surrounding our campuses) Goal V
(Achieve regional and national prominence for the university), and Goal VI
(Build inclusive and diverse campus communities that promote intellectual
inquiry).
b. Data used to measure (assess) goal attainment:
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Evaluations from counseling practica and internship (PSY 593A, B, C, and E,
and PSY 682) will be used to assess this goal. In addition, the results from the
Comprehensive exam and the Professional Educators Advisory Board (PEAB)
oral interview will be considered. Finally, any reviews by the NCATE
accreditation team and reviews by the State Board of Public Instruction for
conformity to OSPI standards will be considered.
c. Criterion of achievement (standard of mastery) for each goal:
Students must receive a “3” (Expected performance) or above on their PSY
593A evaluation. They must receive a “Satisfactory” or above on 593B or C.
Furthermore, the student must not receive any “1”s on the 79-item evaluation
from PSY 682. The PEAB and Comprehensive Exam are scored pass/fail and
students must receive a passing score on both. The program faculty expect that
the program will achieve initial CACREP accreditation and maintains it
thereafter. Finally, NCATE and OSPI approvals are regularly maintained.
d. Describe the major activities that enabled goal attainment:
Major activities include 1) providing high-quality professional training
opportunities for graduate students in field placements (practica and internship),
2) ensuring that our School Counseling graduate program continues to meet the
criteria for OSPI approval, and 3) making the necessary program changes in
School Counseling to meet the criteria for CACREP accreditation.
3. Goal #3: Meet annual Washington State approval standards for school counselor
certification training programs (One standard per year: Professional Education
Advisory Board, Accountability, Unit Governance and Resources, Program Design,
Knowledge and Skills).
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goals I & II (Maintain and
strengthen an outstanding academic and student life at all sites), Goal III
(Provide for outstanding graduate programs that meet focused regional needs
and achieve academic excellence), Goal V (Build partnerships that with private,
professional, academic, government, and community-based organizations), and
Goal VI (Strengthen the college’s contributions to the field of education).
It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites), Goal III (Strengthen and
further diversify our funding base and strengthen infrastructure), Goal IV (Build
mutually beneficial partnerships with the public sector, industry, professional
groups, institutions, and the communities surrounding our campuses), Goal V
(Achieve regional and national prominence for the university), and Goal VI
(Build inclusive and diverse campus communities that promote intellectual
inquiry).
b. Data used to measure (assess) goal attainment:
In concert with PEAB, the program faculty will submit evidence for annual
approval standard.
c. Criterion of achievement (standard of mastery) for each goal:
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The School Counseling Program will maintain full approval of each annual
standard.
d. Describe the major activities that enabled goal attainment:
Major activities include 1) review of one standard a year by the PEAB, and 2)
implementation of recommendations by the PEAB regarding the standard.
M.Ed. in School Psychology Program Goals
1. Goal #1: Train psychologists to function optimally in the public schools with a
commitment to understanding and responsiveness to human diversity. Candidates
for the master's degree and for certification must not only provide evidence that they
have developed the competencies necessary to work effectively with school systems
and families, but they must also demonstrate their ability to function with public
school personnel, parents, and other public and privately employed professionals
with whom they come in contact.
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goals I & II (Maintain and
strengthen an outstanding academic and student life at all sites), Goal III
(Provide for outstanding graduate programs that meet focused regional needs
and achieve academic excellence Goal V (Build partnerships that with private,
professional, academic, government, and community-based organizations), and
Goal VI (Strengthen the college’s contributions to the field of education).
It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites), Goal IV (Build mutually
beneficial partnerships with the public sector, industry, professional groups,
institutions, and the communities surrounding our campuses), and Goal V
(Achieve regional and national prominence for the university).
b. Data used to measure (assess) goal attainment:
The School Psychology Program assesses these goals by examining rates of
graduate student satisfactory completion of all program components: Courses,
Praxis II Exam in School Psychology, Portfolio Evaluation, Practicum and
Internship Logs, Research Thesis and oral examination, OSPI PEAB written and
oral examination. The program committee also looks at job placement rates for
our graduates as well as certification rates.
c. Criterion of achievement (standard of mastery) for each goal:
Graduate students in the School Psychology program are expected to pass all of
their courses with at least a 3.0 GPA. The program committee expects the
following level of mastery: (1) 100% placement rate for graduates who seek
employment as school psychologists, (2) 100% of graduates who apply will be
awarded the Washington State Residency Level ESA Certificate in School
Psychology, and (3) 100% of students taking the qualifying examination will be
awarded National Certification in School Psychology.
Page 26
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d. Describe the major activities that enabled goal attainment:
Major activities include provision of high quality graduate courses and
supervised field experiences in School Psychology.
2. Goal #2: Maintain program standards that comply with the approval standards of the
National Association of School Psychology (NASP) and the Washington State
Office of the Superintendent of Public Instruction (OSPI).
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goals I & II (Maintain and
strengthen an outstanding academic and student life at all sites), Goal III
(Provide for outstanding graduate programs that meet focused regional needs
and achieve academic excellence, Goal V (Build partnerships that with private,
professional, academic, government, and community-based organizations), and
Goal VI (Strengthen the college’s contributions to the field of education).
It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites), Goal IV (Build mutually
beneficial partnerships with the public sector, industry, professional groups,
institutions, and the communities surrounding our campuses), and Goal V
(Achieve regional and national prominence for the university).
b. Data used to measure (assess) goal attainment:
This goal is measured through the program review by NASP accrediting office.
In Washington State, NASP standards are also those of the state. NASP approval
is accepted by OSPI as meeting state standards.
c. Criterion of achievement (standard of mastery) for each goal:
We expect our M.Ed School Psychology program to maintain full approval by
NASP and OSPI.
d. Describe the major activities that enabled goal attainment:
Major activities include 1) providing high-quality professional training
opportunities for graduate students in field placements (practica and internship),
and 2) ensuring that our School Psychology graduate program continues to meet
the criteria for OSPI approval and NASP accreditation.
3. Goal #3: Meet annual Washington State approval standards for school psychologist
certification training programs (One standard per year: Professional Education
Advisory Board, Accountability, Unit Governance and Resources, Program Design,
Knowledge and Skills).
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goals I & II (Maintain and
strengthen an outstanding academic and student life at all sites), Goal III
(Provide for outstanding graduate programs that meet focused regional needs
and achieve academic excellence, Goal V (Build partnerships that with private,
Page 27
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professional, academic, government, and community-based organizations), and
Goal VI (Strengthen the college’s contributions to the field of education).
It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites), Goal IV (Build mutually
beneficial partnerships with the public sector, industry, professional groups,
institutions, and the communities surrounding our campuses), and Goal V
(Achieve regional and national prominence for the university).
b. Data used to measure (assess) goal attainment:
In concert with PEAB, the program committee will submit evidence for annual
approval standard, based on written documentation and explanation of how the
program addresses the standard. Feedback from the PEAB on the approval
standards is also documented.
c. Criterion of achievement (standard of mastery) for each goal:
We expect our M.Ed School Psychology program to maintain full approval of
each annual standard.
d. Describe the major activities that enabled goal attainment:
Major activities include 1) favorable/positive review of one standard a year by
the PEAB, and 2) implementation of recommendations by the PEAB regarding
the standard.
4. Goal #4: Maintain program standards that comply with the accreditation standards
of the National Council for the Accreditation of Teacher Education (NCATE).
a. Relationship of goal to relevant college and University strategic goals:
This goal is related to the College of the Sciences Goals I & II (Maintain and
strengthen an outstanding academic and student life at all sites), Goal III
(Provide for outstanding graduate programs that meet focused regional needs
and achieve academic excellence, Goal V (Build partnerships that with private,
professional, academic, government, and community-based organizations), and
Goal VI (Strengthen the college’s contributions to the field of education).
It is also related to the University Goals I & II (Maintain and strengthen an
outstanding academic and student life at all sites), Goal IV (Build mutually
beneficial partnerships with the public sector, industry, professional groups,
institutions, and the communities surrounding our campuses), and Goal V
(Achieve regional and national prominence for the university).
b. Data used to measure (assess) goal attainment:
This goal is assessed through the review by NCATE accrediting office and
visiting team, comparing the NCATE standards to the documentation provided
by the School Psychology program.
c. Criterion of achievement (standard of mastery) for each goal:
We expect our M.Ed School Psychology program to maintain full approval by
NCATE.
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d. Describe the major activities that enabled goal attainment:
Major activities include 1) provision of high quality graduate courses and field
experiences in School Psychology, and 2) documentation of student
performance in knowledge, skills, and dispositions.
E.
Results for each department/program goal.
1.
Provide results in specific quantitative or qualitative terms for each
department/program(s).
The department began to collect systematic data on department and program goals
in 2007-08. The department and program goals are listed in Appendix A and the
results of each goal for 2007-08 are listed in Appendix B by criterion of mastery.
2. Compare results to standards of mastery listed above.
See Appendix B.
3. Provide a concise interpretation of results.
All department and program goals assessed in 2007-08 achieved our criteria of
mastery except for one. Students do not appear to be aware of service learning
opportunities within the department.
F.
Specific changes based on results of department/program goals:
1. Specific changes to your department as they affect program(s) (e.g., curriculum,
teaching methods).
The department plans to continue to offer high quality undergraduate and graduate
degree programs. We engage in an ongoing process of examining and revising our
curriculum, based on our assessment results and emerging trends in the field.
2. Specific changes related to the assessment process.
The department does not currently anticipate immediate changes in the assessment
process related to department and program goals.
3.
Provide documentation of continuing program(s) need including reference to the
statewide & regional needs assessment.
See Appendices A and B
II.
Description of Degree Programs and Curricula
A.
List each degree program (undergraduate and graduate) offered in department by location,
regardless of state or self support. Include minor and undergraduate certificate program(s). (See
Table 2)
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Table 2 (Section II, A.)
Programs Offered in Department
Degree Program
B.A. in Psychology (60
credits)
B.A. in Psychology (45
credits)
Total Bachelor Degrees in
Psychology
M.Ed. in School
Counseling
M.Ed. in School
Psychology
M.S. in Mental Health
Counseling
M.S. in Experimental
Psychology
Total Master’s Degrees in
Psychology
Minor Programs
Minor in Psychology
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Delivery Location(s)
Ellensburg, Des Moines
(beginning Fall 2007)
Ellensburg, Des Moines
(beginning Fall 2007)
Ellensburg, Des Moines
(beginning Fall 2007)
Ellensburg
Instructional Staff
Faculty
Grad
FTE
Assist.
(average)
FTE
18.01
NA
Yr
1
# Students in Major
Yr
Yr
Yr
2
3
4
Yr
5
# Degrees Awarded
Yr Yr Yr Yr Yr
1 2 3 4 5
77.7
101.3 113.0 125.7 132.7 27 37 31 47 50
82.3
18.01
NA
84.0
18.01
NA
161.7 183.7 217.3 238.3 244.0 64 62 59 83 96
1.95
NA
7.0
12.0
10.7
9.7
7.3
0
0
1
4
2
Ellensburg
2.23
NA
14.0
20.3
20.7
20.7
19.3
2
4
4
8
9
Ellensburg
2.03
NA
19.3
18.3
18.7
22.7
19.4
3
6
4
3
10
Ellensburg
1.59
NA
14.7
20.3
19.3
14.0
15.0
4
4
4
5
3
Ellensburg
4.07
NA
34.0
38.7
38.0
36.7
34.3
9
14 13 20 24
Delivery Location(s)
Ellensburg, Yakima, Des
Moines, Lynnwood,
Pierce
Instructional Staff
Faculty
Grad
FTE
Assist
FTE
18.01
NA
Yr
1
66.0
104.3 112.7 111.3 37 25 28 36 46
# Students in Minor
Yr
Yr
Yr
2
3
4
93.0
113.0 99.7
Yr
5
#Minors Completed
Yr Yr Yr Yr Yr
1 2 3 4 5
98.0
46 57 58 72 45
B.
Provide a table that lists courses, location, and faculty and student number for the
following: (See Table 3)
1.
General Education contributions
a.
courses delivered
b.
location
c.
instructional staff
d.
number of students
2.
Professional Educators contributions
a.
b.
c.
d.
C.
courses delivered
location
instructional staff
number of students
Required measures of efficiency for department for the last five years
1.
SFR (FTES/FTEF) disaggregate data
Psychology Instruction
Student-Faculty Ratio (FTES/FTEF)
03-04 04-05 05-06 06-07 07-08
Undergraduate Psychology Instruction 25.65 25.40 26.61 25.40 20.01
Graduate Psychology Instruction
7.26
8.60
7.29
6.59
5.66
All Psychology Instruction
21.94 22.15 22.99 22.21 17.52
2.
Average class size; disaggregate upper and lower division and graduate courses
Average Class Size
Year
03-04 04-05 05-06 06-07 07-08
Lower Division Undergraduate
44
49
50
52
44
Upper Division Undergraduate
28
26
27
25
20
Graduate
10
11
9
8
7
All Psychology
27
27
28
27
21
D.
Describe currency of curricula in discipline. How does the curriculum compare to
recognized standards promulgated by professionals in the discipline (e.g., state,
national, and professional association standards)?
B.A. in Psychology, (45 or 60 credit major)
Coherence
 The design of our major reflects an integrated set of student learning outcomes.
 The coherence of our curriculum is addressed in department meetings, retreats,
and planning sessions.
 Through our departmental approval process, all faculty members have an
opportunity to influence program development.
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

We stress a consistent set of syllabus elements within the department. We are
moving toward syllabus templates for selected courses often taught at the
university centers and by part-time faculty members.
Our department has defined its areas of strength and built a curriculum around
them. These areas include solid general experimental psychology, research
methods, statistics, educational psychology, child development, primate
behavior, and pre-counseling courses. We avoid curriculum and faculty
appointments in areas that might require very specialized equipment, scant
student interest, highly-trained assistants, or large professional research teams.
Breadth
 Our major and minor core course requirements represent all the major subfields
and research skills of psychology. Elective courses represent common specialty
areas. The Office of Teaching Resources in Psychology, a service of Division 2
of the American Psychological Association, has assembled a list of 17 subfield
topics from a review of 36 university-level comprehensive survey texts. All of
these topics are addressed in one or more of our courses.
Depth
 All major subfields of psychology are introduced in the required core courses of
our major and three topics, learning, cognition, and physiological psychology,
are pursued in greater depth. Elective courses permit greater depth of study in
areas of student interest. Two or more courses are available in a few areas:
general experimental psychology, research methods, statistics, educational
psychology, child development, primate behavior, and pre-counseling
psychology.
 Directed research and special topics classes encourage reading and data
gathering in areas of mutual student-faculty interest.
Logical Sequencing
 Our course prerequisites direct students into a desirable sequence of courses.
The online registration system recently has started enforcing these prerequisites.
 Our academic advisors direct students into logical sequences of courses
Synthesis of Learning
 All senior majors take a capstone seminar course in their last quarter. The course
brings together their undergraduate major through a portfolio review, career,
graduate school, and personal assessment presentations, and a major field exam.
 All majors take a comprehensive course in the history and theories of the
discipline.
 Student-faculty research is presented to regional or national professional
meetings and at CWU’s annual Symposium on University Research and
Creative Expression (SOURCE).
 Internships and service learning in applied settings are encouraged.
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M.S. in Mental Health Counseling
Coherence
 The curriculum is tightly organized around the knowledge and skills of the
professional mental health counselor. Our program is CACREP accredited.
CACREP is the leading national body for accrediting educational programs in
mental health counseling. It establishes standards for the institution, program
objectives and curriculum (including foundations, contextual dimensions, and
knowledge and skills), clinical instruction, faculty and staff, organization and
administration, and evaluations in the program. The current CACREP standards
may be found at http://www.cacrep.org/2001Standards.html.
 Relations among courses and between courses and the program mission are
reviewed annually by the graduate program faculty committee.
 The process of creating a student handbook has focused the faculty on the
structure and content of the entire curriculum.
Breadth
 The curriculum addresses all the knowledge and skills of the professional mental
health counselor, as recommended by the Council for Accreditation of
Counseling and Related Programs (CACREP), the leading accrediting body for
masters-level programs in mental health counseling.
Depth
 This professional masters program is, by its nature, restricted to specialized
content and skills.
 The research thesis requirement results in deeper study in an area of special
interest.
 The internship requirement results in intensive experience in a specialized
professional setting.
Logical Sequencing
 Courses are formed into a sequence with little permissible variation. Students
are closely advised into the sequence of courses. The sequence is reviewed by
the program committee.
 Quarterly course offerings are dictated by the program’s course sequence.
 The program’s student handbook informs students about the sequencing of
courses.
Synthesis of Learning
 Students execute, present, and defend a research thesis written in APA style.
The thesis study may be presented to regional or national professional meetings
or at CWU’s annual Symposium on University Research and Creative
Expression (SOURCE).
 Students complete a 900-hour internship in a professional setting
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M.S. in Experimental Psychology
Coherence
 Since the APA doesn't accredit either masters programs or programs in
experimental psychology, we referred to the APA's benchmarks for
undergraduate psychology programs and adapted some of them for the master's
level in experimental psychology in forming the general experimental MS
program objectives.
 In determining our MS general experimental program revisions in 2007-2008,
we surveyed the MS Experimental programs at institutions that are on CWU's
list of peer institutions AND which have a terminal master's program in
experimental psychology. The discussions of the MS Experimental committee
were informed by this review.
 We consulted the standards of the Animal Behavior Society, CWU Human
Subjects Review Committee, and CWU Institutional Animal Care and Use
Committee. The educational requirements of the Animal Behavior Society's
Associate Applied Animal Behaviorist Certificate can be met by completing the
appropriate selection of core and elective courses.
 The course requirements of the Applied Behavior Analysis track are designed to
satisfy the educational requirements for certification as a Board Certified
Behavior Analyst (see http://www.bacb.com/pages/bcaba_stand.html). After at
least five years of operation, we will be in a position to ask the Association for
Behavior Analysis to accredit our program
(http://www.abainternational.org/BA/education/AP_11.asp). These standards
influenced the Applied Behavior Analysis track curriculum.
 Courses cover both an advanced core of research methods and content, with
specialty courses in selected areas of faculty expertise.
 We establish correspondence between student interests and our expertise areas
before admitting students to graduate study.
 Relations among courses and between courses and the program mission are
reviewed annually by the graduate program faculty committee.
Breadth
 Courses cover both an advanced core of research methods and content and
specialty courses in selected areas of faculty expertise. We emphasize general
applications in our methods courses but limit program breadth to areas in which
we have ample faculty expertise.
Depth
 We limit our content courses and student population to research areas in which
we have ample faculty expertise.
 The research thesis requirement results in deeper study in an area of special
interest.
 Internships in applied settings are encouraged.
Logical Sequencing
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


Courses are relatively independent, so little control is exerted over sequence.
Research experience begins with collaborative work with a faculty member and
culminates in an independent thesis.
Internships in applied settings are built on prior appropriate course work.
Synthesis of Learning
 Students execute, present, and defend a research thesis written in APA style.
The thesis study may be presented to regional or national professional meetings
or at CWU’s annual Symposium on University Research and Creative
Expression (SOURCE).
M.Ed. in School Psychology/Washington State Educational Staff Associate
Residency Certificate in School Psychology
Coherence
 The curriculum is tightly organized around the knowledge and skills of the
professional school psychologist. The curriculum conforms to the requirements
of the National Association of School Psychology (NASP), the National Council
for the Accreditation of Teacher Education (NCATE), and Washington State
Office of the Superintendent of Public Instruction (OSPI) standards for
Residency Level Educational Staff Associate in School Psychology certification
programs. Our program is fully approved by all of these accrediting bodies.
 Relations among courses and between courses and the program mission are
reviewed annually by the graduate program faculty committee.
 The process of creating a student handbook has focused the faculty on the
structure and content of the entire curriculum.
Breadth
 The curriculum covers all the knowledge and skills of the professional school
psychologist, as recommended by NASP, NCATE, and OSPI.
Depth
 This professional masters program is, by its nature, restricted to specialized
content and skills.
 The research thesis requirement results in deeper study in an area of special
interest.
 The year-long internship requirement results in intensive experience in a
specialized professional setting.
Logical Sequencing
 Courses are formed into a sequence with little permissible variation. Students
are closely advised into the sequence of courses.
 Quarterly course offerings are dictated by the program’s course sequence.
 The program’s student handbook informs students about the sequencing of
courses.
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Synthesis of Learning
 Students execute, present, and defend a research thesis written in APA style.
The thesis study may be presented to regional or national professional meetings
or at CWU’s annual SOURCE.
 Students complete a year-long internship in a professional setting.
 Students complete a portfolio review, a comprehensive written examination, and
an oral examination conducted by the CWU School Psychology Professional
Education Advisory Board, a state-appointed board of school personnel from
our region.
M.Ed. in School Counseling/Washington State Educational Staff Associate
Residency Certificate in School Counseling
Coherence
 The curriculum is tightly organized around the knowledge and skills of the
professional school counselor. The curriculum conforms to the requirements of
the Council for Accreditation of Counseling and Related Programs (CACREP),
a national accrediting body for masters-level programs in school counseling.
The program is approved by the National Council for the Accreditation of
Teacher Education (NCATE), and Washington State Office of the
Superintendent of Public Instruction (OSPI) standards for Residency Level
Educational Staff Associate in School Counseling certification programs.
 Relations among courses and between courses and the program mission are
reviewed annually by the graduate program faculty committee.
 The process of creating a student handbook has focused the faculty on the
structure and content of the entire curriculum
Breadth
 The curriculum addresses all the knowledge and skills of the professional school
counselor, as recommended by CACREP, NCATE, and OSPI.
Depth
 This professional masters program is, by its nature, restricted to specialized
content and skills.
 The research thesis requirement results in deeper study in an area of special
interest.
 The internship requirement results in intensive experience in a specialized
professional setting.
Logical Sequencing
 Courses are formed into a sequence with little permissible variation. Students
are closely advised into the sequence of courses.
 Quarterly course offerings are dictated by the program’s course sequence.
 The program’s student handbook informs students about the sequencing of
courses.
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Synthesis of Learning
 Students execute, present, and defend a research thesis written in APA style.
The thesis study may be presented to regional or national professional meetings
or at CWU’s annual SOURCE.
 Students complete a 600-hour internship in a professional setting.
 Students complete a portfolio review, a comprehensive written examination, and
an oral examination conducted by the CWU School Counseling Professional
Education Advisory Board, a state-appointed board of school personnel from
our region.
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Table 3 (Section II, B.)
Courses, Contributions, Locations
Contributing area
General Education Courses
PSY 101
PSY 205
Total Psychology General
Education
Professional Education
Courses
PSY 314
PSY 315
Total
PSY 314
PSY 315
Total
PSY 314
PSY 315
Total
PSY 314
PSY 315
Total
PSY 314
PSY 315
Total
PSY 315
PSY 314
PSY 315
Total
PSY 315
Page 38
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Delivery Location
Location(s)
Ellensburg
Ellensburg
Ellensburg
Location(s)
All Locations
All Locations
All Locations
Ellensburg
Ellensburg
Ellensburg
Des Moines
Des Moines
Des Moines
Lynnwood
Lynnwood
Lynnwood
Moses Lake
Moses Lake
Moses Lake
Pierce
Wenatchee
Wenatchee
Wenatchee
Yakima
Instructional Staff
Faculty FTE
Grad Assist.
(average)
FTE
2.41
NA
.83
NA
3.24
NA
Faculty FTE
(average)
1.80
2.17
3.64
1.17
1.37
2.22
.33
.33
.66
.11
.13
.15
.11
.11
.22
.11
.17
.17
.35
.11
Annual Average Student FTE
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5
88.4 96.9 111.7 115.1 95.2
41.5 40.2 43.8 45.4 40.1
129.8 137.1 155.4 160.6 135.3
Grad FTE
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
48.1
43.0
91.1
38.5
30.2
68.7
7.3
7.5
14.8
1.6
1.8
3.4
----0.7
3.6
4.3
--
46.0
42.5
88.4
36.3
29.3
65.6
6.3
7.5
13.8
-3.5
3.5
0.2
0.2
0.4
-3.2
2.0
5.2
--
44.4
45.7
90.0
36.7
31.3
68.0
6.6
8.5
15.1
-1.8
1.8
0.4
0.4
0.8
-0.7
3.6
4.4
--
45.5
45.9
91.4
36.1
31.2
67.3
6.0
7.5
13.5
-2.0
2.0
0.4
0.5
1.0
-2.9
2.8
5.7
1.9
30.2
34.3
64.5
23.4
21.5
44.9
5.4
6.7
12.1
-0.5
0.5
0.4
0.3
0.7
1.9
1.0
0.9
1.9
2.6
E.
Effectiveness of instruction - Describe how the department addresses the scholarship of
teaching with specific supporting documentation including each of the following:
1.
Departmental teaching effectiveness – report a five-year history of the “teaching
effectiveness” department means as reported on SEOIs, indexed to the
university mean on a quarter-by-quarter basis.
The following table (Table 4) shows that the department’s average SEOI ratings
on these two items have never been below the college or university means in the
last five years. T-tests show that the differences between department means and
either college or university means are not statistically different, but the direction
of the difference consistently places the department above the other two units.
Table 4
Student Evaluation of Instruction Ratings
Quarter
Fall 03
Winter
04
Spring
04
Fall 04
Winter
05
Spring
05
Fall 05
Winter
06
Spring
06
Fall 06
Winter
07
Spring
07
Fall 07
Winter
08
Spring
08
Mean
Page 39
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Item 28 “Teaching effectiveness”
Item 29 “Course as a whole”
Department College University Department College University
4.39
4.25
4.24
4.54
4.34
4.36
4.25
4.21
4.25
4.34
4.31
4.33
4.31
4.41
4.27
4.17
4.29
4.32
4.40
4.51
4.37
4.28
4.38
4.48
4.29
4.17
4.24
4.41
4.27
4.33
4.40
4.25
4.20
4.18
4.26
4.20
4.52
4.37
4.28
4.28
4.35
4.31
4.41
4.20
4.22
4.49
4.29
4.31
4.34
4.30
4.24
4.16
4.26
4.19
4.42
4.38
4.35
4.25
4.35
4.29
4.24
4.19
4.23
4.34
4.30
4.33
4.40
4.20
4.19
4.16
4.24
4.19
4.52
4.28
4.30
4.24
4.33
4.30
4.35
4.18
4.23
4.49
4.30
4.33
4.39
4.32
4.24
4.20
4.26
4.24
4.49
4.43
4.34
4.30
4.35
4.34
2.
What evidence other than Student Evaluation of Instruction (SEOI) is gathered
and used in the department to evaluate the effectiveness of instruction?
The Psychology department conducts a peer-review of instruction retreat every
June. Faculty participants form small groups and give each other structured
feedback on each other’s syllabi and assessment procedures. In addition, we
provide a detailed classroom observation evaluation during the first quarter of
teaching for all tenure-track faculty. We also provide the option of peer
classroom observations for faculty, when requested.
3.
Effectiveness of instructional methods to produce student learning based upon
programmatic goals including innovative and traditional methods – examples
include:
a.
Collaborative research between student and faculty
Research partnerships with students are encouraged in the psychology
department. Faculty members routinely require undergraduate students to
develop and execute a research project in PSY 300, Research Methods in
Psychology, and in PSY 301, Learning. Our more motivated students
pursue research collaborations in faculty-led research teams, individual
projects, and undergraduate honors thesis (by invitation of the chair).
Many faculty members assemble research teams of students to work on
topics of mutual interest. Students receive credit for PSY 295, 495, or
595 (Directed Research), for their work on these projects. Some of this
research turns into presentations made at the Symposium for University
Research and Creative Expression (SOURCE), a day-long symposium of
oral and poster presentations of student research.
Until recently, a research thesis was required of all master’s students in
psychology. In 2007, the department voted to allow the option of a nonthesis project for graduate students in all of the master’s programs
besides M. S. Experimental. However, these projects are expected to
include many of the qualities and characteristics on the more traditional
experimental theses. Many master’s thesis students also serve as research
assistants on faculty projects. Over the last five years, an average of 24
theses/projects per year has been produced.
Detailed lists of student-faculty research presentations may be found in
Section IV.A, below.
b.
Inquiry-based, open ended learning
Learning by inquiry, observation, and discovery is at the heart of all
sciences. About three-quarters of our faculty report the overt use of
inquiry-based methods in their classes. Our classes in research methods
in psychology, analysis of everyday behavior, learning, and directed
research are prime examples at the undergraduate level. Thesis research
projects and many classes in the M.S. Experimental psychology program
employ these methods at the graduate level.
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c.
Use of field experiences
More than three-quarters of our faculty members report using field
experience methods in instruction. Some undergraduate examples
include observational and intervention opportunities in the Ellensburg
school district developmental preschool, field experiences in Children’s
Village in Yakima, DIBELS/CBM benchmark project in the Ellensburg
schools, China field school, working with students through GEAR-UP,
etc.
Extensive field experiences are found throughout our graduate curricula
in School Psychology, Mental Health Counseling, and School
Counseling, from the first quarter’s practicum to the internships that
conclude the programs. Practica and internships are also being developed
for our students in Applied Behavior Analysis. About half of our
graduate students in Experimental Psychology learn through observation
at the Chimpanzee and Human Communication Institute.
d.
Classic lectures
Almost all of the faculty reported using lecture in their classes. However,
if the term “classic lectures” refers to a prepared presentation with no
opportunities for student questions or comments, then none of the faculty
use this method.
e.
Lecture and inquiry based guided discussions
The lecture-discussion format remains the most commonly used teaching
method in the psychology department. Every faculty member reports
using the lecture-discussion format at some times. Typically, the
instructor prepares a lecture that is interspersed with instructor questions,
student discussion, small group discussion and problem-solving, handson practice, video clip discussions, and many other techniques to
heighten the effectiveness of the instructor’s presentation.
Lectures are often accompanied by judicious use of electronically
presented outlines, images, video segments, and internet content. Many
instructors use Blackboard to continue a discussion outside the
classroom.
f.
Service learning or civic engagement
About one third of our faculty members engage students in service
learning activities. Most of these activities also could be described as
field experience courses in Section c, above, and some examples are
described there. Beyond the activities that carry course credit, many
faculty and students are involved with volunteer activities with social
service providers, schools, youth groups, services for victims/survivors
Page 41
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of domestic violence, crisis line service, and other community service
settings.
g.
Other innovative methods (e.g., online integration)
Half of the psychology faculty report using web integration in their
classes or some other sort of innovative instructional method. Use of
Blackboard is common. In addition, faculty have reported using
strategies such as analysis of CD-ROM case examples, computerized
simulations, video conferencing, web-based instructional modules, role
playing, clickers, and “no drive week” in environmental psychology.
F.
Degree to which distance education technology is used for instruction (ITV and online).
The number of distance-education (DE) sections offered through the psychology
department has increased from a total of eight in 2003-04 to 26 in 2007-08. Fully webbased classes are relatively new for the Psychology department. We offered our first
three web classes in 2006-07, four in 2007-08, and plan to offer 11 or 12 web sections
in 2008-09. See Table 5 below for more detail.
Table 5
Distance Education and Web Classes
Term
Fall 2003
Winter 2004
Spring 2004
Summer 2004
Total 2003-04
Fall 2004
Winter 2005
Spring 2005
Summer 2005
Total 2004-05
Fall 2005
Winter 2006
Spring 2006
Summer 2006
Total 2005-06
Fall 2006
Winter 2007
Spring 2007
Summer 2007
Total 2006-07
Fall 2007
Winter 2008
Spring 2008
Summer 2008
Total 2007-08
G.
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# of DE sections
2
2
2
2
8
3
4
3
0
10
4
4
2
0
10
5
6
6
2
19
6
9
6
5
26
# of Web sections
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
2
3
0
0
0
4
4
Assessment of programs and student learning
1.
List student learner outcomes for each graduate and or undergraduate degree
program and note how the outcomes are linked to department, college and
university mission and goals.
The Psychology Department developed its first comprehensive assessment plan
of student learning outcomes for each program in 2007-08. The assessment
plans for student learning outcomes, by program, are listed in Appendix C.
a.
Describe the specific method used in assessing each student learning
outcome. 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, list survey or
questionnaire response rate from total population (e.g., alumni,
employers served).
See Appendix C.
2.
List the results for each student learning outcome.
The Psychology Department began to systematically assess student learning
outcomes for each program in 2007-08. The Assessment Reports for each
program are provided in Appendix D.
a.
b.
c.
Provide results in specific quantitative or qualitative terms for each
learning outcome.
Compare results to standards of mastery listed above.
Provide a concise interpretation of results.
See Appendix D.
3.
Based upon the results for each outcome listed above describe:
a.
Specific changes to your program as they affect student learning (e.g.,
curriculum, teaching methods).
b.
List specific changes related to assessment process if any.
See Appendix D.
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III.
Faculty
A.
Faculty profile – Using attached chart show faculty participation for mentoring student
research, professional service activities, scholarly activities including grant writing and teaching? (Designate graduate or undergraduate
publications or creative activities) (See Table 5).
Table 5 (Section III)
Tenured and Tenure-track Faculty Profile
2003-2004
2004-2005
# faculty
% of
# faculty
% of
TT - T
faculty
TT - T
faculty
* Scholarship Measures: (Use categories applicable to your departmental & college criteria)
(e.g. peer reviewed articles)
8
43
14
78
2005-2006
# faculty % of
TT - T
faculty
2006-2007
# faculty
% of
TT - T
faculty
2007-2008
# faculty
% of
TT - T
faculty
6
39
7
39
2
(e.g. abstracts/conference proceedings)
2
11
1
6
0
0
2
11
(e.g. conference presentation)
13
71
13
72
11
71
12
Other, etc.
1
5
1
6
2
13
5-yr total
Annual
avg
% of
faculty
11
37
7.4
42
1
6
6
1.2
7
67
15
83
64
12.8
73
0
0
0
0
4
.8
5
* Grants: (Use categories applicable to your departmental & college criteria)
External
Funded / Unfunded
4/2
22/11
2/2
11/11
2/1
13/6
1/1
6/6
1/1
6/6
10/7
2/1.4
11/8
2/0
11/0
2/0
11/0
2/0
13/0
0/0
0/0
1/0
6/0
7/0
1.4/0
8/0
* Service measures: (Use categories applicable to your departmental & college criteria)
CWU Committees
18
98
16
89
14
90
18
100
18
100
84
16.8
96
State Committees
2
11
2
11
2
13
3
17
4
22
13
2.6
15
Leadership & Service - Professional
Organizations
Community Service
8
43
8
44
4
26
11
61
3
17
34
6.8
39
8
43
12
67
6
39
14
78
13
72
53
10.6
60
* Faculty Mentored Research: (Use categories applicable to your departmental & college criteria)
Undergrad projects / SOURCE
13
71
14
78
9
58
12
67
11
61
59
11.8
67
Internal
Funded / Unfunded
Other
Graduate Committees – Supervising
thesis/projects
Graduate Committees – Participation
thesis/projects
Other
Page 44
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7
38
12
67
7
45
6
33
6
33
38
7.6
43
13
71
12
67
10
65
11
61
10
56
56
11.2
64
B.
Copies of all faculty vitae (See Appendix H)
C.
Faculty awards for distinction: instruction, scholarship, and service
Andrew Downs: Excellence in Teaching Award, Central Washington University, 2006
Steve Schepman: Best Paper Award – Allied Academics International Conference, Fall
2004
Steve Schepman: Best Paper Award – European Applied Business Research
Conference, 2007
Stephanie Stein: Distinguished Reviewer Award – Buros Institute of Mental
Measurements, 2005
D.
IV.
Include in appendices performance standards by department, college and university
(See Appendix G)
Students – For five years
A.
Student accomplishments (include SOURCE, career placement information, etc.). List
students working in field; students placed in master’s or doctoral programs.
During the five year period (2003-2008), psychology faculty members and students have
collaborated on 34 SOURCE research presentations, 97 regional, national, and international
Presentations, and 16 publications. In addition, our student graduate students have been very
successful in career placements and acceptance into doctoral programs (data for 2005-2008
only). Details follow:
SOURCE and Other Research Presentations with faculty mentors (Fall 2003 - Spring
2008) (34 presentations):
SOURCE: Bush, E. (2007, May). Music therapy for mild depression.
SOURCE: Cazares, A. (2005, May). Comparison of professional achievement of MexicanAmerican, first-generation college graduates and Caucasian-American, first-generation
college graduates.
SOURCE: Chang, K., Sorrells, R., & Szymanska, E. (2005, May). The interaction of
emotionality and textual information in modern art appreciation.
SOURCE: Christianson, J., Ingram, J., Foster, C., & Neighbors, D. (2007, May). Psychometric
properties of the Job Search Self-Efficacy Scale.
SOURCE: Durbin, M. (2004, May). Contributions to the scholarship of teaching: Effects of
student self-assessment accuracy training on scientific writing effectiveness (First Place
Poster, 2004 Source).
SOURCE: Fallshore, M., & Hall, D. (2005, May). Recycling and canvas bags: Can charging
people increase recycling?
SOURCE: Fernandez, L. (2005, May). The effect of scheduled versus opportunistic enrichment
on zoo animals.
SOURCE: Hall, D., & Fallshore, M. (2005, May). Loss aversion and canvas bags: Can
charging people increase bag recycling?
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SOURCE: Hallows, J. (2004, May). Training for multicultural competence in counseling: A
review of programs and counselors in Washington. (First place oral presentation, 2004
SOURCE).
SOURCE: Halberg, R., Jensvold, M.L., & Sheeran, L. (2007, May). Laughter, number of play
partners, age and play bout duration in captive chimpanzees (Pan troglodytes) in an
African sanctuary.
SOURCE: Hanberg, J. (2004, May). A study of the introduction of twin hand-reared Varedia
variegate rubra infants to the father and an island exhibit. (Third place oral presentation,
SOURCE 2004).
SOURCE: Hartel, J., Matheson, M. D., Sheeran, L. K., Li, J. H., & Wagner, R. S. (2006, May).
Post-conflict and self-directed behaviors in a population of Tibetan macaques (Macaca
thibetana) at Mt. Huangshan, China.
SOURCE: Guckel, A., & Bennett, A. (2007, May). The cognition of abstract art.
SOURCE: James, J., & Gabriel, K. I. (2008, May). Statistical analysis of “Attitudes Toward
Animal Research” survey.
SOURCE: Jensvold, M. L., Sheeran, L., Halberg, R., & Keyser, J. (2006, May). Laughter,
number of play partners, and play bout duration in captive chimpanzees (Pan troglodytes).
SOURCE: Lance, L., Grundberg, M., & Fallshore, M. (2006, May). Religious upbringing and
shame-proneness.
SOURCE: Leach, J., Molano, F., Fallshore, M., & Varona, J. (2005, May). Predictors of body
image discrepancy: The influence of gender, sociocultural attitudes towards appearance,
and objectified body consciousness.
SOURCE: Leinweber, R. (2007, May). Investigating personality: Do gamers differ from nongamers?
SOURCE: Lester, J., McCarthy, M., Matheson, M. D., Sheeran, L. K., Li, J. H., & Wagner, R.
S. (2007, May). Green Cascade Frog, Rana livida, detection in the Valley of the Wild
Monkeys, Mt Huangshan, China.
SOURCE: Lutz, L., Szymanska, E., King, C., Fitzwater, L., Robinson, E., & Sorrells, R. (2005,
May). FlexArt: A test of creative mental flexibility.
SOURCE: Mack, H., Matheson, M., Sheeran, L., Li, J., & Wagner, R. (May, 2008). Grooming
behavior of Tibetan macaques in the presence of tourists at Mt. Huangshan, China.
SOURCE: McCarthy, M. (2007, May). Use of gesture sequences in captive chimpanzee play.
SOURCE: McCarthy, M., M., Matheson, M. D., Sheeran, L. K., Lester, J. D., Li, J. H., &
Wagner, R. S. (2007, May). Behavioral sequences between Tibetan Macaques (Macaca
thibetana) and tourists at Mt. Huangshan, China.
SOURCE: McCoy, C., Matheson, M., Sheeran, L., Li, J., & Wagner, R. (2007, May). An
abundance survey of Paa spinosa in the Huangshan Scenic District, China.
SOURCE: McCune, E. (2004, May). Enhancing environmental conservation behavior.
SOURCE: Phillips, M. (2004, May). Examining Callimico goeldii (Goeldi’s monkey) social
interactions between an “unfit” mother, a father, and the offspring.
SOURCE: Ruesto, L., Sheeran, L., Matheson, M., Li, J. H., & Wagner, S. (2006, May).
Investigation of possible impacts of tourist density, behavior, and decibel level on Tibetan
macaque aggression.
SOURCE: Smith, C., Wagner, R., Matheson, M., Sheeran, L., & Li, J. H. (2006, May).
Population monitoring of the mountain stream frog (Rana spinosa) in Huangshan, China.
SOURCE: Szymanska, E. (2004, May). Abstract Art: Immediate visual stimulus supercedes
textual information in students’ judgements of creativity. (Second place oral presentation,
SOURCE 2004)
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SOURCE: Talbot, B., Tomaszewski, E., & Martinez, G. (2005, May). Response competition in
the shape domain: Motor response latency effects.
SOURCE: Todd, K., & Fallshore, M. (2005, May). Do males and females differ in their
assessment of crime severity?
SOURCE: Wallin, J. M., Jensvold, M. L., & Sheeran, L. K. (2007, May). Play, laughter, and
humor in captive chimpanzees (Pan troglodytes).
SOURCE: Wederquist, C., Schmidt, E., Aydelott, S., & Fallshore, M. (2006, May). Recycling
and canvas bags: Can charging people increase recycling?
SOURCE: Yenter, T. A., Matheson, M. D., Sheeran, L. K., Li, J. H., & Wagner, R. S. (May,
2008). Self-directed behaviors in Tibetan macaques as a function of tourist density and
proximity at the Valley of the Wild Monkeys.
Student-Faculty Regional, National, and International Presentations (Fall 2003 - Spring
2008) (97 presentations)
Batzle, C., Weyandt, L. L., Johnson, E. R., DeVietti, T. L., Batzle, P., & Street, W. R. (2007,
April). The potential impact of an ADHD label on teacher expectations. Poster
presentation to the annual meeting of the National Association of School Psychologists,
New York, NY.
Batzle, C., Weyandt, L., & DeVietti, T. (2007, March). The potential impact of an ADHD label
on teacher expectations. Paper presentation to the annual meeting of the National
Association of School Psychologists, New York.
Bowen, N. A., & McDonald, B. R. (2004, October). Students’ perceptions of the multicultural
environment. Paper presentation to the annual meeting of the Washington Counseling
Association, Spokane, WA.
Bowen, N. A., & McDonald, B. R. (2004, October). Training for multicultural competence.
Paper presentation to the annual meeting of the Washington Counseling Association,
Spokane, WA.
Brammer, R., & Anderson, A. (2008, April). Psychological factors associated with nursing
assistant expertise. Poster presentation to the annual meeting of the Western
Psychological Association, Irvine, CA.
Brammer, R., & Chavez-Gonzalez, D. (2008, April). Game theory and teenagers. Poster
presentation to the annual meeting of the Western Psychological Association, Irvine, CA.
Brammer, R. D., & McKenna, S. (2007, May). Intelligence, demographics, and juvenile crime.
Poster presentation to the annual meeting of the Western Psychological Association,
Vancouver, B.C.
Brammer, R. D., & Meng, P. (2007, May). Factor analysis of the adolescent psychopathology
scales on incarcerated juveniles. Poster presentation to the annual meeting of the Western
Psychological Association, Vancouver, B.C.
Brammer, R., Meng, P., & Duarte, N. (2008, April). How does counseling differ from
psychology? Poster presentation to the annual meeting of the Western Psychological
Association, Irvine, CA.
Brammer, R., & Minshull, T. (2007, May). Factor analysis of the Reynolds Adolescent
Adjustment Screening Inventory. Poster presentation to the annual meeting of the Western
Psychological Association, Vancouver, B.C.
Page 47
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Brammer, R., Orndorff, J, Morgan, T., Prout, O., Greear, K (2008, April). Was Homer the first
Existential Psychologist? Poster presentation to the annual meeting of the Western
Psychological Association, Irvine, CA.
Brammer, R., Pearsall, C., & Basteyns, M. (2008, April). Revising the scientist-practitioner
model for the practitioner age. Poster presentation to the annual meeting of the Western
Psychological Association, Irvine, CA.
Breidert, T. J., Johnson, E., Stein, S., DeVietti, T., & White, D. (2004, March-April). CD vs.
Cassette tape administration of the Woodcock-Johnson III, Cognitive: How are scores
impacted? Poster presentation to the annual meeting of the National Association of School
Psychologists, Dallas, TX.
Buchanan, D. McKinstry, C. J., & Williams, W. (2007, May). Infra-red leg band technology
for observational research with pigeons. Poster presentation to the annual meeting of the
Western Psychological Association, Vancouver, B.C.
Cogswell, M., Stein, S., DeVietti, T., & Tolin, P. (April, 2005). How we cope: Gender
differences in coping strategies. Poster presentation to the annual meeting of the Western
Psychological Association, Portland, OR.
Downs, A., & Johansen, M. (April, 2005). Who benefits from affirmative action? Stereotypes
and reality. Poster presentation to the annual meeting of the Western Psychological
Association, Portland, OR.
Downs, A., Downs, R. C., & Fossum, M. (2007, May). Discrete trial teaching in preschools:
Effectiveness of two delivery models. Poster presentation to the annual meeting of the
Western Psychological Association, Vancouver, B.C.
Downs, A., Downs, R. C., Johansen, M. & Fossum, M. (2006, April). Facilitating skill
development in young children with disabilities. Paper presentation to the annual meeting
of the Western Psychological Association, Palm Springs, CA.
Downs, A., & Martin, J. E. (2006, July). Increasing student success through parent
participation. Symposium presentation to the annual meeting of the National Council for
Community and Educational Partnerships, Washington, DC.
Downs, A., & Smith, T. (April, 2005) Socio-emotional development in high-functioning
children with autism. Poster presentation to the annual meeting of the Western
Psychological Association, Portland, OR.
Durbin, M. D., Stein, S., Eubanks, J. L., & DeVietti, T. L. (2007, May). Accuracy of student
self-assessment and performance on CBM reading. Poster presentation to the annual
meeting of the Western Psychological Association, Vancouver, B.C.
Edwards, A., Johnson, E., Williams, W., DeVietti, T., & White, D. (2004, March-April). Age at
entrance to kindergarten: Does age predict academic success? Poster presentation to the
annual meeting of the National Association of School Psychologists, Dallas, TX.
Fallshore, M., & Hall, D. (2005, October). Recycling and canvas bags: Can charging people
increase recycling? Paper presentation to the annual meeting of the Society of Human
Ecology, Salt Lake City, UT
Fallshore, M., & Todd, K. (2004, May). Do males and females differ in their assessment of
crime severity? Poster presentation to the annual meeting of the American Psychological
Society, Chicago, IL.
Fernandez, L. B., Matheson, M. D., & Forbes, S. (2005, July-August). The effect of scheduled
versus opportunistic enrichment on zoo animals. Poster presentation to the International
Conference on Environmental Enrichment, Columbia University, New York NY.
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Fouts, R., Hicks, C., Fouts, D., Fouts, H., & Hoffman, P. (2004, April). Comparison of nest
building characteristics in sympatric chimpanzees and gorillas. Paper presentation to the
annual meeting of the Rocky Mountain Psychological Association. Reno, NV.
Goedecke, P., Schepman, S., & Shimer-Geckle, K. (2006, April). The development of the Office
Environment Survey. Poster presentation to the annual meeting of the Western
Psychological Association, Palm Springs, CA
Hartel, J., Jensvold, M. L., Bowman, H., Fouts, R., & Fouts, D. (2004, April). The effect of
foraging on activity budgets in captive chimpanzees. Paper presentation to the annual
meeting of the Rocky Mountain Psychological Association. Reno, NV.
Hartel J. A., Jensvold M. L., Fouts R. S., & Fouts D. H. (2007, March). Signing chimpanzees'
(Pan troglodytes) interactions with familiar and unfamiliar signers and nonsigners. Paper
presentation to The Mind of the Chimpanzee Conference, Chicago, IL.
Hendricks, K., & Allen, C. (2004, March). An exploration of domestic violence beliefs and
attitudes. Paper presentation to the meeting of the American Criminal Justice Society, Las
Vegas, NV.
Herbold, J., Schepman, S., Matheson, M., Sorrells, R., & Stahelski, A. (2005, April). The
development of the multicultural assimilation attitudes scale. Poster presentation to the
annual meeting of the Western Psychological Association, Portland, OR.
Hicks, T. C., & Fouts, R. S. (2004, April). Chimpanzee tool use in the Ngotto Forest, Central
African Republic. Paper presentation to the annual meeting of the Rocky Mountain
Psychological Association. Reno, NV.
Howells, M., & Matheson, M. (2003, October). Aggression and use of space with move to a
novel environment in captive Cebus paella. Poster presentation to the annual meeting of
the American Anthropological Association, Chicago IL.
Jensvold, M. L., Baeckler, S. A., Fouts, R. S., & Fouts, D. H. (2004, October). Their own
terms: Techniques in humane caregiving of captive chimpanzees. Paper presentation to
the meeting of the International Society for Anthrozoology. Glasgow, Scotland.
Jensvold, M. L., Sheeran, L. S., Halberg, R. H., & Keyser, J. (2006, March). Laughter, number
of play partners, and play bout duration in captive chimpanzees (Pan troglodytes). Paper
presentation to the Northwest Anthropological Conference, Seattle, WA.
Jewett, N., & Stahelski, A. (2004). A revenue cycle process analysis model. Paper presentation
to the Physical Therapy Association of Washington.
Johnson, E., Ferguson, M., Allen, S., & Colasurdo, M. (2008, March). Scoring WoodcockJohnson III Writing Subtests: Are examiners equally prepared? Poster presentation to the
annual meeting of the National Association of School Psychologists, New Orleans, LA.
Johnson, E., Ferguson, M., Allen, S., & Colasurdo, M. (2008, March). WJ-III normative
update: How renorming impacts. Poster presentation to the annual meeting of the National
Association of School Psychologists, New Orleans, LA.
Johnson, E., & Manker, H. (2005, March). Using CBM to predict reading achievement: Can it
work? Poster presentation to the annual meeting of the National Association of School
Psychologists, Atlanta, GA.
Johnson, E., Peterson, J., Matheson, M., DeVietti, T., & Street, W. (2006, March). School
psychologist retention and recruitment: Insights from practitioners. Poster presentation to
the annual meeting of the National Association of School Psychologists, Anaheim, CA.
Jones, A. M., Matheson, M. D., Sheeran, L. K., Li, J. H., & Wagner, R. S. (2008, June).
Aggression and habituation toward humans in two troops of Tibetan macaques (Macaca
thibetana) at Mt. Huangshan, China. Paper presentation to the annual meeting of the
American Society of Primatologists, West Palm Beach FL.
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Jones, S, K., Stein, S., Johnson, E. R., & DeVietti, T. L. (2007, May). Predicting 4th grade
WASL with 2nd grade CBM reading. Poster presentation to the annual meeting of the
Western Psychological Association, Vancouver, B.C.
Jones, S., Sabol, C., Schepman, S., Fendell, L., Stein, S., & Stahelski, A. (2006, April). The
relationship between furnout, organizational citizenship behavior, and negative affectivity.
Poster presentation to the annual meeting of the Western Psychological Association, Palm
Springs, CA.
Lackey, D., Matheson, M., Sheeran, L., Li, J. H., & Wagner, S. (2006, March). Demography
and non-invasive individual identification using spot patterns in Chinese salamanders
(Pachytriton brevipes). Paper presentation to the annual meeting of the Society of
Northwest Vertebrate Biology, Olympia WA.
Lance, L., Grundberg, M., & Fallshore, M. (2006, May). Religious upbringing and shameproneness. Paper presentation to the Northwest Cognition and Memory conference,
Vancouver, B.C.
Lester, M., Matheson, M., Sheeran, L., Li, J., & Wagner, R. S. (2007, February). Population
size estimates of Chinese paddle-tail salamanders using mark-recapture with spot pattern
recognition. Paper presentation to the meeting of the Society for Northwest Vertebrate
Biology, Victoria, B.C.
Mack, H. M., Matheson, M. D., Sheeran, L. K., Li, J. H., & Wagner, R. S. (2008, June).
Grooming behavior of Tibetan macaques (Macaca thibetana) in the presence of tourists at
Mt. Huangshan, China. Poster presentation to the annual meeting of the American Society
of Primatologists, West Palm Beach FL.
Lonborg, S. D., Christianson, J., Ingram, J., Foster, C., & Neighbors, D. (2008, April). The Job
Search Self-Efficacy Scale: Initial psychometric studies. Poster presentation to the annual
meeting of the Western Psychological Association, Irvine, CA.
Lonborg, S. D., Christianson, J., Ingram, J., Foster, C., Neighbors, D., O’Neill, K., & Stanton,
N. (2008, March). Measuring job search self efficacy: Research and practice implications.
Poster presentation to the annual meeting of the International Counseling Psychology
Conference, Chicago, IL.
Lonborg, S. D., Christianson, J., Ingram, J., Neighbors, D., Foster, C., Stanton, N., O’Neill, K.,
Charron, H., & Waldron, L. (2008, August). Psychometric properties of the Job Search
Self Efficacy Scale. Poster presentation to the annual meeting of the American
Psychological Association, Boston, MA.
Lonborg, S. D. (Chair) (2008, April). Facilitating undergraduate research self-efficacy through
collaborative research teams. Symposium presentation to the annual meeting of the
Western Psychological Association, Irvine, CA.
When newcomers enter an established research team: What to expect, Nash Stanton
(Central Washington University)
The undergraduate research team: Broadening one’s interests and strengths, Jeffrey
Christianson (Central Washington University)
Bandura was right: Performance accomplishments increase self-efficacy, Dan Neighbors
(Central Washington University)
Managing the organizational details of multiple research studies, Jonathan Ingram
(Central Washington University)
The undergraduate research team: Broadening one’s interests and strengths, Katie
O'Neill (Central Washington University)
Discussant: Cody Foster (Central Washington University)
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Main, A., & Schwartz, T. (2007, May). Attitudes of counselors in British Columbia regarding
mandatory certification. Poster presentation to the annual meeting of the Western
Psychological Association, Vancouver, B.C.
Marburg, T. L., Jensvold, M. L., Fouts, R., & Fouts, D. (2007, April). Comparison of
intragroup greeting and reassurance behaviors across four chimpanzee (Pan troglodytes)
social groups in American and African sanctuaries. Paper presentation to the Northeast
Anthropological Association, New York.
Matheson, M. D., Hartel, J., Whitaker, C., Sheeran, L. K., Li, J. H., & Wagner, R. S. (2007,
June). Self-directed behavior correlates with tourist density in free-living Tibetan
macaques (Macaca thibetana) at the Valley of the Wild Monkeys, Mt. Huangshan, China.
Paper presentation to the annual meeting of the American Society of Primatologists,
Winston-Salem NC.
McCarthy, M. S., Jensvold, M. L., Fouts, D. H., & Fouts, R. S. (2007, April). Chimpanzee use
of gesture sequences during play. Paper presentation to the annual meeting of the Rocky
Mountain Psychological Association, Denver, CO.
McCarthy, M. S., Matheson, M. D., Sheeran, L. K., Lester, J. D., Li, J. H., & Wagner, R. S.
(2007, June). Sequences of Tibetan macaque behaviors and tourist behaviors at Mt.
Huangshan, China. Paper presentation to the annual meeting of the American Society of
Primatologists, Winston-Salem N.C.
Matheson, M. D., Mack, H. M., Sheeran, L. K., Yenter, T., & Schulz, P. (2008, June). Captive
ex-pet Macaca fascicularis use hair and dental floss to floss their teeth. Poster presentation
to the annual meeting of the American Society of Primatologists, West Palm Beach FL.
McCarthy, M., Jensvold, M. L., Fouts, D. H., & Fouts, R. S. (2006, April) Space use in captive
chimpanzees. Poster presentation to the annual meeting of the Rocky Mountain
Psychological Association, Park City, Utah
McCarthy, M. S., Matheson, M. D., Sheeran, L. K., Lester, J. D., Li, J. H., & Wagner, R. S.
(2007, June). Sequences of Tibetan macaque behaviors and tourist behaviors at Mt.
Huangshan, China. Paper presentation to the annual meeting of the American Society of
Primatologists, Winston-Salem N.C.
McCune, E. A., Lagerquist, B. J., Eubanks, J. L., DeVietti, T. L., & Matheson, M. D. (2005,
April). Reconsidering the tragedy of the commons: Effects of feedback on self-assessment
accuracy and performance. Poster presentation to the annual meeting of the Western
Psychological Association, Portland, OR.
McKinstry, C. J., & Williams, W. (2007, May). Group and cage size effects on aggression in
laboratory pigeons. Poster presentation to the annual meeting of the Western
Psychological Association, Vancouver, B.C.
Molano, F., Kennedy, S., & Fallshore, M. (2005, April). Predictors of body image discrepancy:
The influence of gender, sociocultural attitudes toward appearance, and objectified body
consciousness. Poster presentation to the annual meeting of the Western Psychological
Association, Portland, OR.
Morris, C., Lonborg, S., Schultz. E., Hall, M., & Troupin, J. (2005, April). Investigating
spirituality and health: Forgiveness, psychological distress, and spiritual well-being.
Poster presentation to the annual convention of the Western Psychological Association,
Portland, OR.
Morris, K., Stein, S., DeVietti, T. L., & Williams, W. A. (2008, April). Predictive validity of
M-CBM and MAP-Math onto the WASL. Poster presentation to the annual meeting of the
Western Psychological Association, Irvine, CA.
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Penick, J. M., Moore, L. S., & Crouch, S. (2005, April). Meaningful connections: Using
intergenerational service learning in teaching adult development. Poster presentation to
the annual meeting of the Western Psychological Association, Portland, OR.
Peterson, J., Johnson, G., DeVietti, T., Matheson, M., & Street, W. R. (2006, March). School
psychology: Perceptions of how to retain practitioners, attract new personnel, and
increase job satisfaction. Poster presentation to the annual meeting of the National
Association of School Psychologists, New York, NY.
Puffer, A. M., Jensvold, M. L., Fouts, D. H., & Fouts, R. S. (2006, April). Weather influences
chimpanzees’ choice to go outside. Poster presentation to the annual meeting of the Rocky
Mountain Psychological Association, Park City, UT.
Rasmussen, C., Jensvold, M. L., Fouts, R. S., Fouts, D. H., & Wallin, J. (2008, April). Signs of
cultural transmission in a chimpanzee. Poster presentation to annual meeting of the Rocky
Mountain Psychological Association, Boise, ID.
Ruesto, L., Sheeran, L. K., Matheson, M. D., Li, J. H., & Wagner, R. S. (2006, March).
Investigations of possible impacts of tourist density, behavior, and decibel levels on
Tibetan macaque aggression. Paper presentation to the Northwest Anthopological
Conference, Seattle WA.
Sasnett, R., & Weyandt, L. (2004, July-August). School psychologist and teacher knowledge of
Tourette Syndrome. Paper presentation to the annual meeting of the American
Psychological Association. Honolulu, HI.
Sayre, A., Stein, S., DeVietti, T. L., & Johnson, E. R. (2008, April). Using M-CBM to predict
fourth graders’ performance on the WASL. Poster presentation to the annual meeting of the
Western Psychological Association, Irvine, CA.
Schepman, S., Jones, S., & Fendell, E. (2006, May). The relationship between burnout,
organizational citizenship behavior, and negative affectivity. Paper presentation to the
annual meeting of the Hawaii International Conference on Business, Honolulu, HI.
Schepman, S., Jones, S., Stein, S., Fendell, E., Sabol, C., & Stahelski, A. (2006, April). The
relationship between burnout, organizational citizenship behavior, and negative affectivity.
Poster presentation to the annual meeting of the Western Psychological Association, Palm
Springs, CA.
Schepman, S., Richmond, L., & Becker. (2006, May). The effects of a goal-setting intervention
on on-time deliveries in a plastic extrusion manufacturing firm. Paper presentation to the
annual meeting of the Hawaii International Conference on Business, Honolulu, HI.
Schepman, S., Stahelski, A., Lapsley, R., & Pigeon, N. G. (October, 2006). Role of mood and
style of dress on performance appraisal. Paper presentation to the annual meeting of the
International Academy of Business and Economics, Las Vegas, NV.
Shiau, S. J., & Jensvold, M. L. (2006, April). Chimpanzee use of modulation in response to
questions. Paper presentation to the annual meeting of the Rocky Mountain Psychological
Association, Park City, UT.
Sorensen, R., & Weyandt, L. (2004, July-August). The impact of an ADHD label on future
teachers’ expectations. Paper presentation to the annual meeting of the American
Psychological Association. Honolulu, HI.
Sorrells, R., & Garrout, S. (2006, May). Improving comprehension of scientific texts:
Condensing and reconstituting knowledge. Paper presentation to the annual meeting of the
Association of Psychological Science, New York, NY.
Sorrells, R., & Chang, K. (2006, May). What develops in the development of art appreciation?
Paper presentation to the annual meeting of the Association of Psychological Science, New
York, NY.
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Sorrells, R., Robinson, E., & Lutz, L. (2006, May). FlexArt: A test of mental flexibility. Paper
presentation to the annual meeting of the Association of Psychological Science, New York,
NY.
Stahelski, A. J., Puffer, A., & Schepman, S. B. (2007, May). The effects of an organization
development intervention in a county corrections facility. Poster presentation to the annual
meeting of the Western Psychological Association, Vancouver, B.C.
Stahelski, A. J., Tate, W., & Radeke, M. (2007, May). Violence and cults. Poster presentation
to the annual meeting of the Western Psychological Association, Vancouver, B.C.
Stein, S., Blair, D. L., DeVietti, T. L., & Downs, A. (2007, May). Sixth-graders’
communication, cooperation and social skills following challenge course participation.
Poster presentation to the annual meeting of the Western Psychological Association,
Vancouver, B.C.
Stein, S., Stahelski, A., Schepman, S., & Arowolo, K. (2004, April). The effects of military
training on collectivist and individualist awareness. Poster presentation to the annual
meeting of the Rocky Mountain Psychological Association, Reno, NV.
Stein, S., Stahelski, A., Schepman, S., & Selberg, A. (2004, April). The role of mood and style
of dress in performance appraisal. Poster presentation to the annual meeting of the Rocky
Mountain Psychological Association, Reno, NV.
Steilberg, R., Schwartz, T., & Lonborg, S. (2008, April). Stress, coping, and performance:
Comparison of traditional and non-traditional college students. Poster presentation to the
annual meeting of the Western Psychological Association, Irvine, CA.
Szymanska, E., & Sorrells, R. (2004, May) Abstract art: Immediate visual stimulus supercedes
textual information in students’ judgements of creativity. Paper presentation to the annual
meeting of the American Psychological Society, Chicago, IL.
Tomaszewski, E., Talbot, B., Martinez, G., & Williams, W. (2005, April). Response
competition in the shape domain: Motor response latency effects. Poster presentation to the
annual meeting of the Western Psychological Association, Portland, OR.
Torres-Jenkins, I., & Fallshore, M., (2004, April). Change blindness: Unconscious or
conscious memory? Paper presentation to the annual meeting of the Rocky Mountain
Psychological Association, Reno, NV.
Vance, T., Weyandt, L., & DuPaul, G. (March, 2007). Professor perceptions of college
students with Attention Deficit Hyperactivity Disorder. Paper presentation to the annual
meeting of the National Association of School Psychologists, New York, NY.
Wallin, J., Jensvold, M. L., & Sheeran, L. (2006, October). Chimpanzee play, laughter and
humor. Poster presentation to the Murdock Charitable Trust Annual Regional
Undergraduate Research Conference. Portland, OR.
Wallin, J. M., Jensvold, M. L., Fouts, R. S., & Fouts, D. H. (2008, April). The recent expressive
lexicon of a cross-fostered chimpanzee. Poster presentation to the annual meeting of the
Rocky Mountain Psychological Association, Boise, ID.
Ward, E. A., Stein, S., DeVietti, T. L., & Schaefle, S. (2008, April). Using DIBELS and MAPS
to predict fourth grader WASL-Reading. Poster presentation to the annual meeting of the
Western Psychological Association, Irvine, CA.
Wederquist, C., Schmidt, E., Aydelott, S., & Fallshore, M. (2006, May). Recycling and canvas
bags: Can charging people increase recycling? Paper presentation to the Northwest
Cognition and Memory Conference, Vancouver, B.C.
Williams, W., & Brett, B. (2006, April). Prior intimacy and gender effects on perceptions of
rape. Poster presentation to the annual meeting of the Western Psychological Association,
Palm Springs, CA.
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Yenter, T. A., Matheson, M. D., Sheeran, L. K., Li, J. H., & Wagner, R. S. (2007, November).
Preliminary analyses of self-directed behaviors in Tibetan macaques (Macaca thibetana)
at a tourist site. Poster presentation to the 16th Regional Conference on Undergraduate
Research, Murdock College Science Research Program, Willamette University, Salem OR.
Yenter, T. A., Matheson, M. D., Sheeran, L. K., Li, J., & Wagner, R. S. (2008, June). Selfdirected behaviors, tourist density and proximity in a free living population of Tibetan
Macaques (Macaca thibetana) at an ecotourism destination in Anhui Province, China.
Poster presentation to the annual meeting of the American Society of Primatologists, West
Palm Beach FL.
Student-Faculty Publications, Fall 2003 - Spring 2008 (16 publications)
Beaudry, A., Schepman, S., Gunn, G., Lettic, S., & Neibusch, R. (2006). The effects of an
incentive program intervention on driver performance in a private nonprofit agency.
Journal of Business and Economics Research, 4, 83-91.
Fouts, R. S., Fouts, D. H., & Waters, G. (2003). Wrist-walking: A candidate for a culturally
transmitted communicative gesture. International Primatological Society Bulletin, 29(2),
11.
Fouts, R., & Waters, G. ( 2003) Unbalanced human apes and syntax. Brain and Behavioral
Sciences, 26, 221-222.
Jensvold, M. L., Field, A., Cranford, J., Fouts, R., & Fouts, D. (2005) Incidence of wounding
within a group of five signing chimpanzees (Pan troglodytes). Laboratory Primate
Newsletter, 44, 5-7.
Jones, A. M., Matheson, M. D., Sheeran, L. K., Li, J. H., & Wagner, R. S. (2008). Aggression
and habituation toward humans in two troops of Tibetan macaques (Macaca thibetana) at
Mt. Huangshan, China (Abstract). American Journal of Primatology, 70 (Suppl.1), 61.
Herrington, A., Matheny, K. B., Curlette, W. L., McCarthy, C., & Penick, J. (2005).
Lifestyles, coping resources, and negative life events as predictors of emotional distress in
university women. Journal of Individual Psychology, 61, 4.
Hicks, T. C., Fouts, R. S., & Fouts, D. H. (2005). Chimpanzee (Pan troglodytes troglodytes)
tool use in the Ngotto Forest, Central African Republic. American Journal of Primatology,
65, 221-237.
Mack, H. M., Matheson, M. D., Sheeran, L. K., Li, J. H., & Wagner, R. S. (2008). Grooming
behavior of Tibetan macaques (Macaca thibetana) in the presence of tourists at Mt.
Huangshan, China (Abstract). American Journal of Primatology, 70 (Suppl.1), 59.
Matheson, M. D., Mack, H. M., Sheeran, L. K., Yenter, T., & Shulz, P. (2008). Captive ex-pet
Macaca fasciularis use hair and dental floss to floss their teeth (Abstract). American
Journal of Primatology, 70 (Suppl.1), 56.
Matheson, M. D., Hartel, J., Whitaker, C., Sheeran, L. K., Li, J. H., & Wagner, R. S. (2007).
Self-directed behavior correlates with tourist density in free-living Tibetan macaques
(Macaca thibetana) at the Valley of the Wild Monkeys, Mt. Huangshan, China (Abstract).
American Journal of Primatology, 69 (Suppl.), 41-42.
McCarthy, M. S., Matheson, M. D., Sheeran, L. K., Lester, J. D., Li, J. H., & Wagner, R. S.
(2007). Sequences of Tibetan macaque behaviors and tourist behaviors at Mt. Huangshan,
China (Abstract). American Journal of Primatology, 69 (Suppl.), 41-42.
Schepman, S., Richmond, F. L., & Elsner, J. (2003). The exploration of moderators of the
job/life satisfaction relationship: A field study. Review of Business Research, 1, 68-70.
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Stahelski, A., Schepman, S., Bennett, S. & Owens, M. (2004). Using feedback to improve
human performance in a correctional setting. Review of Business Research, 3, 88-94.
Weyandt, L., Hays, B., & Schepman, S. (2005). The construct validity of the Internal
Restlessness Scale. Assessment for Effective Intervention, 30, 53-63.
Wilbanks, B. A., Matheson, M. D., Eubanks, J. L. & Devietti, T. L. (2005). Effects of
perceived risk and strength of affiliation on decisions to help others: Toward a
convergence of evolutionary and social psychology. Psychological Reports, 96, 977-987.
Yenter, T. A., Matheson, M. D., Sheeran, L. K., Li, J. H., & Wagner, R. S. (2008). Preliminary
analyses of self-directed behaviors in Tibetan macaques (Macaca thibetana) at a tourist site
(Abstract). American Journal of Primatology, 69 (Suppl.), 41-42.
Employment and Doctoral Placement of Graduate Students (2005-2008)
Ph.D. Candidate, Biological Anthropology, University of Southern California
Ph.D. Candidate, Organizational Psychology, Bowling Green
Teacher for at-risk children, New Adventures Childrens' Center, Mary Bridge Childrens'
Hospital, Tacoma, WA.
School Psychologist, Snoqualmie Valley School District, Snoqualmie, WA
Mental Health Counselor, Columbia Valley Behavioral Health
Services, Wenatchee, WA
Central Washington Community Mental Health, Yakima, WA
Research Assistant, Oregon
Telephone Company executive, Bend, OR
Media Project Manager, ENIGMA, Yakima, WA
Self-employed, Ellensburg, WA
Human Resources Specialist, Everett, WA
Financial Services, Edward Jones Financial Consultants
Trainer, Tri-Cities, WA
Organization Development, Washington, DC
External Consultant, Chehalis, WA
School Psychologist, Brier Terrace Middle School, Edmonds, WA
Mental Health Counselor, Stevens Hospital, Edmonds, WA
Caregiver, Chimps, Inc. Bend, OR., then Keeper (Primates) at San Diego Zoo, CA
Zoo Keeper, Maryland Zoo, MD
Training Manger, Attachmate, Bellevue, WA
Organization Development Manager, Focus on the Family, Texas
Catherine Freer Wilderness Therapy Expeditions, Albany, OR
Central Washington Community Mental Health Northwest Associates, Ellensburg, WA
School Psychologist, Mukilteo School District, Mukilteo, WA
School Psychologist, Yakima (WA) School District
Career Counselor, Cle Elum (WA) School District
Central Washington Community Mental Health, Ellensburg, WA
School Counselor, Ellensburg (WA) School District; Psychology instructor, Central
Washington University
Family Counselor, Greater Minnesota Family Services, Willmar, MN
Canine Education Instructor, Petco, Mt. Vernon, WA; Whale Watch Excursion Guide,
Anacortes, WA
Organization Development Specialist, Bellevue, WA
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Human Resources Specialist, Yakima, WA
Executive Director, Raw Network of Washington, Seattle, WA
Business Education instructor, Richland High School, Richland, WA
Human Resources, Information Technology, Naval Undersea Warfare Center, Keyport,
WA
Environmental Health Specialist/Communicable Diseases, Yakima Health District,
Yakima, WA
Yakima County Jail Commissary Manager, Yakima, WA
School Counselor, Ellensburg (WA) School District; Psychology instructor, Central
Washington University
School Psychologist, Richland School District, Richland, WA
School Psychologist, Northshore School District, Bothell, WA
School Psychologist, New York State
Rehabilitative Case Manager, Nueces County Mental Health and Mental Retardation
Clinic, Del Rio and Corpus Christi, TX
External OD Consultant, Everett, WA
Completing internship in mental health counseling
Health, Safety and Nutrition Manager, Kittitas County Head Start, Ellensburg, WA
Youth Program Leader, Learning for Life, Seattle, WA
School Psychologist, Franklin-Pierce School District, Tacoma, WA
School Psychologist, Franklin-Pierce School District, Tacoma, WA
School Psychologist, Yelm (WA) Community Schools
School Psychologist, Tahoma School District, Maple Valley, WA
Director of Special Education, School Psychologist, Cashmere (WA) School District
School Counselor, Morris Schott Middle School, Wahluke (WA) School District
Magician, Kennewick, WA
School Psychologist, Lake Washington School District, Seattle, WA; Cabinet Maker
School Counselor, Haiku Elementary School, Makawao, Maui, HI
Counselor, Central Washington Comprehensive Mental Health, Yakima, WA
School Counselor, Medical Lake Middle School, Medical Lake, Washington
School Counselor, Wenatchee (WA) School District
Project SUCCESS Counselor, Secondary Academy for Success (Northshore School
District's alternative high school)
School Counselor, Kelso (WA) School District
Event Coordinator, Apple Tree Resort, Yakima, WA
School Psychologist, Davis High School, Yakima (WA) School District
School Psychologist, East Valley School District, Yakima, WA
School Psychologist, Sumner School District, Sumner, WA
School Psychologist, Auburn School District, Auburn, WA
School Psychologist, Franklin-Pierce School District, Tacoma, WA
School Counselor, Totem Falls School, Snohomish SD, Snohomish, WA
School Counselor, West Valley HS, Yakima, WA
School Psychologist, Mt. Baker School District, Deming, WA
School Psychologist, Fairbanks (Alaska) School District
School Psychologist, Yakima (WA) School District
Research Associate at Children's Hospital in Seattle, WA
Supervisory Survey Statistician for the U.S. Census Bureau at the Los Angeles Regional
Office
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Private practice animal behavior consultant, and a dog training expert and consultant for
PetCo
Mental Health Counselor, Washington State Penitentiary, Walla Walla, WA
B.
Provide one masters project (if applicable); two will be randomly selected during site
visit. Available in either the library or through the departmental office.
The Psychology Department has at least one recent master’s thesis available in the
office and many more available in the library.
C.
D.
Describe departmental policies, services, initiatives, and documented results for
successful student advising.

Students interested in a psychology major can arrange for advising sessions with a
faculty member of their choice or they can come to the department office for
assignment to an advisor appropriate to their interests. All undergraduate majors
are assigned a faculty advisor at the time of application for admission to the
program. They are required to meet with the advisor and obtain a signature
verifying that meeting prior to formal acceptance to the major. We have no formal
advisor training.

The Advisement Committee is a standing committee of the department. It has
developed a set of printed materials to accompany our advisory meetings with
students. This set includes a course worksheet, major declaration form, faculty
research interests summary, career guide, and undergraduate handbook. These
materials are also available on the department web site at
http://www.cwu.edu/~psych/ugbook.html

Our senior capstone course includes graduate school planning and career advising
sessions.

All graduate students meet for an orientation session at the beginning of their first
quarter. They are assigned an individual advisor and are closely guided through the
graduate curriculum. Our graduate handbook is available on the web at
http://www.cwu.edu/~psych/gradhandbk.doc.
Describe other student services offered through the department including any
professional societies or faculty-led clubs or organizations and their activities.
The psychology department sponsors a chapter of Psi Chi, the national honor society in
psychology, and a local Psychology Club, for students who are not eligible for Psi Chi
or choose not to join the national organization. Psi Chi/Psychology Club elects its own
student officers and has one or two faculty advisors. It sponsors monthly meetings on
topics of interest, including faculty research presentations, graduate school advice, and
career guidance. Psi Chi/Psychology Club raises funds every year to support student
travel to the Western Psychological Association meeting. The Psi Chi web site is at
http://www.cwu.edu/~psych/psichi.html and the Psychology Club web site is at
http://www.cwu.edu/~psych/psychclub.html. In addition, the counseling faculty have
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successfully added a Chi Sigma Iota Chapter (Chi Sigma Phi) in Spring 2007 and
created the Counseling Club, an officially sponsored program through Central
Washington University, for Fall 2008.
V.
Facilities and Equipment by location
A. Describe facilities available to department and their adequacy (program delivery location,
size, functionality, adjacencies, lighting, ventilation, finishes, plumbing, electrical outlets,
etc.). Describe anticipated needs in the next three to five years.
The Psychology Building on the CWU Ellensburg campus was built in 1972 and was state
of the art for its time. Its four floors are divided into three or four wings each. Each wing
provides a specialized category of service. The first and third floors are fully utilized by the
Psychology Department for program support and delivery. The second and fourth floors are
shared with other CWU departments to provide offices, classrooms, and meeting rooms.
Table 6 below summarizes the Psychology Department's usage of the building.
Table 6
Psychology Department Use of Psychology Building
Department Program
Psychology
Specialization
Building
Floor/Wing
School Counseling, Mental Health First South-West
Community Counseling and
Counseling, School Psychology
Psychological Assessment Center
School Psychology
First North-West
Developmental Preschool
All Programs
First North-East
Mechanical Engineering Support
Experimental
Second South-West Human Research
Experimental
Third South-West
Animal Research
Experimental
Third North-West
Human Research
All Programs
Third North-East
Computer Lab
All Programs
Third South-East
Computer & Electronic
Engineering Support
All Programs
Fourth South-West Offices, Meeting Rooms,
Computer Lab
After over 35 years of service the Psychology Building needs renovation.
The building exhibits usual and unusual plumbing and electrical problems associated with
an older structure. Broken pipes, valves and water damage have become routine on all
floors during the last 3 years. Many electrical fixtures and wiring are no longer legally up
to code. Tile flooring is warped, loose and mismatched in many places.
A partial upgrade to the building HVAC system in 2006 improved energy efficiency and
ensured environmental isolation of the animal research wing from the rest of the building.
During the HVAC upgrade, the third floor North-West wing was converted from an animal
technical area to a human research area. Five of the rooms (50% of the space) previously
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used for animal habitation are not yet remodeled for human occupancy. These rooms are of
limited value due to their unfinished condition.
Building illumination is acceptably delivered by energy efficient florescent fixtures.
Program dependent space requirements are met at current allocated levels. These levels
appear adequate for the next 3 to 5 years.
B. Describe equipment available to department include program delivery location and its
adequacy (office furniture, instructional fixtures, lab equipment, storage cabinets, specialty
items, etc.) Describe anticipated needs in the next three to five years.
The Experimental Psychology program presently has a single computer based Physiology
Laboratory. This small lab will serve a class of up to eight students. The limited lab facility
precludes larger course offerings. There appears to be considerable demand for this kind of
research capability within the department. To encourage fresh investigation by faculty and
students, the number of stations would need to increase. The specialized equipment is not
inexpensive at a cost of $5,000 per station plus the cost of a computer. A five station
Physiology lab would be modest. The equipment has an estimated 10-year lifespan.
The School Psychology program is currently using VHS Camcorders and VHS Cassette
players to record and review interviews gathered off site. Use of this outdated equipment
reflects poorly on the School Psychology program and makes it susceptible to criticism
from accrediting bodies. VHS equipment is expensive to maintain and its media is insecure.
These units should be replaced as soon as possible with contemporary digital recording
technology. To entirely replace the VHS inventory 15 portable outfits are needed.
Laptop computers for off site experimental data gathering are unavailable as a department
resource. Requests for specialized laptop computers for experimental use are now common.
Lack of portable computing devices for remote data acquisition closes many potentially
fertile avenues of research.
Many department desks, cabinets, chairs and furnishings were new 35 years ago. While still
serviceable, these dated items tend to leave a poor impression of the Psychology
Department. There are even a number of classrooms in the building which have chalk
boards which need to be replaced with white boards.
VI.
Library and Technological Resources by location
A.
Describe general and specific requirements for library resources by program and
location that assist in meeting educational and research objectives. Indicate ways in
which the present library resources satisfy and do not satisfy these needs. Describe
anticipated needs as to the next 5 year period.
The university’s Brooks Library has been very active in developing access to full text
electronic journals and web access to library services, including PsycINFO. In the last
year, the Summit Alliance has provided us with access to the holdings of academic
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libraries in Washington and Oregon. We can order books from member libraries and
delivery is reasonably prompt. A twice-weekly courier delivers items from the Brooks
Library. Individual journal articles may be provided from a member library in
photocopy or email PDF form. We can borrow from the holdings of member libraries if
we are on that institution’s campus and return the item at our own campus library.
Students at our centers have the same borrowing privileges and online access as those
on the Ellensburg campus. A knowledgeable interlibrary loan staff has a good record of
finding and ordering items from libraries around the United States.
Each academic department on campus has a library representative, who consults with
our professional librarians about the department’s needs. The library has identified
disciplinary experts on its staff, providing us with a librarian who keeps informed about
our needs. The psychology department has benefited from a series of active and
interested faculty library representatives and our holdings are adequate to our needs.
The only chronically underrepresented portions of our library collection have been
journals and video materials. Subscriptions to online journal databases have gone far to
fill gaps in our print journals. Keeping up with advances in media technology from film
to tape to CD to DVD has been difficult for all libraries and many professors turn to
video clips from publishers and online sources instead of traditional library sources.
Overall, our library holdings and staff are very commendable.
Book acquisitions primarily are managed by a wholesaler’s purchase plan guided by our
university profile, but 100-200 books per year from publishers outside the purchase
plan. Appropriate psychology faculty members review these titles and make purchase
recommendations. In addition, our department has an annual book budget for faculty
purchase requests. To some extent, we coordinate our purchases with other Summit
libraries to avoid multiple purchases of seldom-used volumes.
B.
Describe the information technologies faculty regularly and actively utilize in the
classroom. Describe anticipated needs as to the next five year period.
About 80% of the psychology faculty use instructional technology. Instructors, text
publishers, and web sources have created effective visual and audio support materials
for traditional courses. In addition, many instructors use the interactive capabilities of
Blackboard to present information to students and mediate topical interactions among
students. Classrooms in the Psychology Building are gradually becoming equipped with
instructional presentation hardware. Our department has two engineering technicians
that support our instructional and research needs.
A sixteen-station PC computer laboratory is currently used for instruction in PSY 300,
Research Methods in Psychology, PSY 301, Learning, and PSY 450, Cognitive
Psychology. In-house programming is used for lab exercises in cognitive psychology
and research methods. Computer-supported laboratory exercises (“Sniffy”) are used in
PSY 301, Learning. The Sniffy package provides students with hands-on simulation
experience in setting up and conducting animal experiments in learning and
conditioning without requiring students to use a real rat. This sixteen-station lab is also
used for undergraduate and graduate student and faculty research projects, as is a sixstation PC suite in our human research wing.
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The Psychology Building houses a 19-station Mac and PC lab supported by university
student computer fees. It is staffed by a student assistant and can be reserved for group
instruction. We use this lab for some sections of our three statistics courses.
C.
Describe technology available to department and its adequacy. Describe anticipated
needs as to the next five year period.
For the most part, our faculty members have very good access to research equipment.
We are able to purchase or build most required equipment. We have a full time
engineering technician and full time engineering technician specializing in computerbased research systems to design and produce hardware and software for instructional
and research purposes. The building’s research areas include a variety of specialized
individual and group laboratory spaces that are used by students and faculty for animal
and human research. Our animal lab space has recently undergone a significant
remodel to bring it up to animal care standards. We anticipate further technology and
equipment needs in both of our animal and human laboratories to enable our new
faculty to teach their classes and conduct their research.
New buildings house our programs at our Yakima, Wenatchee, and three Puget Sound
centers. The classroom facilities are equal to or superior to the classrooms in Ellensburg
in terms of technology and comfort. Technical support and DE facilities are excellent at
the centers. There are also computer labs at the centers. Though the hours of
availability of the center computer labs generally aren't as extensive as the computer
labs on the Ellensburg campus, the center labs are fully supported and well run. Each
center has online access to the university’s computing resources, including online
library resources. In addition, all CWU students have free access to the extensive library
holding at the University of Washington.
Commodity grade computers are a standard vehicle for program delivery and support.
Psychology department computers fall into two categories:
1) Desktop and Classroom computers maintained by CWU ITS.
2) Special purpose research and instrumentation computers maintained by Psychology
Engineering Staff.
Computers in category 1 are funded by the ITS budget and are on a regular maintenance
and replacement schedule. These computers are regularly replaced at 5-year intervals.
Computers in category 2 are currently unfunded and are without a maintenance budget.
These computers are "donated" to the Psychology Department by ITS with a self
support proviso. No current funding mechanism exists to assure these units are regularly
replaced or upgraded. The department has over 80 computers in this aged self-support
category. They form the backbone of research and teaching systems used by many
department programs, and are vital to program delivery. These self-support research
machines are distributed broadly as follows:
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The CCPAC Clinic employs a 25 work station video LAN to record and document
confidential counseling sessions with clients.
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Various human and animal research projects use another 20 machines as data
acquisition and control computers.
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Experimental student computer labs utilize another 35 computers.
All the above machines are at least 5 years old. Their service life is maximally extended
by using the Linux operating system, which places lower demands on older computer
hardware. However, these computers do eventually begin to exhibit uncorrectable
hardware failures. Research computer replacement is necessary now and will continue
into the next 3 to 5 years.
The Psychology Building computer network infrastructure received a major upgrade in
2008. The upgrade provided all new CAT5/e cabling and Cisco 2960 switches. As a
result, the department now has an internal research LAN in the building for
administering research projects and student labs. This is in addition to enhanced
performance of CWU network services in the building. In addition, wireless network
access in the Psychology Building was made available in 2005 by CWU Networks.
The Psychology building has eight multimedia classrooms available in the building.
These are funded and maintained by CWU ITS. We also have two media carts
available for use in non-multimedia classrooms and meeting rooms. The equipment on
these carts is funded by the department. We anticipate needing at least two updated
Mac laptops to properly equip these carts.
No distance education classrooms or meeting rooms currently exist within the building.
However, we anticipate the need for at least one distance education room in the building
to ensure that we include tenure-track faculty from Des Moines in our department
meetings.
VII.
Analysis of the Review Period
The content of this section and Section VI reflect upon the observations made thus far in this
document and the results of a department retreat held on December 8, 2008 for the specific
purpose of discussing our accomplishments, challenges, suggestions for improvement, and
future directions. Eighteen faculty members met at the retreat, including two of our full-time
non-tenure track faculty.
A. What has gone well in the department and each degree programs?
1. Explain accomplishments of the past five years.
 We are pleased with our department’s academic success, its rigor, and the evidence
that validates its quality.
 Our graduating senior scores are at or above the mean on the MFT in all core
course areas.
 An increasing number of qualified students are choosing to do undergraduate
honors theses.
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Our undergraduate students are presenting research at regional, state, national &
international conferences.
Our students are successful in getting into graduate programs, both master’s
level and doctoral level.
Our School Psychology (SP) graduate program continues to maintain full NASP
accreditation.
Our Mental Health Counseling (MHC) graduate program has achieved
CACREP accreditation and our School Counseling (SC) graduate program is
actively working on submitting materials for CACREP accreditation.
Both our SP and SC certification programs continue to be fully approved by the
Office of the Superintendent for Public Instruction (OSPI) and both were
recognized as leaders in the university in meeting the criteria for NCATE
accreditation.
Student scores from internship evaluations (SP, MHC, and SC) continue to
demonstrate mastery in all clinical areas.
We are committed to an ongoing process of assessment, program improvement, and
curriculum development.
 We developed and formalized comprehensive program and student learning
goals and assessment plans for our undergraduate major and all of our graduate
programs.
 Our assessment reports on student learning were highly rated by the University
Academic Assessment Committee and were singled out for recognition as being
among some of the best assessment reports in the college and university.
 Each graduate program has developed its own internal assessment procedures,
which provide evidence of student excellence for skills, knowledge, and
dispositions for each student.
 We added a capstone Senior Assessment class to the major.
 We revised our undergraduate major and added classes in cognitive and
physiological psychology to the core requirements to be more consistent with
changes in the field.
 We revised our undergraduate minor to make it more flexible and relevant to
students in other majors.
 We developed and adopted a common set of student learning objectives for each
undergraduate psychology class so that there would be consistency across
different sections and instructors.
 Our counseling programs integrated more of a counseling identity into the
training clinic. To support this emphasis, we changed the name of the clinic
from Community Psychological Services Center to the Community Counseling
and Psychological Assessment Center.
 We significantly restructured our MS Experimental Psychology graduate
program to address the changing emphasis in the discipline and to attract more
students.
 We added a specialization in Applied Behavior Analysis (ABA) to the MS
Experimental Psychology graduate program.
 We expanded practicum and intern experiences for clinical programs (SP, SC,
MHC)
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We revised our Mental Health Counseling graduate program to address the
CACREP standards, including expanding the internship requirement from 600 to
900 hours and standardizing the practica at all levels.
We revised the conceptual framework for both the School Psychology and
School Counseling graduate programs.
The School Counseling program has started to require multicultural experiences
of all students during coursework and during internship.
We arranged to start offering the NCE (National Counseling Exam), beginning
in October 2008
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We continue to hire highly qualified faculty members who maintain their currency
with appropriate scholarship, teaching excellence, and service to the academic
community and public service opportunities.
 We’ve hired three new experimental psychology faculty in the department to
strengthen our expertise in cognitive and physiological psychology as well as
applied behavior analysis. One of these hires became our first tenure-track
faculty member at a university center (Des Moines).
 We’ve hired three new faculty members to support the graduate programs in
Mental Health and School Counseling, as well as the undergraduate psychology
program.
 One of our faculty members, Andrew Downs, was awarded Excellence in
Teaching by the CWU Parent Association.
 Several School Counseling faculty members were successful in receiving a grant
with the ESD 105 and through the Department of Education, which has resulted
in increased internship and student involvement within the community.
 The counseling faculty has increased their involvement with state professional
organizations, especially the Washington Mental Health Counseling Association
(WMHCA).
 The counseling faculty have successfully added a Chi Sigma Iota Chapter (Chi
Sigma Phi) in Spring 2007 and created the Counseling Club, an officially
sponsored program through Central Washington University, for Fall 2008.
 We’ve hosted the Washington State Association of Counselor Educators
meeting for the past four years.
 We created a student and faculty liaison position for the Washington School
Counselor Association.
 Based on faculty and students comments, we’ve been successful in increasing
the atmosphere of collegiality within the department as a whole and within the
counseling program faculty in particular.
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Our department maintains a strong commitment to interdisciplinary connections,
field experience opportunities, and community outreach.
 We participate in an interdisciplinary summer field school in China, along with
the departments of biology and anthropology.
 We have developed an Applied Behavior Analysis (ABA) interdisciplinary
graduate specialization in conjunction with the special education program.
 We continue our collaboration with Children’s Village in Yakima.
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We collaborate with the Ellensburg school district alternative middle school and
high school that are housed on the CWU campus, as well as the developmental
preschool housed in the Psychology building.
We coordinate a curriculum-based measurement (CBM) benchmark assessment
program for the Ellensburg school district and provide trained undergraduate
and graduate student volunteers to participate in this program.
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We are committed to providing access to our undergraduate psychology courses to
students at our regional centers.
 We now offer a psychology major at CWU-Des Moines.
 We are now offering a range of psychology classes via DE to new centers in
Skagit and Everett.
 We have greatly increased our web-based course offerings to meet the needs of
students at our centers.
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We have been successful at increasing our technical and instructional resources as
well as updating our research facilities.
 A majority of the faculty use technological resources in the classrooms
(PowerPoint, Blackboard, etc.)
 We were able to do a significant upgrade of the animal lab on the 3rd floor of the
Psychology building.
 We hired a new full-time engineer technician, which has increased the efficiency
and effectiveness of our technological support for instruction and research.
 We’ve gradually been able to upgrade more of our classrooms in building to be
media-capable.
 We have a faculty member who has utilized “clicker” technology in the
classroom.
 The School Psychology program has been successful at getting grants for test
materials from various test publishers.
 We have completely upgraded our training clinic with digital recording
technology, with the help of a COTS equipment grant.
 A School Counseling faculty member was successful at getting a COTS
equipment for the purchase of play therapy equipment.
2. How have accomplishments been supported though external and internal resources?
Though the department has not submitted many requests for external funding, we have
been successful at applying for and receiving funding from within the university.
Following is a summary of our sources of external and internal support.
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In conjunction with ESD 105, we received a 1.1 million School Counseling grant
from the Department of Education.
We received several test material grants from test publishers.
We received a COTS equipment grant that allowed us to upgrade the recording
technology in clinic from analog to digital.
We received a COTS equipment grant for play therapy equipment for the clinic.
We received some internal funding to support CACREP accreditation.
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Several faculty members have been successful at getting internal research or SEED
grants.
Students have received internal funding to present at professional meetings such as
ACA and WPA.
Upgrade of our animal labs was made possible from a variety of internal funding
sources, including the COTS dean.
All full-time faculty members have access to professional development funds from
sources such as the Provost’s office, the COTS dean, the Graduate Studies and
Research office, and the Psychology department summer instruction revenues.
Several faculty members have been awarded stipends for developing web-based
classes.
New faculty members have been provided start-up funds by the COTS dean and the
Provost.
All new faculty members are provided $2000 towards the purchase of a desktop
computer and peripherals for their office.
All new faculty members are given five workload units of release from instruction
in their first year to assist them in getting started in their research agendas.
B. What challenges exist for the department and for each degree program?
This section describes some of the struggles we face as a department and the likely reasons
for these challenges.
1. Explain major challenges of the past five years.
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An increasing budgetary crisis contributes to some of our ongoing challenges.
 We need more out-of-state tuition waivers, especially for graduate students.
 We need more graduate assistantships to both attract qualified students and
assist the faculty in instruction and research. However, we have not had an
increase in the number of graduate assistant allocations in the past five years.
Furthermore, when a graduate assistant has to resign their position, for whatever
reason, we are not permitted to offer a replacement assistantship.
 Though we do have faculty development funds, some faculty members find
them insufficient to support travel to and the delivery of scholarly presentations
at national and international conferences.
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Although we have been able to hire some outstanding new faculty members in the
past several years, we are still plagued with problems related to insufficient staffing.
 We’ve had a quite a few retirements and resignations in the past five years.
 We were unable to fill all of our faculty vacancies last year (seven vacancies and
only three hires), so we have been forced to rely too heavily on non-tenure track
(adjunct) instructors. This year we have been faced with frozen searches, which
have prevented us from filling all of our vacancies.
 The School Psychology program has been particularly hard hit by faculty
turnover with two recent resignations, one upcoming retirement, and the fourth
and last qualified school psychology faculty member serving as department
chair (and thus unavailable for teaching or supervision).
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New faculty hires are not permitted by the graduate school to chair master’s
theses until they have been a member of a thesis committee. Phased retirees are
also not permitted to serve as a thesis chair. This places a very heavy thesis
burden on the tenure-track (TT) faculty.
Adjunct faculty are not allowed to serve on department committees which places
a heavy burden on TT faculty to staff all of our committees.
Adjunct faculty are not allowed to advise students which also places a heavy
burden on TT faculty.
PSY 101, 314, and 315 are taught predominantly by adjuncts, which makes it
more difficult to ensure stable and quality instruction in these general education
and service classes.
It has been difficult to find qualified adjuncts, including at the centers.
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Another significant challenge in the past five years has been the ever-increasing
workload. Though the increased workload demands have been most event at the
department chair level, it has impacted all faculty to some degree or another.
 The paperwork and reporting requirements have increased dramatically (i.e.
workload plans, structured performance records, annual activity reports, etc.).
 Faculty are often asked to provide redundant information for reports but in a
different format so it takes a great deal of time away from instruction,
scholarship, and service to complete the paperwork and reporting requirements.
 Additional requirements for the development of department self-studies,
assessment plans, and assessment reports are dumped on departments without
any corresponding release time or compensation for the additional workload.
 Faculty are being asked to teach larger classes to increase FTES but are still
expected to maintain the same high level of scholarship and service.
 Expectations for scholarship have become more stringent but faculty are still
expected to teach the same number of classes.
 Counseling faculty continue to be burdened with the inequitable time demands
for practica supervision and instructions. More release time is needed for these
faculty-intensive roles.
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Insufficient support for new faculty members is another challenge we face.
 There is no formal, ongoing mentoring available for new faculty within the
department or the university. However, informal mentoring is available.
 Some new faculty feel they have too many new course preparations, which takes
away time needed to establish their research agenda. The balance between
teaching and research is a constant stressor.
 New faculty have expressed an interest in having release time to observe how
experienced faculty members deliver instruction and manage their courses.
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The department also faces some challenges related to instruction and program
growth.
 Because of the limited staffing and resources noted earlier, the School
Psychology graduate program is not able to admit the number of students needed
to meet the regional, state, or national demands for trained school psychologists.
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The School Psychology and School Counseling graduate programs would both
like to change their current master’s degree programs to specialist degree
programs to better reflect the high credit loads for these graduate programs and
to provide students with the recognition they deserve for successfully
completing these programs. The School Counseling program is also seeking
CACREP accreditation, which is a time-consuming process.
Classrooms within the psychology building are often not available to our
faculty, which forces faculty members to travel to other buildings on campus to
teach and to carry laptops and other instructional materials to these distant
classrooms.
There is a tremendous push within the university to develop and deliver online
courses. However, training on online course development and delivery is often
insufficient. Furthermore, the university has not done a good job of carefully
evaluating the effectiveness of these online classes or ensuring that the quality of
these classes is comparable to traditional classroom instruction.
The necessary curriculum reorganization of the graduate programs in MS
Experimental, ABA, and PBE has resulted in the need for new graduate level
courses. However, this pulls faculty away from other teaching obligations and
makes it difficult to find qualified instructors for all classes.
Finally, faculty members within the department of psychology have expressed some
concern about inconsistent administrative support and an ill-defined university
mission. Many of these concerns have lessened with recent administrative staffing
changes, but some concerns still linger.
2. List likely causes of each challenge as supported by documented evidence.
As we address the likely causes of the challenges we’ve identified, it becomes very
apparent that many of the challenges are interrelated and have similar causes.
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The most obvious causes of the budget crisis are insufficient state revenues.
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The causes of staffing challenges are most likely multi-faceted.
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First of all, we have difficulty recruiting and attracting a broad pool of qualified
applicants. Some of this may be due to salaries that are not competitive enough
and some is probably due to the lack of diversity in our community, making
CWU less attractive to women and minorities.
In some cases, the staffing challenge is due to a low availability of qualified jobseeking applicants and/or an excess number of similar job opportunities at other
institutions.
The high number of retirements in recent years is a natural consequence of
having an aging department. The reasons for the resignations are a bit more
difficult to discern but are likely due to competition by other institutions.
Our excess reliance on adjunct faculty is partially due to our inability to hire
tenure-track faculty replacements for retirements and resignations. Furthermore,
adjunct instruction costs the university less money so when budgets are tight,
it’s easier for the administration to justify hiring low wage temporary
employees.
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Many of the increases in workload (especially for the department chair) came after
the adoption of the collective bargaining agreement (CBA). Though some of the
additional workload was probably inevitable, much of it is likely due to poor
planning and organization, overly restrictive policies and inefficient record-keeping
at higher levels of administration.
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Some of the increased workload issues are likely due to an increased recognition
of our need for accountability as a department, college, and institution.
However, there has been little or no attempt to offset the added workload of
reporting with additional release time and/or compensation.
The lack of a functional, relational database can also be blamed for much of the
excessive and redundant reporting requirements.
Furthermore, there could be a much more concerted effort to coordinate the
reporting demands so that information is asked for in a consistent and
predictable format, allowing for more copying and pasting.
Some of the added workload pressures placed on senior TT faculty could be
avoided if there was more support within the administration for awarding
graduate faculty status earlier to new faculty hire, and thereby distributing the
thesis chairing load more equitably.
Furthermore, if there was administrative support for routinely adding service
and advising workload to adjunct contracts (with appropriate compensation),
some of the excessive workload placed on TT faculty could be relieved.
The increasing demands for scholarly productivity have not been accompanied
by decreased demands for instruction, thereby leading to excessive workload.
Until recently, there was very little administrative support for “individualizing”
workload plans within the department so that some faculty could focus more on
research (and less on teaching) and others could balance the department
workload by doing more teaching and less scholarship. In addition, faculty
sacrifice their own chance at promotion or tenure if they take on more of the
teaching burden within the department and thereby produce less scholarship.
Activities such as advising and time spent in maintaining required licensure and
certification are not included in workload plans and therefore are not recognized
or compensated by the university.
Finally, budget limitations can, once again, be targeted as a likely cause of
workload challenges. As the budget gets tighter, faculty and chairs are asked to
do more with the same or fewer resources.
The likely causes for the insufficient support of new faculty members are budgetary,
workload, and organizational.
 Budgetary constraints make it difficult to give new faculty the amount of release
time they need for instructional development and to establish their research
agendas.
 As for the lack of mentoring, it’s hard to require senior faculty members to
invest a lot of time in mentoring their junior colleagues when these senior
faculty are already overworked.
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The challenges related to instruction and program growth are likely due to
budgetary restrictions, insufficient classroom facilities, increasing demands from
external constituents (community, accreditation organization, etc.), and insufficient
administrative support.
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Though the department chair and the chair of the personnel committee routinely
meet with all new faculty members in their first quarter to provide guidance and
information, more on-going and individualized mentoring would probably be
beneficial. Though the department has discussed the need for formal mentoring
of new faculty, we have not established an organized and reliable method for
ensuring that this mentoring takes place.
The department, college, and university as a whole are under tremendous
pressure to maximize student enrollment to meet budgeted numbers. This
results in large class sizes and the need for our faculty to teach outside the
psychology building (because most of our classrooms are small).
Another likely reason why faculty do not have convenient access to fully
equipped and well-designed classrooms is that the university’s classroom
facilities are often insufficient to meet the technological and capacity demands
of our student body, leading to more competition for the limited number of
adequate classrooms.
The increased demand for trained school psychologists within the state and
national is likely part of the challenge that the School Psychology program faces
in producing enough certified school psychologists. However, problems
recruiting and retaining qualified faculty are another likely cause of this
challenge.
The challenge of changing our master’s degree programs in School Psychology
and School Counseling to specialist degree programs is partially due to the
logistical difficulty of getting any new degree approved by the state Higher
Education Coordinating (HEC) Board. However, this process is made even
more difficult if there is not full support and assistance at the higher
administrative levels within the university.
Though there appears to be administrative support for gaining CACREP
accreditation for the School Counseling program by the administration, the
department still faces the inevitable hurtles of trying to align our program and
curriculum with the demands of an outside accrediting body.
It’s difficult to pinpoint the likely reasons for inconsistent administrative support.
Beyond the obvious budget realities, some of the past problems with administrative
support are likely due to administrative styles of management that were
incompatible with faculty morale. In addition, it’s possible that having a prior dean
and provost who both had a strong natural science background interfered somewhat
with their ability to fully support a department like psychology with a strong
behavioral and social science orientation. Regardless of the reasons for the
perceived lack of support, most of these concerns have diminished significantly with
a change in administrative personnel.
C. What past recommendations from the previous program review have been implemented?
1. How has each recommendation been implemented and how have the department and
degree program been impacted?
The department has attempted to address most of the recommendations from the last
program review. However, quite a few of the recommendations required changes at
higher administrative levels of the university. Following are a list of recommendations
from the previous program review that have been implemented, either partially or
completely, by the department:
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Define our “niche:” Faculty scholarship expectations have been made more
explicit; criteria for reappointment, promotion and tenure have been aligned with
those of the college; staffing and curriculum of the undergraduate major have been
realigned with national standards, and an applied behavior analyst track has been
added to the M.S. Experimental degree
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Mentoring of probationary faculty: The department chair and personnel committee
chair meet with new faculty members in their first quarter to discuss personnel
policies and procedures and to provide guidance towards favorable reappointment,
promotion, and tenure decisions. The department chair also distributes copies of
sample syllabi and student learning objectives to new faculty. Informal mentoring
by the department chair is provided, as requested. Furthermore, each new faculty
member has the opportunity to get direct feedback on their teaching by a more
senior faculty member who observes them in the classroom. The impact on the
department in terms of workload has been minimal but, then again, the mentoring
has been seen as insufficient by some faculty members so clearly more needs to be
done.
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Keep new course preparation to a minimum in the first three years: Every attempt
is made to give new faculty repeat course assignments to minimize new
preparations. However, because many graduate level classes are only taught once a
year, there is a limit to how frequently some of these repeat courses can be assigned.
The impact on the department has been a modest increase in new course
preparations for senior faculty members and an increased reliance on adjunct faculty
to cover courses that would otherwise result in excessive new course preparations
for new faculty.
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Consider not requiring a thesis in some of the master’s degree programs: The
department voted last year to allow master’s students in Mental Health Counseling,
School Counseling, and School Psychology to complete a project instead of a thesis.
However, the requirements for a project are still fairly rigorous and still require
extensive faculty mentoring so the impact on department workload has been nonexistent. However, the project option has allowed graduate students to avoid the
unreasonably long delays in thesis review at the graduate office level and therefore
earn their degrees in a more timely manner.
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
Increase collegiality among faculty: We have made great strides in improving the
collegial atmosphere of the counseling programs and the department. This
improvement was achieved through new hires and strategic reassignment of faculty.
The impact on the department has been significant in terms of increased morale of
the faculty and the graduate students, based on informal comments by faculty and
students.

Assess the goals and success of the 45-credit major vs. the 60-credit major: In 20062007, the department studied these programs. We found that about half of our
students select our 45-credit major and half the 60-credit major. The student GPAs
in both majors were very similar. The core of courses is the same in both majors.
We concluded that both majors serve purposes valued by our students. Because no
change occurred, implementing this recommendation did not have an impact on the
department or degree program.

Add more of an emphasis in cognitive and physiological psychology to the
department: We added both cognitive and physiological psychology to the core
requirements for the psychology major. We also hired three new faculty members
with expertise in one or both of these areas. The impact on the department is a
change in the frequency in which these courses are offered (now every quarter) and
more reliance on adjuncts to teach other undergraduate psychology classes to free
up faculty time to cover the additional sections of cognitive and physiological
psychology. The implementation of this recommendation led to a change in degree
requirements for the B.A.

Add a capstone course to the major: We added a one-credit Senior Assessment class
(PSY 489) to the major, beginning in the Fall 2007. This class has helped us be
more systematic and thorough in our assessment of student learning goals. The
implementation of this recommendation led to a change in degree requirements for
the B.A.

Need to decrease the number of practica and standardize procedures used in
practica: The Mental Health and School Counseling program committee has been
successful in addressing this recommendation. Both degree programs decreased the
number of required practica and developed standardized evaluation procedures for
practica. The impact has been more consistency and predictability in the counseling
graduate degree programs.

Discuss the possibility of adding a psychology major on the West side: We began
offering a psychology major at the CWU-Des Moines center in the Fall 2007. This
program was staffed for one year with a full time non tenure-track faculty member
and is now staffed by a new tenure-track hire. Though the impact to the department
in terms of new majors has not been significant, we expect that to increase with time
and visibility of this program.

Reexamine the role of graduate programs and resources allocated to them: We
eliminated one master’s degree program (MSOD), allowing us to reallocate faculty
to undergraduate instruction. In addition, we have added four new experimental
faculty members who all teach some classes within the undergraduate major. The
addition of the new faculty has helped the department more fully staff the new core
classes in the psychology major. We attempted to address the need for graduate
classes by offering layered courses that included both undergraduate and graduate
students. In doing so, it appears that we have short-changed some of our graduate
students. Therefore, we are exploring options to gradually separate some of the
layered classes so that they can be taught separately.
2. Which recommendations were not implemented and why?
It is difficult to summarize the recommendations that were not implemented because many
of the recommendations were either vague or addressed issues that were beyond the control
of the department. Following are some of the more specific department-level
recommendations that have not been implemented:
D.

More faculty should participate in thesis and research supervision: This has been
very difficult to implement because we have lost so many of our graduate faculty to
retirements or resignations in the past few years. The new faculty, though eager to
participate, are not permitted by the graduate school to supervise theses until they
have served as a committee member through an entire thesis process. Furthermore,
we have not been able to fill all of our tenure-track vacancies so that places more of
the thesis burden on fewer of the faculty.

Foster publication of master’s theses: Most of our graduate students do not submit
their theses for publication. Part of this is probably due to their career goals, which
are often focused more on practitioner roles within schools and mental health
agencies than academia or further graduate studies. However, the unwieldy format
of the thesis also discourages publication efforts. Fortunately, the graduate school is
currently considering adopting a thesis option that will be a publication-ready
manuscript. In addition, our department’s change from a thesis requirement to the
option of a project gives our students more flexibility in the formatting of their
research.

Formalize the role of service learning: Though we have discussed this
recommendation as a department, we have not yet implemented any changes along
these lines.

Equitable distribution of advising load: Similarly, we have discussed this concern
repeatedly as a department but have not yet been successful in implementing this
recommendation.
Make a comparison between the last program review and where the department is now.
The department has experienced numerous changes since the last program review. The
most significant changes have been in redesign of the curriculum (major, minor, and
MS Experimental program) and turnover in faculty. Please see Appendix E for a more
complete list of changes, organized by program goals.
1. How have the advances been supported (e.g., internal and external resources)?
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We have received internal funding support to hire replacement faculty and pursue
CACREP accreditation.
2. Are there still outstanding, unmet needs/challenges from the last program review?
What has the department done to meet these challenges?
Unmet needs/challenges are described earlier in this self-study, as are the
department’s efforts to meet these challenges.
Category VIII. Is the single most important category in the self-study document.
VIII. Future Directions
A. Describe the department’s aspirations for the next three to five years.
Many ideas for future directions were bantered about at the Psychology Department retreat on
December 8, 2008. Some were fairly broad and philosophical, such as clarifying the
department identity and respecting academic freedom, and others were quite specific and
focused. Following are some of the more specific recommendations, clustered by general
theme:


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Curriculum/program development aspirations:

Redesign the undergraduate research methods class as a 2-quarter class in which only
majors take the 2nd quarter. During that quarter they will conduct a research study and
present their research at SOURCE.

Broaden the experimental graduate program to encompass more emphasis on cognitive
and physiological psychology, as well as human factors and social/experimental
psychology.

Increase enrollment in the ABA program and develop a fellowship for the ABA
graduate students through local or regional organizations.

Offer a specialist degree in both the School Psychology and School Counseling
graduate programs.

Receive and maintain national accreditation of graduate programs (NASP, CACREP,
ABA)

Develop more online classes, as well as identifying classes that are not appropriate for
online delivery

Fully support the major at the Des Moines campus and explore additional center
offerings.

Ensure a reasonable balance of undergraduate and graduate courses.
Scholarship aspirations




Encourage faculty to work cooperatively on external grants.

Increase undergraduate involvement in research. Encourage students to present at
SOURCE as well as regional, state, and national conferences.

Add a research participation requirement to PSY 101 to help the department develop
and maintain a pool of research subjects.

Allow more flexibility in workload plans to support research-oriented faculty.
Staffing aspirations

Fill all vacant tenure-track lines with highly qualified faculty hires.

Retain and integrate new tenure-track faculty and provide effective mentoring.

Ensure equitable treatment of adjunct faculty.

Decrease the number/percentage of classes taught by adjuncts in the department.
Workload aspirations

Achieve a flexible balance of teaching, scholarship, and service within the department.

Equalize advising loads and thesis supervision among faculty.

Reduce paperwork and redundant reporting demands.
Technological/facility aspirations

Continue to upgrade to the digital recording system for the CCAPC.

Continue to upgrade the animal research lab, as needed.

Acquire sophisticated instrumentation to support research in physiological psychology.

Improve the appearance and décor of the Psychology building, especially within the
CCAPC.
B. In this context, describe ways the department or unit plans to increase quality, quantity,
productivity, and efficiency as a whole and for each program. Provide evidence that
supports the promise for outstanding performance.
The following recommendations are intended to support some of the department aspirations
listed above, as well as some recommendations for increasing faculty collaboration and
involvement in the profession.
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



Curriculum/program recommendations:

Redesign the research methods class to include a separate lab either concurrent or a
separate course for a lab OR a combined research/stats in a 1 year sequence. The lab
would be for majors only.

Encourage collaboration among faculty teaching similar classes and coordinate the
assignments across different core classes for continuity.

Formalize PSY 495 (Directed Research) requirements to be consistent across faculty.

Provide more seminar classes on current topics/issues.

Separate layered undergraduate/graduate classes (especially physiological and
cognitive).
Scholarship recommendations:

Alter class schedules to allow for more time dedicated to research (teach more webbased courses, allow larger blocks of time for writing, etc.). Streamline the teaching
schedule and revisit quarterly and yearlong teaching allocations (to free up one term for
research)

Raise the national profile of the program by increasing the number of national
presentations and publications by both faculty and students.

Implement a broader definition of scholarship, consistent with current discussions
across CWU departments and colleges. Allow scholarship to include professional work
with students (like creating town hall meetings with an academic focus and research
agenda).

Change department personnel policies so that serving as a co-PI on grants will count as
Category A scholarship.
Staffing recommendations:

Hire new faculty to fill all vacant positions.

Monitor the balance of classes taught by tenure-track and non tenure-track faculty.

Develop a systematic strategy to train graduate assistants.
Workload recommendations:

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Provide release time for new faculty to sit in on lectures provided by senior instructors.


Require all faculty to advise students to ensure an equitable advising load. Assign all
new majors and minors to a psychology advisor by going through a rotating list of
tenure-track faculty. Pull those with too many advisees off the list until the advising
load becomes more equitable.

Change to semester system. This would provide additional scheduling time and a better
balance with research. Quarter systems have additional grading and advising
requirements. The semester system would also allow for additional time to cover
instructional material.
Recommendations for increasing faculty collaboration and involvement in the department
and the profession.

Encourage faculty to become more involved in national professional organizations.

Identify ways for faculty to become more involved in service to the larger central
Washington region.

Create a state journal for one of the Washington mental health counseling associations.

Plan faculty celebrations and forums for research presentations.

Increase professional development funds to support faculty travel.

Develop a faculty colloquium during the lunch hour and plan regular department
lunches.
C. What specific resources would the department need to pursue these future directions?
The resources required by the department include increased funding, increased release time,
and administrative support for departmental requests. Some of the specific resources identified
by the department include:
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
More graduate assistantships and out-of-state tuition waivers.

Permission to hire faculty to fill all current vacancies as well as future vacancies created
by retirements, resignations, or administrative reassignments.

External fellowship for ABA graduate student(s).

Establish lab fees for courses such as physiological psychology.

Funds for physiological lab equipment.

More professional development funds to support travel for faculty and students to attend
and present at conferences.

Assistance in funding a mental health journal.

More release time to conduct research, write grants, and/or develop instructional skills.

Support from the administration to reduce redundancy in paperwork requirements. The
university needs to compile a database with all pertinent faculty information and with
the ability to merge data from separate documents. Faculty should just be required to
submit updated vitas that included recent scholarship and service.

Support from the administration to develop a more flexible department criteria for
scholarship.

Support from the administration for flexible workload plans and teaching schedules.
D. What do you want us know that is not included in this self-study?
The department faculty did not have enough time during the retreat to address this question.
IX.
Suggestions for the program review process or contents of the self-study?
These suggestions represent the opinions of the department chair. Individual faculty members
have not had the opportunity to provide suggestions yet. If and when then they do so, this
section will by updated.
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
It is not realistic to expect department chairs to absorb the tremendous increase in
workload associated with program review without additional compensation and/or
release time. A summer stipend for the department chair is strongly recommended.

The format of program review should match the format of the department self-study
required for accreditation.

Institutional research requires much more staff and resources so that the data needed for
program review can be provided in a timely manner.
Appendix A: CWU Department/Program Goals Assessment Plan Preparation Form
Department: Psychology
Program: B.A. Psychology Major (45 and 60 credits) and
M.S. Experimental, M.S. Mental Health Counseling, M.Ed. School Counseling, M. Ed. School Psychology
The program goals and assessments of the Psychology Department as a whole are also the program goals and assessments of the B.A. major in
psychology. Graduate programs in psychology may have additional goals and assessments.
Goals and assessments are consistent those published by the American Psychological Association* and the standards of relevant professional
associations**
Department
/
Program
Goals
1. Assess and
improve our
undergraduate
and graduate
curricula.
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.
Method(s) of Assessment
Who/What
Assessed
When
Assessed
Record curriculum improvements
resulting from
Structure of
major programs
a. reviews of standards of professional
associations**
b. surveys of journal articles on
curriculum in psychology
c. student performance on the Major Field
Test.
Course
documents
Graduate
program
review cycles
determined
by state and
professional
association
All graduate programs maintain
appropriate state and professional
association approval status.
Review by
program
committees at
least
biennially.
Record and implement all recommended
curriculum changes
Review syllabi, assignments, and student
learning objectives at department’s annual
assessment day in spring quarter
Survey student estimates of course
effectiveness
See program-specific assessments in
graduate programs.
Annual
department
assessment
day
Quarterly
PSY 489,
Senior
Assessment
includes MFT
and student
assessment of
major
program.
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Criterion of Achievement
All courses and degree programs
reviewed by appropriate department
committee at least biennially.
Averages on MFT content areas
consistent with national averages.
All PSY 489 average ratings of course
effectiveness above 4 on 7-point scale
One class per faculty member is
reviewed at department assessment day
each year.
Department
/
Program
Goals
2. Promote
effective teaching
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.
3. Promote
excellence in
learning to
prepare students
for careers and
advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Build
partnerships that with
private, professional,
academic, government,
and community-based
organizations.
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Related
University
Goals
Method(s) of Assessment
Goals I & II:
Maintain and
strengthen an
outstanding
academic and
student life at all
sites
Student Evaluation of Instruction (SEOI)
administered for every class and reported
in reappointment, merit, and post-tenure
reviews.
Goal V: Achieve
regional and
national
prominence for the
university.
See program-specific assessments in
graduate programs.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and
student life at all
sites
ETS Major Field Test taken by graduating
seniors.
Goal V: Achieve
regional and
national
prominence for the
university.
Who/What
Assessed
Teaching
faculty
Annual peer classroom visits for
probationary faculty
PSY 489, Senior Assessment taken by
graduating seniors. Includes portfolio
assessment and presentation.
Graduating
senior
psychology
majors
Department Assessment Committee
reviews all goals, gathers data, reports to
department.
Graduate program committees and
undergraduate advisement committee
assess advisory materials, assignment of
students to advisors, advisement at major
mileposts.
Criterion of Achievement
Annual
reviews
(probationary
faculty), at
time of merit
application,
or at least
triennially for
tenured
faculty
All teaching evaluations will be
consistent with college and university
norms for educational background and
experience.
Quarterly.
CWU averages on MFT content areas
consistent with national averages.
Annual
summaries of
university
surveys
Placing students in desired graduate
programs or careers.
University senior and alumni surveys
When
Assessed
Graduates one
year and three
years after
graduation.
Department and
faculty records
Continuous.
Issues
brought for
department
review and
action.
Department chair and personnel
committee will review teaching
commendations and recommendations
with all faculty members under review.
Constructive guidance or training was
given where appropriate.
Satisfactory faculty evaluation of all
student portfolios and presentations in
PSY 489.
INSPECT ALUMNI SURVEYS
All program goals reviewed and
summary data created at least as often as
cyclical program review
Annual review of all advisory materials,
assure all students assigned to an advisor
and advised at entry to major and
registration hold points.
Department
/
Program
Goals
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.
Method(s) of Assessment
Who/What
Assessed
Count professional meeting papers and
presentations with student authors and coauthors
Psychology
department
faculty and
student records.
Count student and faculty participation in
local symposia, poster sessions, SOURCE.
Track student enrollment in research
internships and field research courses (e.g.
China Field Station, Children’s Village
research).
When
Assessed
Academic
year annual
summary
Quarterly
PSY 489
portfolio
review
PSY 700
completion
by graduate
students.
Inspect PSY 489 portfolios for evidence of
developing a research proposal.
Criterion of Achievement
At least one third of faculty papers and
presentations have student co-authors.
At least two internship, field station, or
faculty research teams are open to
students each year.
Every graduating major will have
developed a research proposal
Every graduate student will create a
complete research project
Confirm completion of a research thesis
for graduate students.
5. Assure faculty
staffing adequate
to support timely
delivery of all
courses and
programs at all
sites.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal III:
Strengthen and
further diversify
our funding base
and strengthen
infrastructure
Count student members of faculty research
teams.
Monitor class sizes
Monitor size of waitlists for course
sections
Enrollment
records, faculty
scheduling
records
Annual
summaries
90% of all course sections meet size
criterion. Lower division less than 65,
upper division less than 40, graduate less
than 20.
Monitor ratios of part-time and full-time
instruction
No waitlists should exceed one quarter of
the course enrollment limit.
Count times a required course must be
taken as an “arranged course.”
At least 60% of classes taught by full
time faculty
No more than one “arranged course” per
quarter required for student progress
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Department
/
Program
Goals
6. Pursue
diversity goals by
attracting women
and minority
students and
faculty members
and by increasing
student and
faculty contact
with diverse
populations.
7. Seek support
for faculty
teaching,
scholarship, and
professional
development
activities.
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.
Goal IV: Develop a
diversified funding base
to support teaching,
research, and service
Goal V: Build
partnerships that with
private, professional,
academic, government,
and community-based
organizations
Related
University
Goals
Method(s) of Assessment
Goals I & II:
Maintain and
strengthen an
outstanding
academic and
student life at all
sites
Number of faculty searches conforming to
OEO guidelines for recruiting women and
minority faculty members.
Faculty and
student
demographics
Count papers, presentations and
professional activities with diversity
themes.
Faculty
activities
Goal VI: Build
inclusive and
diverse campus
communities that
promote
intellectual inquiry
Presence of cross cultural and diversity
content in psychology curriculum.
Goal III:
Strengthen and
further diversify
our funding base
and strengthen
infrastructure
Goal V: Achieve
regional and
national
prominence for the
university.
When
Assessed
At time of
every tenuretrack faculty
hiring search
and at time of
cyclical
program
review.
Compare proportion of women and
minority faculty and students with
availability and university averages.
Count number of applications for internal
research and scholarship funding.
Count number of applications for external
research and scholarship funding.
Count number of infrastructure
(equipment, materials, facilities) requests
fulfilled (internal and external sources).
Count number of applications for
professional development funding
(college, graduate studies and research,
professional leave, spheres of distinction).
Count number and type of activities
funded by individual professional
development fund.
Monitor department staff positions
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Who/What
Assessed
Criterion of Achievement
All faculty searches conform to OEO
guidelines
At least three papers, presentations, and
professional activities per year with
diversity themes.
Cross-cultural and diversity content in at
least one required course in each degree
program.
Departmental proportions of women and
minority faculty at least within one
person of availability institutional
averages, students within 5% of
university averages.
Psychology
department
records of fund
requests,
reimbursement
requests.
Reviews
every
academic
year or at
time of
cyclical
program
review, as
noted
At least half of all field placements and
internships yield contact with minority or
diverse populations.
At least 25% of tenure and tenure-track
faculty apply for internal research and
scholarship funding per year.
At least 10% of tenure and tenure-track
faculty apply for external research and
scholarship funding in two years
Highest priority infrastructure project
completed with each program review
cycle
All faculty members engage in at least
one activity per year funded by
individual professional development
fund.
All department staff positions filled
Department
/
Program
Goals
8. Serve as a
center for
psychological
and educational
services to the
community and
region
Related College
Goals
Related
University
Goals
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal IV: Build
mutually
beneficial
partnerships with
the public sector,
industry,
professional
groups,
institutions, and
the communities
surrounding our
campuses.
Goal V: Build
partnerships with
private, professional,
academic, government,
and community-based
organizations.
Goal VI: Strengthen the
college’s contributions
to the field of
education.
Goal V: Achieve
regional and
national
prominence for the
university.
Method(s) of Assessment
Count courses with service learning
requirement or other opportunities for
psychology majors.
Count faculty and student community
service activities
See program-specific assessments in
graduate programs, especially professional
practica and internships.
Who/What
Assessed
Number of
service
opportunities
available and
filled in
psychology
courses and
other service
agencies.
Number of
graduate
program interns
placed in region
When
Assessed
At time of
cyclical
program
review.
Quarterly
PSY 489,
Senior
Assessment
includes
portfolio
review.
Criterion of Achievement
Every graduating student has had the
opportunity to participate in a service
opportunity.
25% of undergraduate majors have
participated in a service or internship
opportunity.
90% of graduate students have
participated in a service or internship
opportunity.
Average of 20 community clients served
in CCPAC in quarters when PSY 593C is
offered
Number of
community
clients served in
CCPAC
*Dunn, D. S., McCarthy, M. A., Baker, S., Halonen, J. S., & Hill, G. W., IV. (2007). Quality benchmarks in undergraduate psychology programs. American Psychologist,
62, 650-670.
** We consult and comply with the standards of the American Psychological Association, Washington State Office of the Superintendent of Public Instruction, National
Council for Accreditation of Teacher Education, National Association for School Psychology, American School Counseling Association, American Counseling
Association, Council for Accreditation of Counseling and Related Educational Programs, Animal Behavior Society, Association for Behavior Analysis International, CWU
Center for Teaching and Learning, CWU Human Subjects Review Committee, and CWU Institutional Animal Care and Use Committee, CWU standards are subordinate to
and consistent with relevant federal and state regulations.
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Criterion of Achievement
Appendix B: Department of Psychology Program Goal Assessment Checklist
Academic Year: 2007-2008 Assessment Meeting Date: June 2, 2008
Results
1. Mental Health Counseling graduate program
maintains appropriate state and professional
association approval status.
CACREP Accreditation awarded 2007 and maintained 2007-2008.
2. School Counseling graduate program maintains
appropriate state and professional association
approval status.
NCATE and Washington State OSPI/PESB approval awarded October 2007. Program will be submitted for
CACREP approval in April, 2009.
3. School Psychology graduate program maintains
appropriate state and professional association
approval status.
NCATE and Washington State OSPI/PESB approval, awarded October 2007. Most recent NASP approval
awarded 2006 and maintained 2007-2008. Next review will be in 2013.
4. Experimental Psychology graduate program
maintains appropriate state and professional
association approval status.
No external review bodies as yet. ABA program planned for accreditation review by the Association for
Behavior Analysis after 5 years of program data.
5. All courses and degree programs reviewed by
appropriate department committee at least
biennially.
Bachelor’s degree program reviewed 2006-2007. All graduate programs reviewed 2007-2008.
6. Record and implement all recommended
curriculum changes
All recommended curriculum changes were implemented, including a new ABA specialization in the MS
Experimental degree.
7. Averages on MFT content areas consistent with
national averages.
The average MFT total scale score for 94 2007-2008 students was at the 60th percentile rank, compared to 280
US colleges and universities. Subscale scores ranged between the 45th and 70 percentile rank, with one low
outlier, the sensory and physiology subscale, at the 37th percentile rank.
Yes. N= 66. Range was 4.27 to 6.50. Average of all courses was 5.37. Average of core courses was 5.02
8. Average PSY 489 student survey ratings of
course effectiveness above 4 on 7-point scale for
all courses
9. One class per faculty member is reviewed at
department assessment day each year.
Each faculty member submits a class for review at the department’s spring assessment day.
10. All teaching evaluations will be consistent
with college and university norms for educational
background and experience.
Personnel committee and chair review of teaching evaluations confirmed SEOI ratings at or above college and
university averages in the majority of cases. Isolated mid-scale evaluations in a few classes taught for the first
time were improved in following quarters.
11. Department chair and personnel committee
will review teaching commendations and
recommendations with all faculty members under
review. Constructive guidance or training was
given where appropriate.
Personnel committee and chair conducted teaching assessments of all faculty members under review, including
part-time faculty. Evaluations were provided to each person.
12. Satisfactory faculty evaluation of all student
portfolios and presentations in PSY 489.
All but one PSY 489 students submitted satisfactory portfolios and made satisfactory presentations.
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Criterion of Achievement
Results
13. Average rating in the highest third of possible
ratings on appropriate senior survey and alumni
survey items. See addendum for items for each
goal.
Results from university senior surveys and alumni surveys were not available by June 1, 2008. Alumni survey is
being revised.
14. All program goals reviewed and summary data
created at least as often as cyclical program review
Program goals for all programs were reviewed and revised for 2007-2008 department self study for NWCCU
accreditation self study.
15. Annual review of all advisory materials, assure
all students assigned to an advisor and advised at
entry to major and registration hold points.
Advisory committee reviews advisement materials each year. Proposal regarding faculty advising load is in
progress. All majors are assigned an advisor when they register for the major. Department office monitors
registration holds and refers students to advisors to release holds.
16. At least one third of faculty papers and
presentations have student co-authors.
34 of 53 (64%) faculty publications and presentations had student co-authors.
17. At least two internship, field station, or faculty
research teams are open to students each year.
18. At least half of all service learning, field
experience, and internships will involve contact
with minority or diverse population.
China Field Station (Matheson), Children’s Village (Downs), DIBELS (Stein), GEAR-UP (Cates, Schaefle),
Career Development (Lonborg), Meaningful Connections (Penick), Yakima Corrections and Police (Stahelski),
Various Topics (Brammer)
Of the 18 undergraduates reporting service learning, field experience, and internships, 16 reported service to
minority or diverse populations. All graduate internships in mental health counseling, school counseling, and
school psychology require contact with diversity clients.
19. Every graduating major will have developed a
research proposal
65 of 67 senior surveys reported developing a research proposal. This is required in PSY 300 and 301, so some
students may not be reporting correctly or transferred into CWU without research experience.
20. Every graduating graduate student has created
a complete research project.
Research thesis and project requirements ensure 100% compliance.
21. 90% of all course sections meet size criterion.
Lower division less than 65, upper division less
than 40, graduate less than 20.
27/30 Lower Division < 65 (90%)
222/227 Upper Division < 40 (98%)
158/159 Graduate < 20 (99%)
May want to revisit the target class size of this criterion.
Very few faculty members maintain waitlists. Faculty will reassess individual and department waitlist policies.
22. No waitlists should exceed one quarter of the
course enrollment limit.
23. At least 60% of classes taught by full time
faculty
232 group sections taught. 150 (65%) taught by TT faculty, 62 (27%) by FT NTT faculty, 20 (9%) by PT
faculty. Thus, 91% are taught by full time faculty. May want to raise our target for this criterion.
24. No more than one “arranged course” per
quarter required for student progress
One arranged class was taught in 2007-2008.
25. All faculty searches conform to OEO
guidelines
All searches reviewed and cleared by HR and OEO.
26. At least three papers, presentations, and
professional activities per year with diversity
themes.
At least nine professional presentations (Cates, Schaefle, Schwatrz, Lonborg, Penick) involve diverse
populations.
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Criterion of Achievement
Results
27. Cross-cultural and diversity content in at least
one required course in each degree program.
66 of 67 senior surveys reported diversity content in at least one course.
28. Departmental proportions of women and
minority faculty at least within one person of
availability institutional averages, students within
5% of university averages
Faculty: Of 18 TT continuing faculty, 8 (44%) are women and 0 are minorities. Availability targets are about
60% and about 14%. We are not within one person of hitting those targets.
29. At least 25% of tenure and tenure-track faculty
apply for internal research and scholarship funding
per year.
Students: Female PSY 71%, COTS 49%, CWU 53%. We exceed this target.
Minorities: PSY 20%, COTS 23%, CWU 26% We are closer than 5% to the college target but farther than 5%
from the university target.
10 of 18 TT continuing faculty with primary assignment in department (56%) applied for internal funds.
Consider deleting the words “research and scholarship” from this criterion.
30. At least 10% of tenure and tenure-track faculty
apply for external research and scholarship
funding in two years
5 of 18 TT continuing faculty with primary assignment in department (28%) applied for external funds in the
most recent two years.
Consider deleting the words “research and scholarship” from this criterion.
31. Highest priority infrastructure project
completed with each program review cycle
Completed high priority items: Clinic digital upgrade, animal research facilities remodel, media classroom
installations.
32. All faculty members engage in at least one
activity per year funded by individual professional
development fund.
17 of 18 (94%) of faculty members used faculty development funds.
33. All department staff positions filled
All five staff positions are filled.
34. Every graduating student has had the
opportunity to participate in a service opportunity.
Only 29 of 67 seniors said they had an opportunity to participate in a service opportunity. The department needs
to make students more aware of service opportunities.
35. 25% of undergraduate majors have
participated in a service or internship opportunity.
18 of 67 senior surveys (27%) indicated participation in a service opportunity.
36. 90% of graduate students have participated in
a service or internship opportunity.
95 %. 20 graduate degrees were awarded from spring 2007 to winter 2008. All MHC (5), SC (3), and SP (7)
require an internship. 4 of 5 EXP degrees were CHCI, which requires service at CHCI.
37. Average of 20 community clients served in
CCPAC in quarters when PSY 593C is offered
Between mental health counseling, school counseling, and school psychology programs, more than 20
community clients were served each quarter of the year.
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CWU Senior and Alumni Survey Items in Psychology Department Assessment Plan
CWU Senior Survey Items
2. To what extent did your experience at CWU help you to achieve these goals? (4 point
scale)
To develop my computer and technology skills
To develop strong management and organization skills
To be reliable (to be on time, carry through tasks, etc.)
To be productive and efficient
To improve my ability to get along with others
To participate in community volunteer service
To understand issues of gender equity
To understand issues of ethnic equity
3. How satisfied are you with the following instructional and advising services (4 point
scale)
Quality of instruction in your major
Assistance by faculty in preparing for a career
Academic advising in your major
5. Of all the instructors you have experienced in the classes of your major, how many
of them you would describe as: (6-point scale)
Setting high expectations for students to learn
Being respectful of students' diverse talents and ways of learning
Encouraging students to be actively involved learners
Encouraging student-faculty interactions, in and out of the classroom
Giving students frequent and prompt feedback
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X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Program Goal 3. Promote excellence in
learning to prepare students for careers and
advanced study
Program Goal 2. Promote effective teaching
Student Learning Outcome 8. Sociocultural
and International Awareness: Recognize and
respect the complexity of sociocultural and
international diversity.
Student Learning Outcome 9. Personal
Development: Develop insight into their own
and others’ behavior and mental processes
and apply effective strategies for selfmanagement and self-improvement.
Student Learning Outcome 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.
Student Learning Outcome 7. Communication
Skills: Communicate effectively in a variety
of formats.
Student Learning Outcome 2. Research
Methods in Psychology: Apply basic research
methods in psychology, including research
design, data analysis, and interpretation.
Student Learning Outcome 4. Application of
Psychology: Apply psychological principles
to personal, social, and organizational issues.
Senior Survey or Alumni Survey Item
Student Learning Outcome 1. Knowledge
Base of Psychology: Demonstrate familiarity
with the major concepts, theoretical
perspectives, empirical findings, and
historical trends in psychology.
For Item 13: Average rating in the highest third of possible ratings on appropriate senior survey and alumni survey items. See addendum for items for each goal.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Encouraging students to devote sufficient time and energy to their coursework
Developing opportunities to learn in small groups with fellow students
Encouraging students to think and learn independently
Caring about students' academic success and welfare
Being fair and respectful in treatment of students
Providing good academic preparation in major field
Overall, how would you evaluate your instructors in your major?
6. How satisfied are you with Central Washington University's contribution to your
development in each of the following areas? (4-point scale)
Writing effectively
Speaking effectively
Critically analyzing ideas and written information
Learning independently
Using knowledge, ideas, or perspectives gained from your major field
Understanding and applying scientific principles and methods
Understanding and applying quantitative principles and methods
Defining and solving problems
Readiness for a career
Readiness for advanced education
Working cooperatively in a group
Understanding diverse philosophies and cultures
Understanding the interaction of society and the environment
Exercising public responsibility and community service
CWU Alumni Survey Item
How satisfied are you with the following CWU instructional services? (5-point scale)
Quality of instruction in your major
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X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Program Goal 3. Promote excellence in
learning to prepare students for careers and
advanced study
Program Goal 2. Promote effective teaching
Student Learning Outcome 8. Sociocultural
and International Awareness: Recognize and
respect the complexity of sociocultural and
international diversity.
Student Learning Outcome 9. Personal
Development: Develop insight into their own
and others’ behavior and mental processes
and apply effective strategies for selfmanagement and self-improvement.
Student Learning Outcome 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.
Student Learning Outcome 7. Communication
Skills: Communicate effectively in a variety
of formats.
Student Learning Outcome 2. Research
Methods in Psychology: Apply basic research
methods in psychology, including research
design, data analysis, and interpretation.
Student Learning Outcome 4. Application of
Psychology: Apply psychological principles
to personal, social, and organizational issues.
Student Learning Outcome 1. Knowledge
Base of Psychology: Demonstrate familiarity
with the major concepts, theoretical
perspectives, empirical findings, and
historical trends in psychology.
Senior Survey or Alumni Survey Item
X
X
X
X
Quality of instruction in general education courses
Assistance by faculty in preparing for a career
How satisfied are you with the contribution Central Washington University has made
to your development in each of the following skill areas? (5-point scale)
Writing effectively
Speaking effectively
Critically analyzing ideas and written information
Working and/or learning independently
Working effectively with modern technology, especially computers
Locating information needed to help make decisions or solve problems
Understanding and applying scientific principles and methods
Understanding and applying quantitative principles and methods
Defining and solving problems
Readiness for a career
Readiness for advanced education
Working cooperatively in a group
Understanding and appreciating diverse philosophies and cultures
Understanding the interaction of society and the environment
Exercising public responsibility and community service
Please indicate the extent to which you agree or disagree with each of the following
statements (5-point scale)
My education and experiences at CWU gave me an awareness of the wide range and variety
of human knowledge.
My general education courses at CWU made me think about things from many perspectives.
My education at CWU provided me with basic competence in reasoning.
My experiences and courses at CWU influenced me to be an active volunteer or a
contributing member of my community.
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X
X
X
X
X
X
X
X
X
X
X
X
X
X
Program Goal 3. Promote excellence in
learning to prepare students for careers and
advanced study
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Program Goal 2. Promote effective teaching
Student Learning Outcome 8. Sociocultural
and International Awareness: Recognize and
respect the complexity of sociocultural and
international diversity.
Student Learning Outcome 9. Personal
Development: Develop insight into their own
and others’ behavior and mental processes
and apply effective strategies for selfmanagement and self-improvement.
Student Learning Outcome 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.
Student Learning Outcome 7. Communication
Skills: Communicate effectively in a variety
of formats.
Student Learning Outcome 2. Research
Methods in Psychology: Apply basic research
methods in psychology, including research
design, data analysis, and interpretation.
Student Learning Outcome 4. Application of
Psychology: Apply psychological principles
to personal, social, and organizational issues.
Student Learning Outcome 1. Knowledge
Base of Psychology: Demonstrate familiarity
with the major concepts, theoretical
perspectives, empirical findings, and
historical trends in psychology.
Senior Survey or Alumni Survey Item
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
My general education courses provided knowledge and insights useful to my professional
activities.
My experiences and courses at CWU encouraged me to think in creative and innovative
ways.
Through my experiences at CWU, I know how to access and use information I need in my
current position.
My education provided me with the written and oral communication skills I need to be
effective.
How well do you feel Central Washington University met your needs in the following
areas? (5-point scale)
Intellectual Growth
Career Training
Personal Growth
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X
X
X
X
X
X
X
X
X
X
X
Program Goal 3. Promote excellence in
learning to prepare students for careers and
advanced study
Program Goal 2. Promote effective teaching
Student Learning Outcome 8. Sociocultural
and International Awareness: Recognize and
respect the complexity of sociocultural and
international diversity.
Student Learning Outcome 9. Personal
Development: Develop insight into their own
and others’ behavior and mental processes
and apply effective strategies for selfmanagement and self-improvement.
Student Learning Outcome 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.
Student Learning Outcome 7. Communication
Skills: Communicate effectively in a variety
of formats.
Student Learning Outcome 2. Research
Methods in Psychology: Apply basic research
methods in psychology, including research
design, data analysis, and interpretation.
Student Learning Outcome 4. Application of
Psychology: Apply psychological principles
to personal, social, and organizational issues.
Student Learning Outcome 1. Knowledge
Base of Psychology: Demonstrate familiarity
with the major concepts, theoretical
perspectives, empirical findings, and
historical trends in psychology.
Senior Survey or Alumni Survey Item
X
X
X
X
X
X
Appendix C: Student Learning Assessment Plans for Psychology
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CWU Student Learning Outcomes Assessment Plan Preparation Form
Department: Psychology
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.
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Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
presentation.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
presentation.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goal 4. Support
involvement of
undergraduate and
graduate students in
psychological
research
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Method(s) of
Assessment
ETS Major Field
Test taken by
graduating seniors.
ETS Major Field
Test taken by
graduating seniors.
Who Assessed
(Only major core and
cluster courses are
shown)
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
PSY 101, General
Psychology
PSY 301, Learning
PSY 460, Cognitive
Psychology
PSY 461, History and
Systems of Psychology
PSY 478, Physiological
Psychology
PSY 489, Senior
Assessment
All cluster classes.
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
PSY 101, General
Psychology
PSY 300, Research
Methods in
Psychology,
PSY 362, Introductory
Statistics,
PSY 363, Intermediate
Statistics
PSY 489, Senior
Assessment
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one paper rated
satisfactory or higher on all
knowledge base items.
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one research proposal
or completed research study
rated satisfactory or higher
on all phases of the
research process.
Student
Learning
Outcomes
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
3. Critical
Thinking Skills
in Psychology:
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Course grades for
psychology majors
Goal 4. Support
involvement of
undergraduate and
graduate students in
psychological
research
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
presentation.
Respect and use
critical and creative
thinking, skeptical
inquiry, and, when
possible, the scientific
approach to solve
problems related to
behavior and mental
processes.
4. Application
of Psychology:
Apply psychological
principles to personal,
social, and
organizational issues.
ETS Major Field
Test taken by
graduating seniors.
Who Assessed
(Only major core and
cluster courses are
shown)
PSY 101, General
Psychology
PSY 300, Research
Methods in
Psychology,
PSY 362, Introductory
Statistics,
PSY 363, Intermediate
Statistics
PSY 489, Senior
Assessment
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one paper rated
satisfactory or higher on all
critical thinking items.
Every graduating major
will have experience
developing a research
project
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
8. Serve as a center
for psychological
and educational
services to the
community and
region
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
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Method(s) of
Assessment
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
presentation.
ETS Major Field
Test taken by
graduating seniors.
Success in placing
students in desired
graduate programs or
careers.
University alumni
surveys
PSY 101, General
Psychology
PSY 301, Learning
and cluster classes,
especially
PSY 346, Social
Psychology
PSY 449, Abnormal
Psychology
PSY 444, Tests and
Measurements
PSY 445, Clinical,
Counseling and
Community
Psychology
PSY 456, Industrial and
Organizational
Psychology
PSY 489, Senior
Assessment
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Quarterly PSY
489, Senior
Assessment
includes
portfolio
review.
PSY 489 survey will
indicate that every
graduating student has had
the opportunity to
participate in a service
opportunity.
Post-graduation
for alumni
surveys
Each student will make a
PSY 489 presentation rated
satisfactory or higher on an
applied psychological
theme, career opportunity
related to psychology, or a
graduate program in
psychology.
Student
Learning
Outcomes
5. Values in
Psychology:
Value empirical
evidence, tolerate
ambiguity, act
ethically, and reflect
other values that are
the underpinnings of
psychology as a
science.
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goal 6. Pursue
diversity goals in
attracting women
and minority
students and faculty
members.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
6. Information
and
Technological
Literacy:
Demonstrate
information
competence and the
ability to use
computers and other
technology for many
purposes.
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Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Method(s) of
Assessment
Course grades for
psychology majors
Completion of
human subjects
protection
certification course
Goal V: Achieve
regional and national
prominence for the
university.
ETS Major Field
Test taken by
graduating seniors.
Goal VI: Build
inclusive and diverse
campus communities
that promote
intellectual inquiry
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
presentation.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
Confirm use of
online resources for
research papers and
literature reviews
Confirm use of
computer statistical
packages and lab
simulation software
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
senior survey.
Who Assessed
(Only major core and
cluster courses are
shown)
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
PSY 101, General
Psychology
PSY 300, Research
Methods in
Psychology,
PSY 362, Introductory
Statistics,
PSY 363, Intermediate
Statistics
PSY 489, Senior
Assessment includes
senior survey, portfolio
review.
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
PSY 300, Research
Methods in
Psychology,
PSY 301, Learning
PSY 363, Intermediate
Statistics
PSY 461, History and
Systems of Psychology.
PSY 489, Senior
Assessment
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Every graduating student
will have completed a
human subjects protection
certification course.
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one paper or
presentation rated
satisfactory or higher that
reflects appropriate
scientific and ethical
values.
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one paper or
presentation rated
satisfactory or higher that
demonstrates appropriate
use of technology for
statistics, literature review,
graphing, instructional
supplement, etc..
Student
Learning
Outcomes
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
7.
Communication
Skills:
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Communicate
effectively in a variety
of formats.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
Goal V: Achieve
regional and national
prominence for the
university.
Method(s) of
Assessment
Course grades for
psychology majors
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment,
presentation, and
senior survey.
Write research and
literature review
papers in APA style
University alumni
surveys
Who Assessed
(Only major core and
cluster courses are
shown)
PSY 300, Research
Methods in
Psychology,
PSY 301, Learning
PSY 461, History and
Systems of Psychology
PSY 489, Senior
Assessment
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Post-graduation
for alumni
surveys
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one paper
demonstrating satisfactory
APA style.
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
Page 95
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Student
Learning
Outcomes
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
8. Sociocultural
and
International
Awareness:
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Course grades for
psychology majors
Recognize and respect
the complexity of
sociocultural and
international diversity.
Goal 6. Pursue
diversity goals in
attracting women
and minority
students and faculty
members.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
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.
Count students
participating in
international studies,
service learning and
campus activities
with diverse groups.
Includes
psychological
diversity.
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
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Goal VI: Build
inclusive and diverse
campus communities
that promote
intellectual inquiry
Method(s) of
Assessment
ETS Major Field
Test taken by
graduating seniors.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
senior survey.
Who Assessed
(Only major core and
cluster courses are
shown)
PSY 101, General
Psychology
PSY 313,
Developmental
Psychology
PSY 346, Social
Psychology
PSY 445, Clinical
Counseling, and
Community
Psychology
PSY 449, Abnormal
Psychology
PSY 456, Industrial and
Organizational
Psychology
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
PSY 489 survey will
indicate that every
graduating student has
successfully completed
courses that include
research on sociocultural
influences on behavior and
attitudes toward diverse
groups.
Student
Learning
Outcomes
9. Personal
Development:
Develop insight into
their own and others’
behavior and mental
processes and apply
effective strategies for
self-management and
self-improvement.
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7/24/16
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Achieve
regional and national
prominence for the
university.
Method(s) of
Assessment
Course grades for
psychology majors
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment,
presentation, and
personal mission
statement.
University alumni
surveys
Who Assessed
(Only major core and
cluster courses are
shown)
PSY 101, General
Psychology
PSY 313,
Developmental
Psychology
PSY 346, Social
Psychology
PSY 449, Abnormal
Psychology
PSY 460, Cognitive
Psychology
PSY 489, Senior
Assessment
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Post-graduation
for alumni
surveys
SEE ALUMNI SURVEY
Each student will make a
personal mission statement
presentation in PSY 489.
Each student will make a
PSY 489 presentation rated
satisfactory or higher on an
applied psychological
theme, career opportunity
related to psychology, or a
graduate program in
psychology.
Student
Learning
Outcomes
10. Career
Planning and
Development:
Pursue realistic ideas
about how to
implement their
psychological
knowledge, skills, and
values in occupational
pursuits in a variety of
settings.
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes career and
graduate school
orientation
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
Method(s) of
Assessment
ETS Major Field
Test taken by
graduating seniors.
Record student
advising and student
placement in desired
graduate programs or
careers.
University alumni
surveys
Who Assessed
(Only major core and
cluster courses are
shown)
PSY 101, General
Psychology
PSY 300, Research
Methods in Psychology
PSY 445, Clinical
Counseling, and
Community
Psychology
PSY 456, Industrial and
Organizational
Psychology
PSY 489, Senior
Assessment
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Post-graduation
for alumni
surveys
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.
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.
*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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CWU Student Learning Outcomes Assessment Plan Preparation Form
Department: Psychology
Program: M.Ed and State Educational Staff Associate Certificate Program in School Psychology
Student learning outcomes of the CWU school psychology program are derived from those of the National Association of School Psychology (NASP)* and the Washington State
Office of the Superintendent of Public Instruction (OSPI) standards for Residency Level Educational Staff Associate in School Psychology certification programs.*
Student Learning Outcomes
Related Program
Goals
Related
Department
Goals
Related College
Goals
Related
University
Goals
1. School psychology graduate
students will develop knowledge
of varied models and methods of
assessment that yield
information useful in identifying
strengths and needs, in
understanding problems, and in
measuring progress and
accomplishments. School
psychology graduate students
will use such models and
methods as part of a systematic
process to collect data and other
information, translate assessment
results into empirically-based
decisions about service delivery,
and evaluate the outcomes of
services.
Goal 2. Train
psychologists to
function optimally
in the public
schools with a
commitment to
understanding and
responsiveness to
human diversity.
Candidates for the
master's degree
and for
certification must
not only provide
evidence that they
have developed the
competencies
necessary to work
effectively with
school systems and
families, but they
must also
demonstrate their
ability to function
with public school
personnel, parents,
and other public
and privately
employed
professionals with
whom they come
in contact.
Goal 3.
Promote
excellence in
learning to
prepare
students for
careers and
advanced
study
Goals I & II:
Maintain and
strengthen an
outstanding
academic and
student life at all
sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and
student life at
all sites
Goal III:
Provide for
outstanding
graduate
programs that
meet focused
regional needs
and achieve
academic
excellence.
Goal IV: Build
mutually
beneficial
partnerships
with the public
sector,
industry,
professional
groups,
institutions,
and the
communities
surrounding
our campuses.
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Goal 4.
Support
involvement
of
undergraduate
and graduate
students in
psychological
research
Goal 8. Serve
as a center for
psychological
and
educational
services to the
community
and region
Goal V: Build
partnerships
with private,
professional,
academic,
government, and
communitybased
organizations.
Goal VI:
Strengthen the
college’s
contributions to
the field of
education.
Goal V:
Achieve
regional and
national
prominence for
the university.
Method(s) of
Assessment
Who
Assessed
When
Standard of
Mastery/ Criterion
of Achievement
Grades in program
courses, especially
PSY 501, 525, 551,
555, 556, 558, 559,
561, 564, 566, 573,
583, 584, 592A,
592B, 593B, 683,
700, and EDSE 523
All students
in program
Quarterly: Grades
in program courses
All students will earn
a 3.0 GPA in program
courses.
Professional
Education Advisory
Board (PEAB) oral
examination,
comprehensive
written examination,
and portfolio
review.
Annually: Spring
quarter evaluation
meeting with
faculty advisor.
End of program:
PEAB oral
examination,
comprehensive
written
examination, and
portfolio review.
Praxis II Exam in
School Psychology
Praxis II Exam in
School Psychology
Internship Logs,
Evaluation
Internship Logs,
Evaluation
Research Thesis
and oral
examination
Research Thesis and
oral examination
Alumni Survey
Employer Survey
Post-graduation:
Alumni Survey,
Employer Survey
All students will be
reviewed at a spring
quarter evaluation
meeting. Satisfactory
progress or corrective
guidance for all
students.
All students will
successfully complete
the PEAB oral
examination,
comprehensive
written examination,
and portfolio review,
the internship review,
the Praxis II
examination, and the
research thesis, with
oral defense and
examination.
For all students
seeking a career as a
school psychologist,
the alumni survey and
employer survey will
sbow a successful
entry into their
career.
Student Learning Outcomes
Related Program
Goals
2. School psychology graduate
students will develop knowledge
of behavioral, mental health,
collaborative, and/or other
consultation models and methods
and of their application to
particular situations. School
psychology graduate students
will collaborate effectively with
others in planning and decisionmaking processes at the
individual, group, and system
levels.
Same as Student
Learning Outcome
1, above.
3. School psychology graduate
students will develop knowledge
of human learning processes,
techniques to assess these
processes, and direct and indirect
services applicable to the
development of cognitive and
academic skills. School
psychology graduate students
will, in collaboration with others,
develop appropriate cognitive
and academic goals for students
with different abilities,
disabilities, strengths, and needs;
implement interventions to
achieve those goals; and evaluate
the effectiveness of
interventions. Such
interventions include, but are not
limited to, instructional
interventions and consultation.
Same as Student
Learning Outcome
1, above.
Page 100
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Related
Department
Goals
Same as
Student
Learning
Outcome 1,
above.
Related College
Goals
Same as Student
Learning
Outcome 1,
above.
Related
University
Goals
Same as
Student
Learning
Outcome 1,
above.
Method(s) of
Assessment
Who
Assessed
When
Standard of
Mastery/ Criterion
of Achievement
Grades in program
courses, especially
PSY 501, 551, 556,
559, 560, 561, 564,
566, 583, 592A,
592B, 593A, 593B,
and 683.
All students
in program
Schedule as shown
for Student
Learning Outcome
1.
Standards as shown
in Student Learning
Outcome 1.
All students
in program
Schedule as shown
for Student
Learning Outcome
1.
Standards as shown
in Student Learning
Outcome 1.
Other assessments
as listed in Student
Learning Outcome
1: PEAB evaluation,
Praxis II, internship,
thesis, alumni and
employer surveys.
Same as
Student
Learning
Outcome 1,
above.
Same as Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Grades in program
courses, especially
PSY 525, 551, 552,
556, 559, 564, 566,
573, 583, 592A,
592B, 593A, 593B,
683, EDF 507, and
EDSE 523.
Other assessments
as listed in Student
Learning Outcome
1: PEAB evaluation,
Praxis II, internship,
thesis, alumni and
employer surveys..
Student Learning Outcomes
Related Program
Goals
4. School psychology graduate
students will develop knowledge
of human developmental
processes, techniques to assess
these processes, and direct and
indirect services applicable to the
development of behavioral,
affective, adaptive, and social
skills. School psychology
graduate students will be able to
collaborate with others, develop
appropriate behavioral, affective,
adaptive, and social goals for
students of varying abilities,
disabilities, strengths, and needs;
implement interventions to
achieve those goals, and evaluate
the effectiveness of
interventions. Such
interventions include, but are not
limited to, consultation,
behavioral
assessment/intervention, and
counseling
Same as Student
Learning Outcome
1, above.
5. School psychology graduate
students will develop knowledge
of individual differences,
abilities, and disabilities and of
the potential influence of
biological, social, cultural,
ethnic, experiential,
socioeconomic, gender-related,
and linguistic factors in
development and learning.
School psychology graduate
students will demonstrate the
sensitivity and skills needed to
work with individuals of diverse
characteristics and to implement
strategies selected and/or
adapted based on individual
characteristics, strengths, and
needs.
Same as Student
Learning Outcome
1, above.
Page 101
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Related
Department
Goals
Same as
Student
Learning
Outcome 1,
above.
Related College
Goals
Same as Student
Learning
Outcome 1,
above.
Related
University
Goals
Same as
Student
Learning
Outcome 1,
above.
Method(s) of
Assessment
Who
Assessed
When
Standard of
Mastery/ Criterion
of Achievement
Grades in program
courses, especially
PSY 551, 552, 559,
561, 566, 573, 583,
584, 592A, 592B,
593A, 593B, 683,
EDF 507, and
EDSE 523.
All students
in program
Schedule as shown
for Student
Learning Outcome
1.
Standards as shown
in Student Learning
Outcome 1.
All students
in program
Schedule as shown
for Student
Learning Outcome
1.
Standards as shown
in Student Learning
Outcome 1.
Other assessments
as listed in Student
Learning Outcome
1: PEAB evaluation,
Praxis II, internship,
thesis, alumni and
employer surveys..
Same as
Student
Learning
Outcome 1,
above.
Same as Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Grades in program
courses, especially
PSY 501, 525, 551,
552, 556, 559, 564,
566, 578/588, 592A,
592B, 593A, 593B,
683, EDF 507, and
EDSE 523.
Other assessments
as listed in Student
Learning Outcome
1: PEAB evaluation,
Praxis II, internship,
thesis, alumni and
employer surveys..
Student Learning Outcomes
Related Program
Goals
6. School psychology graduate
students will develop knowledge
of general education, special
education, and other educational
and related services. They
understand schools and other
settings as systems. School
psychology graduate students
will work with individuals and
groups to facilitate policies and
practices that create and maintain
safe, supportive, and effective
learning environments for
children and others.
Same as Student
Learning Outcome
1, above.
7. School psychology graduate
students will develop knowledge
of human development and
psychopathology and of
associated biological, cultural,
and social influences on human
behavior. School psychology
graduate students will provide or
contribute to prevention and
intervention programs that
promote the mental health and
physical well-being of students.
Same as Student
Learning Outcome
1, above.
8. School psychology graduate
students will develop knowledge
of family systems, including
family strengths and influences
on student development,
learning, and behavior, and of
methods to involve families in
education and service delivery.
School psychology graduate
students will work effectively
with families, educators, and
others in the community to
promote and provide
comprehensive services to
children and families.
Same as Student
Learning Outcome
1, above.
Page 102
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Related
Department
Goals
Same as
Student
Learning
Outcome 1,
above.
Related College
Goals
Same as Student
Learning
Outcome 1,
above.
Related
University
Goals
Same as
Student
Learning
Outcome 1,
above.
Method(s) of
Assessment
Grades in program
courses, especially
PSY 501, 583,
592A, 592B, and
683.
Who
Assessed
When
Standard of
Mastery/ Criterion
of Achievement
All students
in program
Schedule as shown
for Student
Learning Outcome
1.
Standards as shown
in Student Learning
Outcome 1.
All students
in program
Schedule as shown
for Student
Learning Outcome
1.
Standards as shown
in Student Learning
Outcome 1.
All students
in program
Schedule as shown
for Student
Learning Outcome
1.
Standards as shown
in Student Learning
Outcome 1.
Other assessments
as listed in Student
Learning Outcome
1: PEAB evaluation,
Praxis II, internship,
thesis, alumni and
employer surveys.
Same as
Student
Learning
Outcome 1,
above.
Same as Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Grades in program
courses, especially
PSY 501, 551, 552,
559, 561, 578/588,
583, 584, 592A,
592B, 593A, 593B,
and 683.
Other assessments
as listed in Student
Learning Outcome
1: PEAB evaluation,
Praxis II, internship,
thesis, alumni and
employer surveys.
Same as
Student
Learning
Outcome 1,
above.
Same as Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Grades in program
courses, especially
PSY 501, 551, 583,
592A, 592B, and
683.
Other assessments
as listed in Student
Learning Outcome
1: PEAB evaluation,
Praxis II, internship,
thesis, alumni and
employer surveys.
Student Learning Outcomes
Related Program
Goals
9. School psychology graduate
students will develop knowledge
of research, statistics, and
evaluation methods. School
psychologists evaluate research,
translate research into practice,
and understand research design
and statistics in sufficient depth
to plan and conduct
investigations and program
evaluations for improvement of
services.
Same as Student
Learning Outcome
1, above.
10. School psychology graduate
students will develop knowledge
of the history and foundations of
their profession; of various
service models and methods; of
public policy development
applicable to services to children
and families; and of ethical,
professional, and legal standards.
School psychology graduate
students practice in ways that are
consistent with applicable
standards, are involved in their
profession, and have the
knowledge and skills needed to
acquire career-long professional
development.
Same as Student
Learning Outcome
1, above.
Page 103
7/24/16
Related
Department
Goals
Same as
Student
Learning
Outcome 1,
above.
Related College
Goals
Same as Student
Learning
Outcome 1,
above.
Related
University
Goals
Same as
Student
Learning
Outcome 1,
above.
Method(s) of
Assessment
Who
Assessed
When
Standard of
Mastery/ Criterion
of Achievement
Grades in program
courses, especially
PSY 551, 555, 558,
559, 564, 566,
592A, 592B, 683,
and 700.
All students
in program
Schedule as shown
for Student
Learning Outcome
1.
Standards as shown
in Student Learning
Outcome 1.
All students
in program
Schedule as shown
for Student
Learning Outcome
1.
Standards as shown
in Student Learning
Outcome 1.
Other assessments
as listed in Student
Learning Outcome
1: PEAB evaluation,
Praxis II, internship,
thesis, alumni and
employer surveys.
Same as
Student
Learning
Outcome 1,
above.
Same as Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Grades in program
courses, especially
PSY 501, 556, 564,
566, 592A, 592B,
593A, 593B, and
683.
Other assessments
as listed in Student
Learning Outcome
1: PEAB evaluation,
Praxis II, internship,
thesis, alumni and
employer surveys.
Student Learning Outcomes
Related Program
Goals
11. School psychologists have
knowledge of information
sources and technology relevant
to their work. School
psychology graduate students
will access, evaluate, and utilize
information sources and
technology in ways that
safeguard or enhance the quality
of services
Same as Student
Learning Outcome
1, above.
Related
Department
Goals
Same as
Student
Learning
Outcome 1,
above.
Related College
Goals
Same as Student
Learning
Outcome 1,
above.
Related
University
Goals
Same as
Student
Learning
Outcome 1,
above.
Method(s) of
Assessment
Who
Assessed
When
Grades in program
courses, especially
PSY 501, 556, 559,
564, 592A, 592B,
683, and EDSE 523.
All students
in program
Schedule as shown
for Student
Learning Outcome
1.
Standard of
Mastery/ Criterion
of Achievement
Standards as shown
in Student Learning
Outcome 1.
Other assessments
as listed in Student
Learning Outcome
1: PEAB evaluation,
Praxis II, internship,
thesis, alumni and
employer surveys.
* NASP standards for training programs in school psychology may be found at http://www.nasponline.org/standards/FinalStandards.pdf. Washington State standards for school psychologist
certification programs are codified in WAC 181-78A-270(6), available online at http://apps.leg.wa.gov/WAC/default.aspx?cite=181-78A-270
Page 104
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CWU Student Learning Outcomes Assessment Plan Preparation Form
Department: Psychology
Program: M.Ed. in School Counseling and State Educational Staff Associate Certificate Program in School Counseling
The student learning outcomes of the CWU school counseling program are consistent with those of the Council for the Accreditation of Counseling and Related
Programs (CACREP)*, the National Council for the Accreditation of Teacher Education (NCATE)*, and Washington State Office of the Superintendent of Public
Instruction (OSPI) standards for Educational Staff Associate in School Counseling certification programs*.
Student Learning Outcomes
(performance, knowledge,
attitudes)
1. Academic
Performance/Thesis
Development: Students will
organize their work effectively,
demonstrate critical thinking
skills, function independently,
and use data/research to
conceptualize their thinking.
Related
Program Goals
1. Assist the
department in
fulfilling the
department
goals.
2. Train
specialists to
provide
comprehensive,
developmental
guidance
programs in the
schools
3. Meet or
exceed current
state and national
standards for
professional
training
Page 105
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Related
Departmental
Goals
1. Maintain
currency of
academic
programs
2. Promote
effective teaching
3. Promote
excellence in
learning to
prepare students
for careers and
advanced study
8. Serve as a
center for
psychological and
educational
services to the
community and
region
Related
College Goals
Related
University
Goals
Method(s) of
Assessment
(What is the
assessment?)*
Who Assessed
(Students from
what courses –
population)**
When Assessed
(term, dates) ***
Standard of
Mastery/ Criterion
of Achievement
(How good does
performance have
to be?)
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
All students in
program. assessed
by student’s
advisor (with
input from
program faculty).
Assessment of
student progress is
completed the
spring of first year
and fall of second
year.
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.
Assessment of
student progress
form Appended.
Academic
performance
category. Includes
all coursework
and thesis
research).
All graduating
students examined
by PEAB
PEAB
examination at
end of program
By their second
review, students
must receive a “3”
or above in all three
categories to
continue in the
program. Students
failing to reach this
benchmark may
petition for another
evaluation the
following quarter.
Goal VI:
Strengthen the
college’s
contributions to
the field of
education.
Professional
Education
Advisory Board
oral examination,
and portfolio
review includes
internship
performance.
Comprehensive
examination
constructed with
PEAB input.
All students earn
satisfactory
evaluations on
comprehensive
written examination
and Professional
Education Advisory
Board oral
examination and
portfolio review.
Student Learning Outcomes
(performance, knowledge,
attitudes)
2. Clinical Performance.
Students will demonstrate skills
in oral and written
communication, listening to
client’s concerns, interpersonal
relations, and respect for human
diversity. Students will
demonstrate responsiveness to
supervision.
Related
Program Goals
1. Assist the
department in
fulfilling the
department
goals.
2. Train
specialists to
provide
comprehensive,
developmental
guidance
programs in the
schools
3. Meet or
exceed current
national and state
standards for
professional
training
Related
Departmental
Goals
3. Promote
excellence in
learning to
prepare students
for careers and
advanced study
8. Serve as a
center for
psychological and
educational
services to the
community and
region
6. Pursue
diversity goals by
attracting women
and minority
students and
faculty members
and by increasing
student and
faculty contact
with diverse
populations.
Related
College Goals
Goal III:
Provide for
outstanding
graduate
programs that
meet focused
regional needs
and achieve
academic
excellence.
Goal V: Build
partnerships that
with private,
professional,
academic,
government,
and communitybased
organizations.
Goal VI:
Strengthen the
college’s
contributions to
the field of
education.
Related
University
Goals
Method(s) of
Assessment
(What is the
assessment?)*
Who Assessed
(Students from
what courses –
population)**
When Assessed
(term, dates) ***
Standard of
Mastery/ Criterion
of Achievement
(How good does
performance have
to be?)
Goals I:& II:
Maintain and
strengthen an
outstanding
academic and
student life at
all sites
Assessment of
student progress
form (Appended.
Clinical
Performance
category includes
all aspects of
clinical skills
development).
All students in
program. assessed
by student’s
advisor (with
input from
program faculty)
Assessment of
student progress is
completed the
spring of first year
and fall of second
year.
By their second
review, students
must receive a “3”
or above in all three
categories to
continue in the
program. Students
failing to reach this
benchmark may
petition for another
evaluation the
following quarter.
Goal VI:
Build
inclusive and
diverse
campus
communities
that promote
intellectual
inquiry
Professional
Education
Advisory Board
oral examination,
and portfolio
review includes
internship
performance.
Comprehensive
examination
constructed with
PEAB input.
PSY 593A is
started either the
student’s second
or third quarter.
Students continue
to take the
sequence until
every quarter until
they complete
PSY 682.
The PEAB and
Comprehensive
Exam are taken
during or after
their final quarter
of internship.
Students must
receive a “3”
(Expected
performance) or
above on their PSY
593A evaluation.
They must receive a
“Satisfactory” or
above on 593B or
C.
The student must
not receive any
“1”s on the 79-item
evaluation from
PSY 682.
The PEAB and
Comprehensive
Exam are scored
pass/fail. Students
must receive a
passing score on
both.
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Student Learning Outcomes
(performance, knowledge,
attitudes)
3. Other
Professional/Personal
Development: Students will
take initiative for their clinical,
academic, and personal duties.
They will demonstrate
dependability and time
management skills. Students
will also maintain
professional/ethical behavior,
work as a team with peers,
maintain flexibility when
approaching clinical and
academic concerns, and
demonstrate appropriate selfawareness of personal strengths
and weaknesses.
Related
Program Goals
1. Assist the
department in
fulfilling the
department
goals.
2. Train
specialists to
provide
comprehensive,
developmental
guidance
programs in the
schools
3. Meet or
exceed current
national
standards for
professional
training
Related
Departmental
Goals
3. Promote
excellence in
learning to
prepare students
for careers and
advanced study
8. Serve as a
center for
psychological and
educational
services to the
community and
region
Related
College Goals
Goal III:
Provide for
outstanding
graduate
programs that
meet focused
regional needs
and achieve
academic
excellence.
Goal VII:
Create and
sustain
productive,
civil, and
pleasant
learning
environments.
Goal VI:
Strengthen the
college’s
contributions to
the field of
education.
Related
University
Goals
Method(s) of
Assessment
(What is the
assessment?)*
Who Assessed
(Students from
what courses –
population)**
When Assessed
(term, dates) ***
Standard of
Mastery/ Criterion
of Achievement
(How good does
performance have
to be?)
Goals I:& II:
Maintain and
strengthen an
outstanding
academic and
student life at
all sites
Assessment of
student progress
form (Appended.
Other
Professional and
Personal
Development
category)
Student’s advisor
(with input from
program faculty)
Assessment of
student progress is
completed the
spring of first year
and fall of second
year.
By their second
review, students
must receive a “3”
or above in all three
categories to
continue in the
program. Students
failing to reach this
benchmark may
petition for another
evaluation the
following quarter.
PSY 593A, B,
and C evaluations
are completed the
faculty
supervisor.
PSY 593E and
682 evaluations
are completed by
the onsite
supervisor.
Comprehensive
Exam is scored
by the program
director.
PSY 593A is
started either the
student’s second
or third quarter.
Students continue
to take the
sequence until
every quarter until
they complete
PSY 682.
The PEAB and
Comprehensive
Exam are taken
during or after
their final quarter
of internship.
The PEAB and
Comprehensive
Exam are taken
during or after
their final quarter
of internship.
All students earn
satisfactory
evaluations on
comprehensive
written examination
and Professional
Education Advisory
Board oral
examination and
portfolio review.
PEAB oral
interview is
scored
collectively by
the PEAB
members.
*CACREP is a leading national body for accrediting educational programs in school counseling. It establishes standards for the institution, program objectives and curriculum (including foundations,
contextual dimensions, and knowledge and skills), clinical instruction, faculty and staff, organization and administration, and evaluations in the program. The current CACREP standards may be
found at http://www.cacrep.org/2001Standards.html. NCATE standards may be found at http://www.ncate.org/public/standards.asp in which school counselors fall under the standards for “other
school personnel.” Washington State standards for school counselor certification programs are codified in WAC 181-78A-270(5), available online at
http://apps.leg.wa.gov/WAC/default.aspx?cite=181-78A-270
Page 107
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CWU Student Learning Outcomes Assessment Plan Preparation Form
Department: Psychology
Program: M.S. in Mental Health Counseling
The student learning outcomes of the CWU mental health counseling program are consistent with the learning and skills standards for mental health counselors of
the Council for the Accreditation of Counseling and Related Programs (CACREP)* and the standards of the state of Washington for mental health counselors. Our
graduate program is a CACREP-accredited program.
Student Learning
Outcomes
Related
Program Goals
Related
Departmental Goals
Related College
Goals
Related
University
Goals
1. Academic
Performance/Thesis
Development:
Students will organize
their work effectively,
demonstrate critical
thinking skills,
function
independently, and use
data/research to
conceptualize their
thinking.
1. Assist the
department in
fulfilling the
department goals.
1. Maintain currency
of academic programs
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.
2. Prepare
students for
careers in the
field of mental
health to provide
a full range of
Mental Health
Counseling
services.
3. Meet or exceed
current national
standards for
professional
training
Page 108
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2. Promote effective
teaching
3. Promote excellence
in learning to prepare
students for careers
and advanced study
8. Serve as a center for
psychological and
educational services to
the community and
region
Method(s) of
Assessment
Who Assessed
When Assessed
Standard of Mastery/
Criterion of
Achievement
Assessment of
student progress
form (Appended.
Academic
performance
category Includes
all coursework and
thesis .research
All students in
program.
assessed by
student’s advisor
(with input from
program faculty)
Assessment of
student progress
is completed the
spring of first
year and fall of
second year.
By their second
review, students must
receive a “3” or above
in all three categories
to continue in the
program. Students
failing to reach this
benchmark may
petition for another
evaluation the
following quarter.
Student Learning
Outcomes
2. Clinical
Performance.
Students will
demonstrate skills in oral
and written
communication, listening
to client’s concerns,
interpersonal relations,
and respect for human
diversity. Students will
demonstrate
responsiveness to
supervision.
Related
Program Goals
Related
Departmental Goals
Related College
Goals
Related
University
Goals
1. Assist the
department in
fulfilling the
department goals.
3. Promote excellence
in learning to prepare
students for careers
and advanced study
2. Prepare
students for
careers in the
field of mental
health to provide
a full range of
Mental Health
Counseling
services.
6. Pursue diversity
goals by attracting
women and minority
students and faculty
members and by
increasing student and
faculty contact with
diverse populations.
Goal III: Provide
for outstanding
graduate
programs that
meet focused
regional needs
and achieve
academic
excellence.
Goals I:& II:
Maintain and
strengthen an
outstanding
academic and
student life at
all sites
3. Meet or exceed
current national
standards for
professional
training.
3. Other
Professional/Personal
Development: Students
will take initiative for
their clinical, academic,
and personal duties. They
will demonstrate
dependability and time
management skills.
Students will also
maintain
professional/ethical
behavior, work as a team
with peers, maintain
flexibility when
approaching clinical and
academic concerns, and
demonstrate appropriate
self-awareness of
personal strengths and
weaknesses.
8. Serve as a center for
psychological and
educational services to
the community and
region
1. Assist the
department in
fulfilling the
department goals.
3. Promote excellence
in learning to prepare
students for careers
and advanced study
2. Train
specialists to
provide
comprehensive,
developmental
guidance
programs in the
schools
8. Serve as a center for
psychological and
educational services to
the community and
region
3. Meet or exceed
current national
standards for
professional
training
Goal V: Build
partnerships that
with private,
professional,
academic,
government, and
community-based
organizations.
Goal VII: Create
and sustain
productive, civil,
and pleasant
learning
environments.
Goal VI: Build
inclusive and
diverse campus
communities
that promote
intellectual
inquiry
Method(s) of
Assessment
Who Assessed
When Assessed
Standard of Mastery/
Criterion of
Achievement
Assessment of
student progress
form (Appended.
Clinical
Performance
category. includes
all aspects of
clinical skills
development).
All students in
program.
assessed by
student’s advisor
(with input from
program faculty)
Assessment of
student progress
is completed the
spring of first
year and fall of
second year.
By their second
review, students must
receive a “3” or above
in all three categories
to continue in the
program. Students
failing to reach this
benchmark may
petition for another
evaluation the
following quarter.
Goals I:& II:
Maintain and
strengthen an
outstanding
academic and
student life at
all sites
Assessment of
student progress
form (Appended.
Other Professional
and Personal
Development
category)
Goal VI: Build
inclusive and
diverse campus
communities
that promote
intellectual
inquiry
PSY 593A, B, and
C evaluations are
completed the
faculty supervisor.
PSY 593E and 681
evaluations are
completed by the
onsite supervisor.
PSY 593A is
started either the
student’s second
or third quarter.
Students
continue to take
the sequence
until every
quarter until
they complete
PSY 681.
All students in
program.
assessed by
student’s advisor
(with input from
program faculty)
PSY 593A is
started either the
student’s second
or third quarter.
Students
continue to take
the sequence
until every
quarter until
they complete
PSY 681.
Assessment of
student progress
is completed the
spring of first
year and fall of
second year.
Students must receive
a “3” (Expected
performance) or above
on their PSY 593A
evaluation. They must
receive a
“Satisfactory” or above
on 593B or C.
By their second
review, students must
receive a “3” or above
in all three categories
to continue in the
program. Students
failing to reach this
benchmark may
petition for another
evaluation the
following quarter.
*CACREP is the leading national body for accrediting educational programs in mental health counseling. It establishes standards for the institution, program objectives and curriculum (including
foundations, contextual dimensions, and knowledge and skills), clinical instruction, faculty and staff, organization and administration, and evaluations in the program. The current CACREP standards
may be found at http://www.cacrep.org/2001Standards.html
Page 109
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CWU Student Learning Outcomes Assessment Plan Preparation Form
Department: Psychology
Program: M.S. in Experimental Psychology
Student Learning
Outcomes
Related
Program
Goals
1. Write in the language of the
discipline, using the elements of style
described in the Publication Manual of
the American Psychological
Association.
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.
Page 110
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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
Method(s)
Who
University
of
Assessed
Goals
Assessment
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
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.
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.
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
with private,
professional,
academic,
government, and
communitybased
organizations.
Assigned
papers or
projects in
various classes.
Thesis proposal
HSRC or
IACUC
proposals, if
relevant.
Thesis
document
Graduate
students
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.
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.
1.
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Describe
and
perform
data
analyses
for
particula
r data
sets
such as
tradition
al
descripti
ve
statistica
l
analyses
,
inferenti
al
statistica
l
analyses
,
sequenti
al
analyses
, singlesubject
designs
and/or
multivar
iate
analyses
.
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.
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.
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
communitybased
organizations.
Assigned
papers or
projects in
various classes,
course
examinations,
and thesis
work.
Graduate
students
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.
3. Describe, assess and utilize
common research designs in
psychology.
Goal 1.
Facilitate
student
progress to
advanced
levels of
knowledge and
practice in the
methods of
experimental
psychology.
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.
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
communitybased
organizations.
Page 112
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Assigned
papers or
projects in
various classes,
course
examinations,
and thesis
work.
Graduate
students
PSYC 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.
4. Design, conduct, and report
psychological research.
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.
Page 113
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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.
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
communitybased
organizations.
Assigned
papers or
projects in
various classes,
course
examinations,
and thesis
work.
Graduate
students
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.
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 3.Provide
a foundation in
areas of
research
specialization
in
collaboration
with at least
one faculty
member with
interest and
expertise.
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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.
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
communitybased
organizations.
Assigned
papers or
projects in
various classes,
course exams,
and thesis
work.
Graduate
students
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.
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 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.
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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.
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
communitybased
organizations.
Assigned
presentations in
various courses,
and the oral
thesis defense.
Required
submission of
research to
CWU
SOURCE
Conference.
Submission of
research to a
regional,
national or
international
conference
within 1 year of
graduation.
Graduate
students
Various
required
content and
elective
courses on
the course of
study, and
PSY 700.
SOURCE
submission
deadlines
before
graduation.
External
conference
submissions
within 1 year
of
graduation.
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 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
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 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.
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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.
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
communitybased
organizations.
Internships,
supervised field
experiences,
graduate
research
courses, and
thesis work.
Graduate
students
working in
applied
settings.
Psy 684, 595,
700
GPA above 3.0 and no
grade lower than a C in
internships, relevant
graduate research courses,
and thesis work.
Appendix D: Assessment Reports for Psychology, 2007-08
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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: 2007-08
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.
Because this is our first year that we offered the PSY 489 Senior Assessment class and administered the current
Senior Survey, our department felt it was important to assess all ten of the Student Learning Objectives (SLOs) so
we can get sense of whether PSY 489 was meeting our assessment needs and whether there was a good match
between PSY 489 and our assessment plan. Please see Appendix C (CWU Student Learning Outcomes Assessment
Plan Preparation Form, Department: Psychology, Program: B.A. in Psychology) for a list of these SLOs and a
summary of the related department, college and university mission and goals.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing student learning.
Please also specify the population assessed, when the assessment took place, and the standard of mastery (criterion)
against which you will compare your assessment results. If appropriate, please list survey or questionnaire response
rate from total population.
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
Please see Appendix C (CWU Student Learning Outcomes Assessment Plan Preparation Form, Department:
Psychology, Program: B.A. in Psychology) for a summary of the methods of assessment employed, classes in which
students were assessed, and when the assessments took place. A total of 39 students completed sections of the PSY
489 class this year. This class is intended for the last quarter before a student graduates. Though it is a required
class in the new major, most of the students enrolled in the class this year were under the old major requirements
and enrolled in the class as an elective. The MFT was administered to a total of 94 graduating seniors. Seventy-one
graduating seniors completed the End-of-Major Senior Survey.
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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Student Learning Outcomes
Knowledge Base of Psychology:
Demonstrate familiarity with the
major concepts, theoretical
perspectives, empirical findings, and
historical trends in psychology.
Research Methods in Psychology:
Apply basic research methods in
psychology, including research
design, data analysis, and
interpretation.
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.
Criterion of Mastery
All graduates’ major GPA at or above
2.25
CWU averages on MFT content areas
consistent with national averages.
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60th percentile overall (subscale
range from 37th to 70th)
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.
24 of 25 of students (96%) who
were assessed on this (14 were
not assessed)
All graduates’ major GPA at or above
2.25
100%
CWU averages on MFT content areas
consistent with national averages.
Measurement/ Methodology
subscales percentiles per quarter
ranged from 59th to 94th
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.
29 of 33 of students (87%) who
were assessed on this (6 were
not assessed)
All graduates’ major GPA at or above
2.25
100%
CWU averages on MFT content areas
consistent with national averages.
Each student will include in his or her
PSY 489 portfolio and reflect upon at
least one paper rated satisfactory or
higher on all critical thinking items.
Every graduating major will have
experience developing a research
project
Application of Psychology: Apply
psychological principles to personal,
social, and organizational issues.
Assessment Results
100%
All graduates’ major GPA at or above
2.25
CWU averages on MFT content areas
consistent with national averages.
60th percentile overall (subscale
range from 37th to 70th)
5 of 6 of students (83%) who
were assessed on this (33 were
not assessed)
In the Senior Survey, 69 out of
71 (97%) reported they had
developed a research project
100%
60th percentile overall (subscale
range from 37th to 70th)
PSY 489 survey will indicate that every
graduating student has had the
opportunity to participate in a service
opportunity.
In the Senior Survey, 29 out of
71 (40%) reported they had an
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.
38 out of 39 (97%)
(All were assessed)
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:
Communicate effectively in a variety
of formats.
All graduates’ major GPA at or above
2.25
CWU averages on MFT content areas
consistent with national averages.
In the Senior Survey, 57 out of
71 (80%) reported they
completed the online human
subjects protection certification
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.
All graduates’ major GPA at or above
2.25
22 of 25 of students (88%) who
were assessed on this (14 were
not assessed)
CWU averages on MFT content areas
consistent with national averages.
100%
60th percentile overall (subscale
range from 37th to 70th)
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.
2 of 6 of students (33%) who
were assessed on this (33 were
not assessed)
(Need to add this criteria for the Senior
Survey)
In the Senior Survey, 69 out of
71 (97%) reported they used
information technology in at
least one paper or class
assignment
100%
All graduates’ major GPA at or above
2.25
CWU averages on MFT content areas
consistent with national averages.
(Need to add this criteria for the Senior
Survey)
Each student will make an oral
presentation in PSY 489 on which he or
she earns satisfactory evaluations on all
presentation style items
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60th percentile overall (subscale
range from 37th to 70th)
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 demonstrating
satisfactory APA style.
Sociocultural and International
Awareness: Recognize and respect
the complexity of sociocultural and
international diversity.
100%
All graduates’ major GPA at or above
2.25
CWU averages on MFT content areas
consistent with national averages.
60th percentile overall (subscale
range from 37th to 70th)
31 of 33 of students (93%) who
were assessed on this (6 were
not assessed)
In the Senior Survey, 71 out of
71 (100%) reported they wrote
at least one satisfactory paper in
APA style
32 of 35 of students (91%) who
were assessed on this (4 were
not assessed)
100%
60th percentile overall (subscale
range from 37th to 70th)
Personal Development: Develop
insight into their own and others’
behavior and mental processes and
apply effective strategies for selfmanagement and self-improvement.
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.
All graduates’ major GPA at or above
2.25
CWU averages on MFT content areas
consistent with national averages.
Each student will make a personal
mission statement presentation in PSY
489.
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.
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.
All graduates’ major GPA at or above
2.25
CWU averages on MFT content areas
consistent with national averages.
PSY 489 survey will indicate that all
students were assigned to an advisor
and were advised at entry to major and
registration hold points.
Each student will make a PSY 489
presentation rated satisfactory or higher
on an applied psychological theme,
career opportunity related to
psychology, or a graduate program in
psychology.
In the Senior Survey, 70 out of
71 (98%) reported they took a
class that covered this content
100%
60th percentile overall (subscale
range from 37th to 70th)
Not assessed
38 out of 39 (97%)
(All were assessed)
100%
60th percentile overall (subscale
range from 37th to 70th)
In the Senior Survey, 63 out of
68 (92%) reported they had a
Psychology Dept. advisor.
However, they were not asked if
they were advised at entry to
major and registration hold
points.
38 out of 39 (97%)
(All were assessed)
This assessment data suggests the following conclusions:
 Our program seems to be doing a very good job of requiring students to complete at least one research
project (97%), use APA style in at least one paper (100%), exposing students to classes that include
research on sociocultural influences on behavior and attitudes toward diverse groups (98%), and requiring
students to give a presentation on an applied psychological theme, career opportunity related to
psychology, or a graduate program in psychology (97%). However, our current criteria of mastery are
100% on all of the SLOs related to these activities. It may be more appropriate to change the criteria of
mastery to something like 95% because there will be some students who transfer into the major after taking
some of the core classes in which this content is covered.
 Our psychology graduates performed well on nearly all areas of the MFT, in comparison to a national norm
including hundreds of universities.
 Though we firmly believe that the MFT is important, the data from this assessment does not appear to
provide meaningful information about most of the SLOs, with the exception of the first two goals related to
the knowledge base and research methods in psychology.
 The use of grades does not appear to be a very meaningful criterion in this assessment process, except for
perhaps the first goal related to the knowledge base.
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





There needs to be better coordination between the different sections of PSY 489 (Senior Assessment) so
that each instructor and student knows what needs to be covered in the class. This was our first year that
we offered this class and several instructors reported that they did not know that some of the SLOs listed
above were supposed to be assessed in the class.
Some of the goals that we said are measured through the portfolio in PSY 489 may be better assessed
through the Senior Survey.
We need to do a better job making students aware of service learning opportunities available to them.
We need to do a better job of informing students that they should keep papers and assignments from their
classes that can later be included in their portfolio. Since this was the first year we’ve used the portfolio for
assessment, many students in PSY 489 did not have products to include in their portfolios because they
hadn’t saved them.
We are not sure if our strategies for assessing the SLO related to “Values in Psychology” are providing us
with meaningful information. Perhaps there is another or a better way of assessing this SLO.
We also don’t seem to have a good way of assessing our SLO related to “Personal Development.” Better
coordination of PSY 489 classes in the future can help ensure that the personal mission statement
presentation is both required and reported to the assessment coordinator.
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect student learning, and as they
are related to results from the assessment process. If no changes are planned, please describe why no changes are
needed. In addition, how will the department report the results and changes to internal and external constituents
(e.g., advisory groups, newsletters, forums, etc.).
Though the department as a whole has not been able to discuss all of these findings yet, the following changes will
be proposed to and discussed by the faculty in the fall of the next academic year (2008-09):






The syllabus for PSY 489 needs to be reevaluated and standardized so that all instructors cover the same
core SLOs and require the same core assignments.
Consistent scoring rubrics should be developed for each assignment in PSY 489 and used by each
instructor.
Reporting of student outcome data from the PSY 489 sections would be simpler and more consistent if a
standardized checklist/report form was developed for the class and provided to all instructors of PSY 489.
The instructors would be asked to complete the report form and submit it to the department assessment
coordinator at the end of the quarter.
The undergraduate student handbook should be revised to include clear recommendations about how
students can get involved in service learning opportunities through the psychology department during their
undergraduate career. Perhaps the current “Research Opportunities” board in the Psychology Department
can be expanded to include “Service Learning Opportunities.”
The Senior Survey should be revised to assess the following information:
o Where the student completed the majority of their psychology classes (i.e. on the main Ellensburg
campus or at one of the centers). This would allow us to examine differences between the
Ellensburg campus and Westside centers, just to be sure that equal quality is maintained. This is
the first year we’ve had any Westside graduates and more will be on the way in future years.
o Whether the student met with an advisor at entry to the major
o Whether the student met with an advisor at the registration hold points
Reexamine the Assessment Plan from 2007-08 to ensure that:
o The plan includes the SLOs that are important to the department
o The assessment strategies are appropriate and will provide meaningful information
o The criteria for mastery are appropriate
5. What did the department or program do in response to last year’s assessment
information?
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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.
Previous assessments led to changing the core of required courses in the major (2006-2007), adding a senior
assessment class (2007-2008), and forming a department assessment committee (2007-2008). However, this is the
first year that the Psychology Department has developed a comprehensive assessment plan in compliance with
university standards. Therefore, there are no assessment results from previous years of our current assessment
regimen to examine.
6. Questions or suggestions concerning Assessment of Student Learning at Central
Washington University:
The Psychology Department recommends the following changes to Assessment of Student Learning at CWU:
 The Assessment Plan should be due at the end of the summer, not the end of spring quarter. There was not
enough time this year to collect, evaluate, and summarize the assessment results.
 If the university believes that assessment is essential, then it needs to provide financial support for this task.
The university should provide a summer stipend for a department assessment coordinator (or the
department chair) to prepare the report and to make the recommended changes in response to the
assessment results. For example, the psychology department needs to develop rubrics and report forms for
the PSY 489 class before fall, as well as revamp the syllabus. Who is going to do this?
 There should be an identified assessment coordinator for each department. This individual should have a
specified number of service WL units that accurately reflects the complexity and enormity of the
assessment process. These service WL units should be above and beyond the regular service allocation for
that individual (essentially resulting in some reassigned time from either teaching or scholarship). With a
large undergraduate major, students at five university centers, and four different masters degree programs
(three of which must meet external certification and accreditation standards), our department assessment
routine is a daunting task.
 The Psychology Department is struggling with identifying a reliable, valid, and meaningful measure of
student dispositions (values and belief
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Central Washington University
Assessment of Student Learning
Department and Program Report
Please enter the appropriate information concerning your student learning assessment activities for this year.
Academic Year of Report: 2007-2008
Department: Psychology
College: COTS
Program: M.Ed School 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 School Psychology Graduate Program has chosen to assess all 11 of the student learning outcomes. These SLOs
were selected because they are NASP and OSPI standards and annual data collection on these standards will assist
us with future accreditation and certification reports. Please see Appendix C (CWU Student Learning Outcomes
Assessment Plan Preparation Form, Department: Psychology, Program: M.Ed in School Psychology) for a list of
these SLOs and a summary of the related department, college and university mission and goals.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing student learning.
Please also specify the population assessed, when the assessment took place, and the standard of mastery (criterion)
against which you will compare your assessment results. If appropriate, please list survey or questionnaire response
rate from total population.
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
Please see Appendix C (CWU Student Learning Outcomes Assessment Plan Preparation Form, Department:
Psychology, Program: M.Ed in School Psychology) for a summary of the methods of assessment employed, classes
in which students were assessed, and when the assessments took place. A total of five graduating students
completed their internship this year and four have taken the PRAXIS exam. These are typically 3 rd year students in
the program. In addition, grades from all of the five 1st year students and seven 2nd year students were included in
the assessment results.
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.
Student Learning Outcomes
1. School psychology graduate students will
develop knowledge of varied models and methods
of assessment that yield information useful in
identifying strengths and needs, in understanding
problems, and in measuring progress and
accomplishments. School psychology graduate
students will use such models and methods as part
of a systematic process to collect data and other
information, translate assessment results into
empirically-based decisions about service
delivery, and evaluate the outcomes of services.
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Criterion of Mastery
All students will earn a 3.0
GPA in program courses.
Assessment Results
100%
This assessment was not
conducted this year
All students will be reviewed
at a spring quarter evaluation
meeting. Satisfactory progress
or corrective guidance for all
students.
All students will successfully
complete the PEAB oral
5 of 5 students (100%)
successfully completed the
PEAB oral exam
examination, comprehensive
written examination, and
portfolio review, the
internship review, the Praxis
II examination, and the
research thesis, with oral
defense and examination.
Comprehensive written exam
is no longer required
5 of 5 students (100%)
submitted satisfactory
portfolios
5 of 5 students (100%)
successfully completed
school psychology internship.
Final internship evaluation
scores are available for 4
students. For Standard 1, the
scores ranged from 3.5 to 5.0
with an average score of 4.4.
4 of 5 students have taken the
PRAXIS II and 3 of the 4
(75%) earned passing scores
(at or above 660) on the first
try. Scores were 650, 700,
750, and 780 (average of 720)
3 students successfully
completed a research thesis
For all students seeking a
career as a school
psychologist, the alumni
survey and employer survey
will show a successful entry
into their career.
2. School psychology graduate students will
develop knowledge of behavioral, mental health,
collaborative, and/or other consultation models
and methods and of their application to particular
situations. School psychology graduate students
will collaborate effectively with others in
planning and decision-making processes at the
individual, group, and system levels.
Same as Student Learning
Outcome 1, above.
3. School psychology graduate students will
develop knowledge of human learning processes,
techniques to assess these processes, and direct
and indirect services applicable to the
development of cognitive and academic skills.
School psychology graduate students will, in
collaboration with others, develop appropriate
cognitive and academic goals for students with
different abilities, disabilities, strengths, and
needs; implement interventions to achieve those
goals; and evaluate the effectiveness of
interventions. Such interventions include, but are
Same as Student Learning
Outcome 1, above.
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Results from the alumni
survey are not available
Final internship evaluation
scores are available for four
students. For Standard 2, the
scores ranged from 4.0 to 5.0
with an average score of 4.5.
Other assessment results
same as Student Learning
Outcome 1, above.
Final internship evaluation
scores are available for four
students. For Standard 3, the
scores ranged from 3.9 to 5.0
with an average score of 4.4.
Other assessment results
same as Student Learning
Outcome 1, above.
not limited to, instructional interventions and
consultation.
4. School psychology graduate students will
develop knowledge of human developmental
processes, techniques to assess these processes,
and direct and indirect services applicable to the
development of behavioral, affective, adaptive,
and social skills. School psychology graduate
students will be able to collaborate with others,
develop appropriate behavioral, affective,
adaptive, and social goals for students of varying
abilities, disabilities, strengths, and needs;
implement interventions to achieve those goals,
and evaluate the effectiveness of interventions.
Such interventions include, but are not limited to,
consultation, behavioral assessment/intervention,
and counseling
5. School psychology graduate students will
develop knowledge of individual differences,
abilities, and disabilities and of the potential
influence of biological, social, cultural, ethnic,
experiential, socioeconomic, gender-related, and
linguistic factors in development and learning.
School psychology graduate students will
demonstrate the sensitivity and skills needed to
work with individuals of diverse characteristics
and to implement strategies selected and/or
adapted based on individual characteristics,
strengths, and needs.
Same as Student Learning
Outcome 1, above.
Other assessment results
same as Student Learning
Outcome 1, above.
Same as Student Learning
Outcome 1, above.
Final internship evaluation
scores are available for four
students. For Standard 5, the
scores ranged from 4.0 to 5.0
with an average score of 4.6.
Other assessment results
same as Student Learning
Outcome 1, above.
6. School psychology graduate students will
develop knowledge of general education, special
education, and other educational and related
services. They understand schools and other
settings as systems. School psychology graduate
students will work with individuals and groups to
facilitate policies and practices that create and
maintain safe, supportive, and effective learning
environments for children and others.
Same as Student Learning
Outcome 1, above.
7. School psychology graduate students will
develop knowledge of human development and
psychopathology and of associated biological,
cultural, and social influences on human behavior.
School psychology graduate students will provide
or contribute to prevention and intervention
programs that promote the mental health and
physical well-being of students.
Same as Student Learning
Outcome 1, above.
8. School psychology graduate students will
develop knowledge of family systems, including
family strengths and influences on student
development, learning, and behavior, and of
methods to involve families in education and
service delivery. School psychology graduate
Same as Student Learning
Outcome 1, above.
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Final internship evaluation
scores are available for four
students. For Standard 4, the
scores ranged from 4.0 to 5.0
with an average score of 4.3.
Final internship evaluation
scores are available for four
students. For Standard 6, the
scores ranged from 4.0 to 5.0
with an average score of 4.3.
Other assessment results
same as Student Learning
Outcome 1, above.
Final internship evaluation
scores are available for four
students. For Standard 7, the
scores ranged from 4.0 to 5.0
with an average score of 4.4.
Other assessment results
same as Student Learning
Outcome 1, above.
Final internship evaluation
scores are available for four
students. For Standard 8, the
scores ranged from 4.0 to 5.0
with an average score of 4.6.
students will work effectively with families,
educators, and others in the community to
promote and provide comprehensive services to
children and families.
9. School psychology graduate students will
develop knowledge of research, statistics, and
evaluation methods. School psychologists
evaluate research, translate research into practice,
and understand research design and statistics in
sufficient depth to plan and conduct investigations
and program evaluations for improvement of
services.
10. School psychology graduate students will
develop knowledge of the history and foundations
of their profession; of various service models and
methods; of public policy development applicable
to services to children and families; and of ethical,
professional, and legal standards. School
psychology graduate students practice in ways
that are consistent with applicable standards, are
involved in their profession, and have the
knowledge and skills needed to acquire careerlong professional development.
11. School psychologists have knowledge of
information sources and technology relevant to
their work. School psychology graduate students
will access, evaluate, and utilize information
sources and technology in ways that safeguard or
enhance the quality of services
Other assessment results
same as Student Learning
Outcome 1, above.
Same as Student Learning
Outcome 1, above.
Final internship evaluation
scores are available for four
students. For Standard 9, the
scores ranged from 4.0 to 4.9
with an average score of 4.3.
Other assessment results
same as Student Learning
Outcome 1, above.
Same as Student Learning
Outcome 1, above.
Final internship evaluation
scores are available for four
students. For Standard 10,
the scores ranged from 4.0 to
4.8 with an average score of
4.2.
Other assessment results
same as Student Learning
Outcome 1, above.
Same as Student Learning
Outcome 1, above.
Final internship evaluation
scores are available for four
students. For Standard 11,
the scores ranged from 4.0 to
5.0 with an average score of
4.5.
Other assessment results
same as Student Learning
Outcome 1, above.
Based on these assessment results, we can draw the following conclusions:
 With the exception of one student in one class, all of our school psychology graduate students have earned
grades of 3.0 (B) or above in all of their required program classes in the 2007-08 academic year.
 All of our 3rd year school psychology graduate students performed satisfactorily on their PEAB oral exam.
 All of our 3rd year school psychology graduate students performed satisfactorily on their portfolios.
 All of our 3rd year school psychology graduate students performed consistently well on their internships.
The internship evaluation rating scale is 1-5 with 3 being satisfactory. All students performed satisfactory
(or often above) on all of the standards.
 Three of the four school psychology students who have taken the PRAXIS II in 2007-08 passed it on the
first try. The one student who did not pass will be required to retake the exam until she does pass.
 We need to update our assessment plan to eliminate reference to the written comprehensive exam because
our students no longer take it (replaced by the PRAXIS II).
 We need to make sure that annual spring evaluation by the faculty occurs every year. This will provide us
more specific data on our 1st year and 2nd year school psychology graduate students.
 Under the “criterion of mastery”, it would be helpful to specify the minimum scores required on the
PRAXIS II and the internship evaluation.
 It may be helpful to add one more student learning outcome related to professional behavior. Our
internship evaluation includes 17 items on professional behavior that more closely measure student
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“dispositions” than our other student learning outcomes. Data about professional behavior of 1 st and 2nd
year graduate students is also collected annually at the spring evaluation meeting.
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect student learning, and as they
are related to results from the assessment process. If no changes are planned, please describe why no changes are
needed. In addition, how will the department report the results and changes to internal and external constituents
(e.g., advisory groups, newsletters, forums, etc.).
Though the school psychology program faculty and the department as a whole have not been able to discuss all of
these findings yet, the following changes will be proposed to and discussed by the faculty in the fall of the next
academic year (2008-09):





These assessment results do not indicate the need for specific curricular changes within the program.
Instead, the recommendations for change will focus on greater consistency of data collection and more
precision on the assessment plan.
We need to make sure that all school psychology students who are not on internship are assessed by the
faculty at least once every year in the spring using the “School Psychology Professional Work
Characteristics” Form.
The assessment plan should be revised to include more precise information about criteria for mastery on
various measures, such as the PRAXIS II and the internship evaluation.
The assessment plan should be revised to include a student learning objective related to professional
behavior.
Though we do have a newsletter that goes to our alumni every year, we have not used this format to report
assessment results and proposed program changes. The program faculty will discuss the feasibility of
including this kind of information in future newsletters or whether there is a more appropriate forum for
disseminating this information.
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.
Previous assessments led to the development of a portfolio requirement (2005-06) and changing the organization of
the internship evaluation so that it better reflects the NASP standards (2006-07). We also conduct an alumni followup survey every three years. However, this is the first year that the Psychology Department has developed a
comprehensive assessment plan in compliance with university standards. Therefore, there are no assessment results
from previous years of our current assessment regimen to examine.
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington University:
The School Psychology Graduate Program and the Psychology Department recommend the following changes to
Assessment of Student Learning at CWU:
 The Assessment Plan should be due at the end of the summer, not the end of spring quarter. There was not
enough time this year to collect, evaluate, and summarize the assessment results.
 If the university believes that assessment is essential, then it needs to provide financial support for this task.
The university should provide a summer stipend for a department assessment coordinator (or the
department chair) to prepare the report and to make the recommended changes in response to the
assessment results.
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Central Washington University
Assessment of Student Learning
Department and Program Report
Please enter the appropriate information concerning your student learning assessment activities for this year.
Academic Year of Report: 2007-2008
Department: Psychology
College: COTS
Program: M.Ed School Counseling
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 School Counseling Graduate Program has chosen to assess the all three student learning outcomes:
1. Academic Performance/Thesis Development: Students will organize their work effectively, demonstrate
critical thinking skills, function independently, and use data/research to conceptualize their thinking.
2. Clinical Performance. Students will demonstrate skills in oral and written communication, listening to
client’s concerns, interpersonal relations, and respect for human diversity. Students will demonstrate
responsiveness to supervision.
3. Other Professional/Personal Development: Students will take initiative for their clinical, academic, and
personal duties. They will demonstrate dependability and time management skills. Students will also
maintain professional/ethical behavior, work as a team with peers, maintain flexibility when approaching
clinical and academic concerns, and demonstrate appropriate self-awareness of personal strengths and
weaknesses.
Please see Appendix C (CWU Student Learning Outcomes Assessment Plan Preparation Form, Department:
Psychology, Program: M.Ed in School Counseling) for a list of these SLOs and a summary of the related
department, college and university mission and goals.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing student learning.
Please also specify the population assessed, when the assessment took place, and the standard of mastery (criterion)
against which you will compare your assessment results. If appropriate, please list survey or questionnaire response
rate from total population.
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
Please see Appendix C (CWU Student Learning Outcomes Assessment Plan Preparation Form, Department:
Psychology, Program: M.Ed in School Counseling) for a summary of the methods of assessment employed, classes
in which students were assessed, and when the assessments took place. School counseling graduate students are
reviewed once a year by the program faculty using the Assessment of Student Progress Form. In 2007-08, there
were four 1st year students and one 2nd year student in the program. All of the 2nd year students were assessed during
Fall 2007 and all of the 1st year students were assessed Spring 2008. Five students completed the school counseling
internship and two more are in process. Only the scores from the students who completed the internship are
included in this report.
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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Student Learning Outcomes
Academic Performance/Thesis Development:
Students will organize their work effectively,
demonstrate critical thinking skills, function
independently, and use data/research to conceptualize
their thinking.
Clinical Performance: Students will demonstrate
skills in oral and written communication, listening to
client’s concerns, interpersonal relations, and respect
for human diversity. Students will demonstrate
responsiveness to supervision.
Criterion of Mastery
Assessment Results
By their second review,
students must receive a “3” or
above in all three categories to
continue in the program.
Students failing to reach this
benchmark may petition for
another evaluation the
following quarter.
1 out of 1 2nd year students (100%)
received a “3” or higher on the
“Academic Performance” section
of the Assessment of Student
Progress Form. Average score was
4.
All students earn satisfactory
evaluations on comprehensive
written examination and
Professional Education
Advisory Board oral
examination and portfolio
review.
By their second review,
students must receive a “3” or
above in all three categories to
continue in the program.
Students failing to reach this
benchmark may petition for
another evaluation the
following quarter.
Students must receive a “3”
(Expected performance) or
above on their PSY 593A
evaluation. They must receive
a “Satisfactory” or above on
593B or C.
Other Professional/Personal Development: Students
will take initiative for their clinical, academic, and
personal duties. They will demonstrate dependability
and time management skills. Students will also
maintain professional/ethical behavior, work as a team
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4 out of 4 1st year students (100%)
received a “3” or higher on the
“Academic Performance” section
of the Assessment of Student
Progress Form. Average score was
4.25.
6 of 6 students (100%) passed the
comprehensive written exam, the
PEAB oral exam and the portfolio
review
1 out of 1 2nd year students (100%)
received a “3” or higher on the
“Clinical Performance” section of
the Assessment of Student Progress
Form. Average score was 4.
4 out of 4 1st year students (100%)
received a “3” or higher on the
“Clinical Performance” section of
the Assessment of Student Progress
Form. Average score was 4.3.
4 out of 4 1st year students (100%)
received a “3” or above on their
PSY 593A evaluation.
2 out of 2 students (100%) received
a “Satisfactory” or above on 593B
or C
The student must not receive
any “1”s on the 79-item
evaluation from PSY 682.
5 students completed the PSY 682
School Counseling Internship.
100% earned scores above “1” on
the evaluation form. The average
score (on a scale of 1 to 5) was 4.68
The PEAB and Comprehensive
Exam are scored pass/fail.
Students must receive a
passing score on both.
By their second review,
students must receive a “3” or
above in all three categories to
continue in the program.
Students failing to reach this
6 of 6 students (100%) passed the
PEAB oral exam and
Comprehensive Exam
1 out of 1 2nd year students (100%)
received a “3” or higher on the
“Professional/Personal
Development” section of the
Assessment of Student Progress
with peers, maintain flexibility when approaching
clinical and academic concerns, and demonstrate
appropriate self-awareness of personal strengths and
weaknesses.
benchmark may petition for
another evaluation the
following quarter.
All students earn satisfactory
evaluations on comprehensive
written examination and
Professional Education
Advisory Board oral
examination and portfolio
review.
Form. Average score was 3.73.
4 out of 4 1st year students (100%)
received a “3” or higher on the
“Professional/Personal
Development” section of the
Assessment of Student Progress
Form. Average score was 4.25.
6 of 6 students (100%) passed the
comprehensive written exam, the
PEAB oral exam and the portfolio
review
Based on these assessment results, we can draw the following conclusions:
 Both the 1st year and 2nd year cohort of school counseling students are performing very well in the program
and have all achieved the criterion of mastery on the practicum evaluations and all sections of the
Assessment of Student Progress.
 The school counseling students are performing well in their practica, internship, comprehensive exams, and
PEAB oral exam.
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect student learning, and as they
are related to results from the assessment process. If no changes are planned, please describe why no changes are
needed. In addition, how will the department report the results and changes to internal and external constituents
(e.g., advisory groups, newsletters, forums, etc.).
Though the school counseling program faculty and the department as a whole have not been able to discuss all of
these findings yet, the following changes will be proposed to and discussed by the faculty in the fall of the next
academic year (2008-09):




These assessment results do not indicate the need for specific curricular changes within the program.
Instead, the recommendations for change will focus on increasing the assessment opportunities.
The school counseling program committee is planning to add the requirement of a student self-evaluation
on the 79 benchmark standards, both near the beginning of the internship and at the end.
The school counseling program committee is planning to add the requirement of a student selfimprovement plan to the portfolio that reflects the results of their self-evaluation and areas of improvement
needed.
In 2007, we conducted our first alumni survey. Results from the survey were reported back to the alumni
in the 2008 alumni newsletter.
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.
This is the first year that the Psychology Department has developed a comprehensive assessment plan in compliance
with university standards. Therefore, there are no assessment results from previous years of our current assessment
regimen to examine.
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Though we did not have a formal assessment in the department, the program did make changes based on our
assessment data. From student surveys, we started planning for internship earlier. This includes beginning
internship searchers during student's first year. From feedback from the PEAB, we updated the program's
conceptual framework and mission statement. From the alumni surveys, we provided more in-school job shadowing
during introductory school counseling classes. From student surveys, we started the exploration of adding an
Education Specialist degree. We also added the CACREP standards for school counseling to our assessment of all
classes.
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington University:
The School Counseling Graduate Program and the Psychology Department recommend the following changes to
Assessment of Student Learning at CWU:
 The Assessment Plan should be due at the end of the summer, not the end of spring quarter. There was not
enough time this year to collect, evaluate, and summarize the assessment results.
 If the university believes that assessment is essential, then it needs to provide financial support for this task.
The university should provide a summer stipend for a department assessment coordinator (or the
department chair) to prepare the report and to make the recommended changes in response to the
assessment results.
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Central Washington University
Assessment of Student Learning
Department and Program Report
Please enter the appropriate information concerning your student learning assessment activities for this year.
Academic Year of Report: 2007-2008
Department: Psychology
College: COTS
Program: M.S. Mental Health Counseling
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 Mental Health Counseling Graduate Program has chosen to assess the all three student learning outcomes:
4. Academic Performance/Thesis Development: Students will organize their work effectively, demonstrate
critical thinking skills, function independently, and use data/research to conceptualize their thinking.
5. Clinical Performance. Students will demonstrate skills in oral and written communication, listening to
client’s concerns, interpersonal relations, and respect for human diversity. Students will demonstrate
responsiveness to supervision.
6. Other Professional/Personal Development: Students will take initiative for their clinical, academic, and
personal duties. They will demonstrate dependability and time management skills. Students will also
maintain professional/ethical behavior, work as a team with peers, maintain flexibility when approaching
clinical and academic concerns, and demonstrate appropriate self-awareness of personal strengths and
weaknesses.
Please see Appendix C (CWU Student Learning Outcomes Assessment Plan Preparation Form, Department:
Psychology, Program: M.S. in Mental Health Counseling) for a list of these SLOs and a summary of the related
department, college and university mission and goals.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing student learning.
Please also specify the population assessed, when the assessment took place, and the standard of mastery (criterion)
against which you will compare your assessment results. If appropriate, please list survey or questionnaire response
rate from total population.
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
Please see Appendix C (CWU Student Learning Outcomes Assessment Plan Preparation Form, Department:
Psychology, Program: M.S. in Mental Health Counseling) for a summary of the methods of assessment employed,
classes in which students were assessed, and when the assessments took place. Mental health counseling graduate
students are reviewed once a year by the program faculty using the Assessment of Student Progress Form. In 200708, there were five 1st year students and five 2nd year students in the program. All of the 2 nd year students were
assessed during Fall 2007 and all of the 1st year students were assessed Spring 2008. Eight students completed the
mental health counseling internship and five more are in process.
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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Student Learning Outcomes
Academic Performance/Thesis Development:
Students will organize their work effectively,
demonstrate critical thinking skills, function
independently, and use data/research to conceptualize
their thinking.
Clinical Performance: Students will demonstrate skills
in oral and written communication, listening to client’s
concerns, interpersonal relations, and respect for human
diversity. Students will demonstrate responsiveness to
supervision.
Criterion of Mastery
Assessment Results
By their second review,
students must receive a “3” or
above in all three categories
to continue in the program.
Students failing to reach this
benchmark may petition for
another evaluation the
following quarter.
5 out of 5 2nd year students (100%)
received a “3” or higher on the
“Academic Performance” section of
the Assessment of Student Progress
Form. Average score was 3.8.
By their second review,
students must receive a “3” or
above in all three categories
to continue in the program.
Students failing to reach this
benchmark may petition for
another evaluation the
following quarter.
Students must receive a “3”
(Expected performance) or
above on their PSY 593A
evaluation. They must
receive a “Satisfactory” or
above on 593B or C.
Other Professional/Personal Development: Students
will take initiative for their clinical, academic, and
personal duties. They will demonstrate dependability
and time management skills. Students will also maintain
professional/ethical behavior, work as a team with peers,
maintain flexibility when approaching clinical and
academic concerns, and demonstrate appropriate selfawareness of personal strengths and weaknesses.
By their second review,
students must receive a “3” or
above in all three categories
to continue in the program.
Students failing to reach this
benchmark may petition for
another evaluation the
following quarter.
4 out of 5 1st year students (80%)
received a “3” or higher on the
“Academic Performance” section of
the Assessment of Student Progress
Form. Average score was 3.68.
5 out of 5 2nd year students (100%)
received a “3” or higher on the
“Clinical Performance” section of
the Assessment of Student Progress
Form. Average score was 3.75.
4 out of 5 1st year students (80%)
received a “3” or higher on the
“Clinical Performance” section of
the Assessment of Student Progress
Form. Average score was 3.3.
5 out of 5 1st year students (100%)
received a “3” or above on their
PSY 593A evaluation (1 student
had to retake the class to reach this
goal).
1 out of 1 students (100%) received
a “Satisfactory” or above on 593B
or C
5 out of 5 2nd year students (100%)
received a “3” or higher on the
“Professional/Personal
Development” section of the
Assessment of Student Progress
Form. Average score was 3.73.
4 out of 5 1st year students (80%)
received a “3” or higher on the
“Professional/Personal
Development” section of the
Assessment of Student Progress
Form. Average score was 3.58.
Based on these assessment results, we can draw the following conclusions:
 The 2nd year cohort of students is performing very well in the program and have all achieved the criterion
of mastery on the practicum evaluations and all sections of the Assessment of Student Progress.
 The 1st year cohort of students is generally doing well. Only one student in the 1 st year group had to repeat
PSY 593A and she performed satisfactorily the second time through the practicum. One other student in
the 1st year group earned below satisfactory scores on the Assessment of Student Progress.
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
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needed. In addition, how will the department report the results and changes to internal and external constituents
(e.g., advisory groups, newsletters, forums, etc.).
Though the mental health counseling program faculty and the department as a whole have not been able to discuss
all of these findings yet, the following changes will be proposed to and discussed by the faculty in the fall of the next
academic year (2008-09):





These assessment results do not indicate the need for specific curricular changes within the program.
Instead, the recommendations for change will focus on increasing the assessment opportunities.
The mental health counseling program faculty will review the internship evaluation form to make sure that
it is addressing all of the desired skills and the needs of the program. Ideally, the internship evaluation
form can be incorporated into future assessment plans for the program.
The mental health counseling program faculty are planning to add a portfolio requirement to the program.
The portfolio will be completed during the internship.
In June, CWU became an approved testing center for the National Board for Certified Counselors, Inc.
(NBCC). The NBCC developed the first general practice counseling credential that was national in scope.
NBCC began credentialing National Certified Counselors (NCCs) in 1983. We will begin offering students
in their final internship and recent graduates the chance to take their National Counselor Examination for
Licensure and Certification (NCE) on October 18, 2009. Because of our CACREP accreditation, students
who pass their test will become Nationally Certified Counselors upon passing.
In 2007, we conducted our first alumni survey. Results from the survey were reported back to the alumni
in the 2008 alumni newsletter.
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.
This is the first year that the Psychology Department has developed a comprehensive assessment plan in compliance
with university standards. Therefore, there are no assessment results from previous years of our current assessment
regimen to examine.
Though we did not have a formal assessment in the department, the program did make changes based on our
assessment data. From student surveys, we started planning for internship earlier. This includes beginning
internship searchers during student's first year. We also created a project option for the thesis requirement, we
created a local chapter of chi sigma iota (the international honor society in counseling), and we reduced the
transcription requirements in all three practica. Our review of CACREP standards led to changes in PSY 552
(Human Growth and Development), PSY 555 (Design and Analysis for Applied Research), and PSY 560
(Introduction to Counseling).
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington University:
The Mental Health Counseling Graduate Program and the Psychology Department recommend the following
changes to Assessment of Student Learning at CWU:
 The Assessment Plan should be due at the end of the summer, not the end of spring quarter. There was not
enough time this year to collect, evaluate, and summarize the assessment results.
 If the university believes that assessment is essential, then it needs to provide financial support for this task.
The university should provide a summer stipend for a department assessment coordinator (or the
department chair) to prepare the report and to make the recommended changes in response to the
assessment results.
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Central Washington University
Assessment of Student Learning
Department and Program Report
Please enter the appropriate information concerning your student learning assessment activities for this year.
Academic Year of Report: 2007-2008
Department: Psychology
College: COTS
Program: M.S. 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 Graduate Program has chosen to assess the following three student learning outcomes:
7. Write in the language of the discipline, using the elements of style described in the Publication Manual of the American
Psychological Association.
8. 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.
9. Engage in scholarly and professional activities, including presenting research at formal and/or informal professional events.
Please see Appendix C (CWU Student Learning Outcomes Assessment Plan Preparation Form, Department: Psychology, Program:
M.S. in Experimental Psychology) for a list of these SLOs and a summary of the related department, college and university mission
and goals.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing student learning. Please also specify the
population assessed, when the assessment took place, and the standard of mastery (criterion) against which you will compare your
assessment results. If appropriate, please list survey or questionnaire response rate from total population.
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
Please see Appendix C (CWU Student Learning Outcomes Assessment Plan Preparation Form, Department: Psychology, Program:
M.S. in Experimental Psychology) for a summary of the methods of assessment employed, classes in which students were assessed,
and when the assessments took place. During the 2007-2008 academic year, a total of 13 students were enrolled in the MS
Experimental Psychology Graduate Program. Of those, 4 were first year students, 2 were second year students, and the remaining 7
students were in their Nth year of study (3+).
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.
Student Learning Outcomes
Write in the language of the discipline, using the
elements of style described in the Publication
Manual of the American Psychological
Association.
Criterion of Mastery
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 completion and approval
of the thesis proposal as signified by
the signing of the option approval
form by the thesis committee.
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Assessment Results
All students (100%) passed each of the
seven core classes with a grade of C or
higher. Overall average GPA in each
course ranged from 3.67 to 4.0
1 out of 4 (25%) 1st year students
completed the option approval form.
Both 2nd year students (100%) had their
option approval forms completed by the
fall of 2007.
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.
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.
Data on the # of MS Experimental
students who defended their thesis in
2007-08 are not currently available.
Data on the # of MS Experimental
students who had their thesis accepted by
the graduate school in 2007-08 are not
currently available.
GPA above 3.0 and no grade lower
than a C in selected design and
analysis classes on student’s course
of study form.
All students (100%) passed each of the
seven core classes with a grade of C or
higher. Overall average GPA in each
course ranged from 3.67 to 4.0
Successful completion and approval
of the thesis proposal as signified by
the signing of the course of study
form by the thesis committee.
1 out of 4 (25%) 1st year students
completed the option approval form.
Both 2nd year students (100%) had their
option approval forms completed by the
fall of 2007.
Successful defense of the thesis as
signified by the signing of the thesis
signature pages by the thesis chair
and committee.
Engage in scholarly and professional activities,
including presenting research at formal and/or
informal professional events.
0 out of 4 (0%) 1st year students and 1 of
2 (50%) 2nd year students submitted and
obtained approval from the IACUC or
HSRC in 2007-08.
Data on the # of MS Experimental
students who defended their thesis in
2007-08 are not currently available.
Successful acceptance of the written
thesis by the graduate school.
Data on the # of MS Experimental
students who had their thesis accepted by
the graduate school in 2007-08 are not
currently available.
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
All students (100%) passed each of the
seven core classes with a grade of C or
higher. Overall average GPA in each
course ranged from 3.67 to 4.0
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.
Data on the # of MS Experimental
students who defended their thesis in
2007-08 are not currently available.
Data on the # of MS Experimental
students and alumni who submitted
research proposals to SOURCE or other
conferences in 2007-08 are not currently
available.
Based on these assessment results, we can draw the following conclusions:
 The graduate students in the MS Experimental Psychology program are exceeding the minimum academic standards.
 First year students typically do not meet the goal of completing their proposals before the end of their first year but typically
do so early in the second year.
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
Many students require more than two years to complete their degree program.
The Experimental Psychology program committee needs to implement better procedures for tracking student progress. The
newly developed Student Progress Assessment Survey should ensure that the faculty are better prepared to keep track of
student academic and professional progress throughout their academic career in the MS Experimental Psychology Program.
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect student learning, and as they are related to
results from the assessment process. If no changes are planned, please describe why no changes are needed. In addition, how will the
department report the results and changes to internal and external constituents (e.g., advisory groups, newsletters, forums, etc.).
Though the MS Experimental Psychology program faculty and the department as a whole have not been able to discuss all of these
findings yet, the following changes will be proposed to and discussed by the faculty in the fall of the next academic year (2008-09):




The program committee should discuss whether the goal of having students complete a thesis proposal by the end of their
first year is appropriate. We will need to decide whether this goal should be revised or whether there is more we can do as
advisors to help students meet that original goal.
The program committee should discuss concerns regarding time-to-completion delays. At present, a large proportion of the
students in the MS Exp program work at the Chimpanzee and Human Communication Institute (CHCI). Many of these
students require longer than 2 years to complete their degree due to the nature of the investigations they conduct. Also, many
of the Nth year students are enrolled in a 60-credit degree program. That too has changed and new incoming MS Exp –
General Experimental students will be completing a 48-credit MS degree program. Reductions in course requirements should
help improve time to completion. Furthermore, a new Primate Studies Master’s degree program will soon be approved and
we anticipate loosing a significant number of primate behavior students to that program. However, at the same time, the new
Applied Behavior Analysis MS degree program will begin this coming fall 2008. These students will be completing 70
credits as part of their training, including supervised internships. It is reasonable to expect that students in these two programs
may require different time-to-completion goals. The program committee should review and discuss the current time-tocompletion goals and to consider establishing distinct time-to-completion goals for students enrolled in the two MS Exp
programs.
It will be necessary to allow the new programs to become established, and the new tracking and assessment systems
sufficient time to glean enough information to make relevant comparisons across academic years. To see the effects of
current and future modifications to the programs, it will be necessary to allow students to progress far enough into their
programs for meaningful data to be gathered. Our best data will come when we can look across years to see how well the
changes that we implement result in meaningful change for the program and for our graduate students.
The program committee should discuss and make recommendations for how MS Experimental Psychology program
assessment results and changes should be best communicated to both internal and external constituents.
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.
Previous assessments and discussions led to some recent (2007-2008) significant changes to the MS Experimental Psychology
program requirements, including a reduction in the number of required credits. In addition, the new Applied Behavior Analysis
specialization was developed in conjunction with the special education program to address an unmet regional need for appropriate
training in this field. However, this is the first year that the Psychology Department has developed a comprehensive assessment plan in
compliance with university standards. Therefore, there are no assessment results from previous years of our current assessment
regimen to examine.
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington University:
The MS Experimental Psychology Graduate Program and the Psychology Department recommend the following changes to
Assessment of Student Learning at CWU:
 The Assessment Plan should be due at the end of the summer, not the end of spring quarter. There was not enough time this
year to collect, evaluate, and summarize the assessment results.
 If the university believes that assessment is essential, then it needs to provide financial support for this task. The university
should provide a summer stipend for a department assessment coordinator (or the department chair) to prepare the report and
to make the recommended changes in response to the assessment results.
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Appendix E: Changes Since Last Program Review
(taken from the Psychology Department NWCCU Self-Study)
Department Mission:
Our mission statement is found in our undergraduate handbook and on our department web site. This mission
statement was revised after our 2004 program review to be a more concise statement of our mission, to mention each
of our graduate programs, and to remove our earlier enumeration of all of our centers programs, since our mission is
consistent regardless of delivery site.
Psychology Department Goals, All Programs:
A. Goal: Assess and improve our undergraduate and graduate curricula
This goal has been maintained since our last program review.
Changes since the last program review:
 As a consequence of end-of-major exams and shifting emphases in the field, we revised our major in
2006-2007 to add PSY 460, Cognitive Psychology and PSY 478, Physiological Psychology to our core
set of required courses.
 To support the department and university’s focus on assessment, we have added PSY 489, a senior
assessment course required of all graduating majors.
 We have revised our graduate program in experimental psychology by expanding its core of methods
and content courses and reducing the number of elective credits to yield a 48 credit program instead of
a 60 credit program. Our new program is much closer to the average length of masters programs in this
field.
 We have added CACREP accreditation review of our mental health counseling (awarded) and school
counseling (planned) programs to validate the curricula of these programs. Our school counseling and
school psychology programs are already accredited by national and state bodies. Our long range plan is
to seek Association for Behavior Analysis approval of our new applied behavior analysis track in the
M.S. Experimental Psychology program.
 See the program goals and student learning outcomes tables for each program for a complete report on
this topic.
B. Goal: Promote effective teaching
This goal, while always understood, has been made explicit since our last program review. Our emphasis will
be on more frequent and routine mentoring and assessment of teaching. We will review faculty use of their
newly-negotiated personal faculty development fund account.
 See the program goals and student learning outcomes tables for each program for a complete report on
this topic.
C. Goal: Promote excellence in learning to prepare students for careers and advanced study
This goal, while always understood, has been made explicit since our last program review. Our emphasis will
be on better assessment of learning by including more clear statements of learning objectives in all syllabi and
portfolio assessment and universal administration of the Major Field Test to our graduating seniors.
 See the program goals and student learning outcomes tables for each program for a complete report on
this topic.
D. Goal: Assure faculty staffing adequate to support timely delivery of all courses and programs at all sites.
This goal has been maintained since our last program review.
Changes since the last program review:
 The department Undergraduate Curriculum Committee reviews enrollments and recommends changes
in frequency of course offerings at the Ellensburg campus.
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



We have received strong administrative support for replacement of vacated tenure track positions to
improve staffing.
We have been able to raise the level of faculty support at our Puget Sound centers from part-time and
term appointments to tenure track positions
We have hired three new school/mental health counselors (2006-2007) and a new physiological
psychologist with her primary teaching assignment at the undergraduate level (2007-2008). Three of
the seven tenure track searches conducted in 2007-08 resulted in hires: an experimental psychologist
with expertise in our new graduate track in applied behavior analysis, and two general experimental
psychologists to further strengthen the currency of the undergraduate curriculum. One of these latter
appointees was assigned to our Des Moines center. The three school psychology searches and one
counseling search were unsuccessful and scheduled to begin again in 2008-09.
See the program goals and student learning outcomes tables for each program for a complete report on
this topic.
E. Goal: Pursue diversity goals by attracting women and minority students and faculty members and by
increasing student and faculty contact with diverse populations.
This goal has been maintained since our last program review.
Changes since the last program review:
 In all of our faculty searches, we welcome minority and women applicants. Of the four faculty hires
since our last program review, two have been women, including one whose primary assignment is
undergraduate instruction.
 In 2007-2008, about 70% of our bachelors degree candidates are women. The proportion of women in
our graduate programs ranges from 68% (M. S. Experimental Psychology) to 78% (M. Ed. School
Counseling).
 Our student body is becoming more ethnically diverse. CWU has the highest percentage of Latino
students of the state’s four-year public institutions and the psychology major is a representative sample
of our student body. Twenty-eight percent of undergraduate psychology majors are non-white and
about half of those are Latino. Twenty percent of our graduate students are non-white and 60% of them
are Latino.
 In our graduate counseling programs, we are beginning to log practicum hours spend with clients from
diverse populations.
 See the program goals and student learning outcomes tables for each program for a complete report on
this topic.
F. Goal: Support involvement of undergraduate and graduate students in psychological research
This goal has been maintained since our last program review. We have a long-standing record of creating and
disseminating research by student-faculty teams. Evidence includes publications, presentations at professional
meetings, presentations at SOURCE, research theses, and research proposals and projects in major classes.
Changes since the last program review:
 We have begun a new interdisciplinary summer field research course in primate behavior at our field
station in China. Dr. Megan Matheson leads this program for our department.
 See the program goals and student learning outcomes tables for each program for a complete report on
this topic.
 We bring a scientific perspective to bear on social services in our area.
G. Goal: Seek support for faculty teaching, scholarship, and professional development activities.
This goal has been maintained since last program review.
Changes since the last program review:
 Our new contract includes an individual professional development fund of $700 for each faculty
member.
 The new workload forms have the potential for flexible apportionment of time among the three areas
of faculty activity. This flexibility has gone largely unused, however.
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

There has been some reduction in summer session revenues to the department, reducing that source of
support.
See the program goals and student learning outcomes tables for each program for a complete report on
this topic.
H. Goal: Maintain and enhance the infrastructure for the Psychology Department to optimize support for
instruction and scholarship.
This goal has been maintained since last program review.
Changes since the last program review:
 We applied for and won a university equipment grant to upgrade our training clinic to a modern digital
recording and playback system.
 Through a new hire, we maintained our two engineering technician positions for research and
instructional support.
 There has been some reduction in summer session revenues to the department, reducing that source of
equipment support.
 We acquired funds in 2008 to upgrade to our animal research facilities to comply with regulatory
standards. Lab research with most animal species has been delayed, pending the completion of the
upgrades.
 See the program goals and student learning outcomes tables for each program for a complete report on
this topic.
I. Goal: Serve as a center for psychological and educational services to the community and region
This goal has been maintained since last program review. Through our undergraduate contributions to the
professional education sequence of courses, we contribute to the teacher education program. Our
undergraduate degree program also prepares students to enter graduate training in mental health counseling,
school counseling, counseling psychology, and clinical psychology, eventually serving the growing
psychological counseling needs of our communities, schools, businesses, and military organizations. Our
graduate programs in mental health counseling, school counseling, and school psychology provide free
services to the community through our Community Counseling and Psychological Assessment Center.
Changes since the last program review:
 Our building now houses the Ellensburg School District Developmental Preschool and our students
study effective means of instruction with this special needs population.
 Undergraduate and graduate students have gained experience administering DIBELS and other CBM
assessments in the public schools.
 Several students and faculty are conducting research and gaining guidance experience through the
CWU GEAR-UP grant program
 A new research and practice relationship has been established between our students and faculty and
Children’s Village in Yakima, a center for special needs children.
 As examples of service learning experiences for our students, we have supported Meaningful
Connections, a social contact service for elderly residents of nursing facilities. We have also sponsored
student action research on sleep disorders in the elderly and our students have served as volunteers at
the Ellensburg Community Health Clinic, a medical clinic for low-income and uninsured patients.
 See the program goals and student learning outcomes tables for each program for a complete report on
this topic.
Other Activities: Assessment
The psychology department considers other desirable activities worth mentioning here. For one, we have been
moving steadily toward more formalized, regular program assessment. We are augmenting our conventional
activities such as student evaluation of instruction and peer review of instruction with statements of all program
goals, evidence for each, and desirable levels of performance.
 In 2007-2008, we inaugurated a new capstone course, PSY 489, Senior Assessment, consisting of
portfolio review, professional development, and program evaluation activities. We will collate
assessment results from this class and use them to evaluate our major program.
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


We created a new standing committee of the department for program assessment.
New online administration of our end-of-major assessment instrument, the Major Field Test, allows us
to add up to 50 program assessment items to the MFT. We are now creating a group of items to build a
history of quarterly student assessments of program effectiveness.
We have formalized an annual spring meeting for assessment purposes. Our 2008 meeting will be the
fifth of its kind. In topic-specific groups, we review each other’s syllabi, exams and other assignments,
and discuss assessment problems.
Other Activities: Student Life
We promote meaningful informal contacts with our students to complement their classroom experience,
model professional attitudes and behavior, and guide them toward their next professional or educational level.
This is consistent with CWU and COTS Goals I and II and applies to our residential campus and to the
university centers.
 The department sponsors the activities of Psi Chi, the national honor society in psychology, and our
Psychology Clubs on the Ellensburg and Des Moines campuses. These organizations promote student
interaction, sponsor a speaker series, and organize student travel to attend the annual meeting of the
Western Psychological Association. The Psi Chi web site is at http://www.cwu.edu/~psych/psichi.html
and the Psychology Club web site is at http://www.cwu.edu/~psych/psychclub.html
 The department supports PSY 275, a training course for residence hall advisors.
 Our faculty makes scholarly presentations to colleagues, students, and the community attending the
Natural Science Seminar and Social Science Seminar series.
Since our last program review, two goals no longer are immediate concerns. We have improved collegial
relations within the department and our relations with the campus IRB are much smoother.
Additional Goals, M.S. in Mental Health Counseling:
See the program goals and student learning outcomes tables for this program for a complete report on our
current goals and assessment methods.
Changes since the last program review:
 This program was thoroughly reviewed and awarded initial accreditation by the Council for the
Accreditation of Counseling and Related Programs (CACREP). Changes to the program included new
procedures (e. g., orientation for internship site supervisors), formalizing procedures (e.g. student
disciplinary policies) and records-keeping (e.g., define and record skills milestones for practica).
 We separated the mental health and school counseling pro seminars to build professional knowledge
and identity in students and faculty.
 We upgraded the equipment we use to record our training clinic counseling sessions for later
supervisory review. We now use digital recording and playback equipment.
 We hired a senior faculty member for 2006-2007 in mental health counseling and school counseling to
serve as our program director. Two other faculty members with mental health and school counseling
expertise were also hired for 2006-2007.
Goals
 Move from initial CACREP accreditation to full accreditation status.
Additional Goals, M.S. in Experimental Psychology:
See the program goals and student learning outcomes tables for this program for a complete report on our
current goals and assessment methods.
Changes since the last program review:
 Evaluated and revised our program curriculum in light of our current faculty expertise, current trends
in research and doctoral programs, preparing our students for contemporary professions and doctoral
programs, and the programs of peer institutions. We revised our core and optional course selections
and reduced the program from 60 to 48 credits. We identified biopsychology, cognitive psychology,
and applied behavior analysis as productive areas for new faculty hires when the opportunities arise.
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
Hired one new tenure-track experimental psychologist (biopsychology) for 2007-2008 and three new
tenure-track experimental psychologists (applied behavior analysis, general, general/cognitive) for
2008-2009.
Goals
 Inaugurate new Applied Behavior Analysis track of the M.S. in Experimental Psychology program.
 Increase enrollment.
Additional Goals, M.S. in Organization Development (MSOD):
Changes since the last program review:
 In 2005, admissions to the MSOD program were suspended while the program underwent a separate
program review. The normal schedule of courses continued to be offered to previously admitted
students so they could all complete the program. While the program was generally commended by
internal and external reviewers, a faculty team has not been reassembled and the program is has been
suspended.
Additional Goals, M.Ed. in School Psychology/Washington State Educational Staff Associate Residency
Certificate in School Psychology:
See the program goals and student learning outcomes tables for this program for a complete report on our
current goals and assessment methods.
Changes since the last program review:
 We achieved successful state OSPI, NCATE, and NASP program approvals.
Goals
 Develop a Washington State Educational Staff Associate Professional Certificate program in school
psychology. This program would award a continuing professional certificate to school psychologists
with the initial (residency level) certificate.
 Increase ethnic and racial diversity in our students and faculty.
 Respond to recommendations from our last National Association of School Psychologists accreditation
review with appropriate program changes.
 Hire three new tenure-track school psychology faculty members, including a program director, in
2008-2009.
Additional Goals, M.Ed. in School Counseling/Washington State Educational Staff Associate Residency
Certificate in School Counseling:
See the program goals and student learning outcomes tables for this program for a complete report on our
current goals and assessment methods.
Changes since the last program review:
 We combined the degree and state certificate programs in compliance with state standards.
 We separated the mental health and school counseling pro seminars to build professional knowledge
and identity in students and faculty.
 We upgraded the equipment we use to record our training clinic counseling sessions for later
supervisory review. We now use digital recording and playback equipment.
 We added a new course in administering school counseling programs,
 We hired a senior faculty member for 2006-2007 in mental health counseling and school counseling to
serve as our program director. Two other faculty members with mental health and school counseling
expertise were also hired for 2006-2007.
 We achieved successful state OSPI and NCATE program approvals
Goals:
 Coordinate more closely with our PEAB and Educational Service District 105 to promote internships
in ethnically diverse schools.
 Seek CACREP accreditation for this program.
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Appendix F
Psychology Department Committee Assignments and Charges
2007-08
Standing Committees
Personnel Committee
Warren Street (chair, term ends 2009)
Steve Schepman (term ends 2008)
Gene Johnson (term ends 2010)
Undergraduate Curriculum Committee
Megan Matheson (chair)
Susan Lonborg
Anthony Stahelski
Marte Fallshore
Terry Schwartz
Assessment Committee
Warren Street (chair)
Steve Schepman
Megan Matheson
Kara Gabriel
Phil Tolin
Graduate Admissions Committee
Andrew Downs (chair)
Rob Brammer
Gene Johnson
Wendy Williams
MS Experimental Program Committee
Wendy Williams (chair)
Susan Lonborg
Megan Matheson
Warren Street
Kara Gabriel
Marte Fallshore
Terry DeVietti
MS Mental Health Counseling & MEd School Counseling
Program Committee
Rob Brammer (chair)
Jeff Penick
Andrew Downs
Jennifer Cates
Scott Schaefle
Error! Contact not defined. (ex officio)
MEd School Psychology Program Committee
Gene Johnson (chair)
Michelle Montgomery
Error! Contact not defined.
Undergraduate Advisement Committee
Susan Lonborg (chair)
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Owen Dugmore
Scott Schaefle
Terry Schwartz
Education Sequence Committee
Michelle Montgomery (chair)
Terry Schwartz
Jennifer Cates
Scott Schaefle
Ad Hoc Committees
ABA Interdisciplinary Track Planning Committee
Andrew Downs (chair)
Wendy Williams
Libby Street
Dan Fennerty
Robyn Downs
School Psychology Search Committee
Gene Johnson (chair)
Michelle Montgomery
Jennifer Cates
Adrian Elmo
ABA Experimental Search Committee
Andrew Downs (chair)
Wendy Williams
Libby Street
Crystal Wang
Des Moines Search Committee
Steve Schepman (chair)
Anthony Stahelski
Megan Matheson
Key Sun
Chair Advisory Committee
Phil Tolin
Terry DeVietti
Warren Street
Megan Matheson
Andrew Downs
Department Liaisons
Union Representative: Anthony Stahelski
Faculty Senators: Kara Gabriel, Michelle Montgomery.
Alternate: Rob Brammer
Library Representative: Megan Matheson
ESD Developmental Preschool Liaison: Andrew Downs
School Psychology PEAB: Gene Johnson
School Counseling PEAB: Scott Schaefle
CTL: Rob Brammer, Scott Schaefle, Michelle
Montgomery
Other Department Service
Psi Chi/Psychology Club Advisor: Rob Brammer and
Wendy Williams (co-advisors)
Department statistical advisor: Terry DeVietti
Other Department Service (continued)
Des Moines Major /Minor Program Advisor: Steve
Schepman
Lynnwood Minor Program Advisor: Ed Kingston
Pierce Minor Program Advisor: Mark Soelling
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Assessment Committee Charge
2007-2008
The Assessment Committee oversees the department's program assessment regimen, assembles assessment
data, and reports progress toward program goals for departmental action. The department's assessment
program tracks progress toward all of its goals, including not only student learning goals, but goals such as
student recruitment, faculty scholarship, student and faculty diversity, technology upgrades, library
resources, etc.
Gather or create appropriate information to complete AVP Pellett's Department/Program Goals Assessment
Plan. This will involve at least:
 Determine or revise departmental/program goals
 Identify relationship between department/programmatic goals to college and university goals
(university goals can be accessed at: http://www.cwu.edu/president/archive/goals.html)
 Identify methods of assessment for each department/programmatic goal
 Identify population or items assessed
 Identify timing/dates of assessment collection
 Identify a criterion of achievement or standard of mastery for each goal
Gather or create appropriate information to complete AVP Pellett's Student Learning Outcomes
Assessment Plan. This will involve at least:
 Determine or revise specific programmatic student learning outcomes (knowledge, skills, attitudes)
 Identify relationship between student learning outcomes and department/programmatic goals
 Identify direct and indirect methods of assessment for each student learning outcome
 Identify student population assessed (specific courses, locations, etc.)
 Identify timing/dates of assessment collection
 Identify a criterion of achievement or standard of mastery for each student learning outcome
 Be sure that learning goals and assessments are in syllabi and in provost's curriculum file.
Gather or create appropriate information to complete relevant portions of the NWCCU Department Self
Study
Personnel Committee Charge
2007-2008

Review tenure-track faculty vitae and professional records and make timely recommendations to the
dean regarding tenure, promotion, reappointment, post-tenure review and performance adjustment
(merit), with copies to the department chair and the candidate.

Meet with each new faculty member individually to discuss expectations for reappointment, promotion,
and tenure. Help identify a mentor for each new faculty member.

Review non-tenure track faculty vitae and SEOIs and make recommendations to the chair regarding
rehire decisions for the following year.
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
Other duties, as assigned by the department chair during the academic year.
Undergraduate Curriculum Committee Charge
2007-2008
One of the major tasks of the department this year is to assist with the necessary tasks required for the
upcoming NWCCU accreditation report and visit. Specifically, I would like the Undergraduate Curriculum
Committee to take on the following tasks:

Ensure that every undergraduate psychology course has a set of identified learner objectives and
assessment strategies. This will likely require that courses which haven’t been through the university’s
curriculum review process in the last 2-3 years will need to have these objectives and strategies
developed.
o It is not the task of the committee to develop the missing course objectives and strategies, but
rather to identify where they are lacking and assign the duty of updating this curriculum
information to the faculty member (or subgroup of faculty members) who teach this course on a
regular basis.
o Once the missing course objectives and assessment strategies are developed, new curriculum
forms that include this data will be needed.
o Part of this task is to ensure that all faculty who teach sections of a class, such as PSY 101, PSY
362, etc. should have the same core learner objectives and assessment strategies listed in their
syllabi. I believe that assessment strategies can be listed fairly generically so that faculty have
some freedom in using their preferred methods of assessment.

Review the transfer agreements between undergraduate psychology classes at CWU and other
Washington community colleges and universities to ensure that they are appropriate. Where necessary,
make recommendations for changes in these transfer agreements.

Review MFT results from the past several years and make recommendations for possible curriculum
changes, as needed.

Make recommendations to the department about changes in prerequisites for undergraduate courses, if
needed.

Review any proposed curriculum changes to undergraduate psychology courses or programs and assist
faculty in completing the curriculum change paperwork in a timely manner so that changes can be
approved and included in the next year’s catalog.

Promote supportive and collegial relations among faculty and students.

Other duties, as assigned by the department chair during the academic year.
Graduate Admissions Committee Charge
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2007-2008

Review graduate program admission applications. Make admission and assistantship award
recommendations to the department chair in a timely fashion.

Other duties, as assigned by the department chair during the academic year.
MS Experimental Program Committee Charge
2007-2008
One of the major tasks for the MS Experimental Program Committee is to develop a coherent assessment
plan with program goals, student learning objectives, and assessment strategies. Furthermore, the
committee is asked to do the following:

Develop a plan and rubric to assess the student learning objectives in the program. Set clear criteria for
measuring these objectives so that the program can tell whether students have met the objectives.

Implement the assessment plan and collect the assessment data on student performance.

Review and summarize the assessment data on student performance. Keep minutes of the meetings.

Prepare recommendations to the department for changes in the program, based on the assessment data.
Again, please keep minutes of the meetings.
Another major task of this committee is to ensure that the ABA track for the MS Experimental Psychology
program is ready to be fully implemented, beginning in 2008-09. This will involve the following tasks:

Preparation and submission of necessary curriculum change forms, as needed.

Make timely recommendations to the chair about when relevant courses should be offered in 2008-09 to
ensure the necessary scheduling of courses and assignment of faculty load.

Advise the chair and department of any other changes needed to ensure that the ABA track is ready to
be offered to students in 2008-09.

Make recommendations about effective strategies to advertise the new ABA track and to recruit
qualified graduate students into the program.

Prepare a brief handout for faculty about the ABA track that will assist them in advising undergraduate
students who are interested in the program.
Other tasks for this committee include:

Review the experimental program material on the psychology web site. Recommend changes and
provide revised materials as necessary.

Promote supportive and collegial relations among faculty and students
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
Provide text and possible photos for use in informational brochures about the MS Experimental
program.

Other duties, as assigned by the department chair during the academic year.
MS Mental Health Counseling and MEd School Counseling Program Committee Charge
2007-2008
One of the major tasks for the Mental Health Counseling and MEd School Counseling Program Committee
is to ensure that there is a coherent assessment plan for each program with program goals, student learning
objectives, and assessment strategies. Furthermore, the committee is asked to do the following:

If not already available, develop a rubric to assess the student learning objectives in each program. Set
clear criteria for measuring these objectives so that the program can tell whether students have met the
objectives.

Implement the assessment plan and collect the assessment data on student performance.

Review and summarize the assessment data on student performance. Keep minutes of the meetings.

Prepare recommendations to the department for changes in the program, based on the assessment data.
Again, please keep minutes of the meetings.
Other tasks for this committee include:

Continue to work towards CACREP accreditation in school counseling.

Assist the program director, as needed, in preparing documentation for NCATE, CACREP, and the
Washington State Professional Education Standards Board.

Review the graduate student handbooks for mental health counseling and school counseling and make
changes, as needed.

Review the LiveText artifacts for school counseling, make recommendations for changes (as needed),
and assist faculty and students in complying with the LiveText requirement.

Develop strategies for ensuring that the contents and process of supervision are adequately reported so
that both graduate students and faculty supervisors are protected.

Review the counseling and school counseling material on the psychology web site. Recommend
changes and provide revised materials as necessary.

Promote supportive and collegial relations among faculty and students, especially those of the clinicbased graduate programs.
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
Provide text and possible photos for use in informational brochures about the MS Mental Health
Counseling and MEd School Counseling programs, if needed.

Other duties, as assigned by the department chair during the academic year.
MEd School Psychology Program Committee Charge
2007-2008
One of the major tasks for the MEd School Psychology Program Committee is to ensure that there is a
coherent assessment plan with program goals, student learning objectives, and assessment strategies.
Furthermore, the committee is asked to do the following:

If not already available, develop a rubric to assess the student learning objectives in the program. Set
clear criteria for measuring these objectives so that the program can tell whether students have met the
objectives.

Implement the assessment plan and collect the assessment data on student performance.

Review and summarize the assessment data on student performance. Keep minutes of the meetings.

Prepare recommendations to the department for changes in the program, based on the assessment data.
Again, please keep minutes of the meetings.
Other tasks for this committee include:

Assist the program director, as needed, in preparing documentation for NCATE, NASP, and the
Washington State Professional Education Standards Board.

Review the graduate student handbook for school psychology and make changes, as needed.

Review the LiveText artifacts for school psychology, make recommendations for changes (as needed),
and assist faculty and students in complying with the LiveText requirement.

Review the school psychology material on the psychology web site. Recommend changes and provide
revised materials as necessary.

Promote supportive and collegial relations among faculty and students, especially those of the clinicbased graduate programs.

Provide text and possible photos for use in informational brochures about the MEd School Psychology
program.

Other duties, as assigned by the department chair during the academic year.
Undergraduate Advisement Committee Charge
2007-2008
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The major task of the Undergraduate Advisement Committee this year is to follow up on the tasks assigned
to this committee last year and update information as needed. These tasks include:

Discuss ways to make the advising load more equitable among faculty. Report recommendations to the
faculty and the chair.

Review and revise, if necessary, a student exit survey on advisement experience and quality.

Ensure that this survey be administered to graduating seniors in the major. Summarize and review the
results of this survey. Keep minutes of the meetings.

Prepare recommendations to the department for changes in the advising, based on the assessment data.
Again, please keep minutes of the meetings.

Review, update, and disseminate to faculty a list of advising FAQs and answers.

Other duties, as assigned by the department chair during the academic year.
Education Sequence Committee Charge
2007-08

Review LiveText assignments and rubrics for PSY 314 and PSY 315; make recommendations for
changes as needed.

Ensure that all faculty (including adjuncts) who teach PSY 314 and PSY 315 have the necessary
materials and information regarding LiveText requirements.

Review and revise the master syllabi for PSY 314 and PSY 315, as needed.

Review the LiveText data for PSY 314 and PSY 315. Keep minutes of meetings.

Prepare recommendations to the department for changes in PSY 314 and PSY 315, based on the
assessment data from LiveText. Again, please keep minutes of the meetings.

Represent the psychology department by participating in the Center for Teaching and Learning.

Advise the department chair of teacher education issues affecting the psychology department as they
arise.

Other duties, as assigned by the department chair during the academic year.
Chair Advisory Committee Charge
2007-2008
Meet with the department chair, as requested, to provide advise and guidance on a variety of department issues.
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Appendix G
Performance Standards for the Department, College, and University
Psychology Department Personnel Policies
Approved 2007
7.2.11 Department of Psychology
The psychology department serves the missions of the College of the Sciences and the
university by
 offering strong undergraduate and graduate programs of study through which students
can develop an understanding of the perspectives, content, and methods of the science
and practice of psychology,
 serving as a center for research related to human and animal behavior, and
 providing psychological and educational services to the community.
The department’s standards of faculty performance combine guidance for every faculty
member with sufficient latitude for complementary individual strengths to maximize the
effectiveness of the department as a whole. The department’s personnel policies are
intended only to address issues not covered by college and university level policies.
7.2.11.1. Instruction: Standard and Evaluation
Teaching assignments. The department chair assigns teaching responsibilities to faculty
members in conformity with college and university policies, the collective bargaining
agreement, and the department’s mission. Within these strictures, faculty expertise,
experience, balance within and between faculty members, and individual preferences are
considered by the chair when making assignments.
Individual instruction. With the approval of the department chair and dean, faculty
members may offer instruction to individual students by enrolling the student for credits in
Individual Study, Directed Research, Thesis, and similar courses. The portion of a faculty
member’s work load credited to individual instruction is subject to approval by the
department chair and will not exceed 6 work units per year. Arranged courses and PSY
340 (Teaching of Psychology) credits do not count toward workload units. The need to
support the department’s scheduled classes takes precedence over individual instruction.
Student advising. Each faculty member is expected share equally providing academic
advice to the department’s undergraduate and graduate students.
Practicum supervision. The demands of graduate clinical practicum supervision warrant a
higher faculty/student ratio per work unit than typical group courses. The department
maintains standards of clinical supervision loads consistent with those of national
accrediting bodies.
Licensure. Professional licensure or certification, and related continuing education activity,
may be appropriate to some of the instructional roles in the psychology department. The
department recognizes a need to support faculty members who have these obligations,
within the limitations of state law and university policies.
Evaluation. In addition to the teaching evaluation mechanisms described in college and
university policies, the department conducts a peer review session in the spring of the year.
Small groups of faculty review a common facet of each other’s instructional methods.
7.2.11.2. Research and Scholarly Activity: Standard and Evaluation
The policies of the college and university are sufficient to describe the research and
scholarly expectations of the department’s faculty. We encourage the development of a
coherent and enduring theme that guides one’s research and scholarship. We value
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collaborations with colleagues and engaging students in our research and publications.
Faculty members are encouraged to seek external funding for their scholarly activities.
Evaluation. The department’s evaluation procedures are consistent with college and
university policies.
7.2.11.3. Service: Standard and Evaluation
Accreditation. Faculty members in programs that must meet external accreditation
standards participate in accreditation-driven activity. This special service is recognized in
their overall service assignment.
Committee service. Each faculty member is expected to share equally in the work of the
standing and ad hoc committees of the department and university. Service to student clubs
is considered part of this activity. Where needed, faculty members serve as liaisons to
extradepartmental bodies, such as the Center for Teaching and Learning Executive
Committee, or the Professional Education Advisory Boards.
Program administration. Faculty assignments to departmental program administration are
recognized in the faculty member’s workload plan.
Evaluation. The department’s evaluation procedures are consistent with college and
university policies.
7.2.11.4. Discipline specific standards for title, rank and tenure
The department’s policies regarding title and rank are consistent with college and
university policies.
Tenure. The decision to award tenure to a faculty member signals a mutual commitment by
the university and the faculty member to continuous support and productivity in a career of
teaching, scholarship, and service. A tenure decision is based on assessment of the
candidate’s entire professional record. In addition to assessment of teaching, scholarship,
and service, contributions to the welfare and effectiveness of the department, as well as to
an atmosphere of collegiality, are given weight in these deliberations.
Benchmarks to Tenure: The following represents a recommended set of benchmarks in the
tenure process:
Years 1 and 2
Candidate Responsibilities
 Prepare instructional plans and materials for new courses.
 Advise students as assigned by the department.
 Establish research infrastructure
 Develop a written research agenda for discussion with the department chair.
 If appropriate, submit grant proposals and establish funding.
 Continue lines of scholarship with publication of work executed at previous
institutions or develop new interests, to a point where new Category A or B
products are forthcoming in the second year.
 Perform assigned department service.
 Serve as member of masters’ thesis committees. Begin to chair masters’
thesis committees as soon as graduate faculty status is awarded.
Departmental Responsibilities
 Provide release time to initiate scholarship in first year.
 Work with administration to provide appropriate facilities and resources to
establish research program.
 Identify external programs and resources for research program support.
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


Provide evaluation and, as needed, mentoring for teaching and scholarship.
Engage in peer review of instruction.
Provide annual feedback and specific recommendations on progress toward
tenure.
Years 3 & 4
Candidate Responsibilities
 Demonstrate response to self-, peer-, and student assessment of instruction.
 Advise students as assigned by the department.
 Actively mentor student research.
 Submit results of research performed at CWU for peer-reviewed Category A
publication(s).
 Revise research agenda to reflect initial findings, growth, and new
opportunities or ideas.
 Expand service contributions at the college or university level.
 Establish external service roles, such as activity in professional associations,
editorial service, etc.
 Continue to serve as member and chair of masters’ thesis committees
Departmental Responsibilities
 Acknowledge and commend faculty contributions.
 Enhance the campus-wide visibility of faculty contributions.
 Continue support for grant submissions, as needed.
 Engage in peer review of instruction.
 Provide annual feedback and specific recommendations on
progress toward tenure.
Years 5 & 6
 Continues the pattern of years 3 and 4, with more consistent and independent
teaching, scholarly, and service accomplishments.
 Begins to take the lead in appropriate department and university activities
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COLLEGE OF THE SCIENCES
POLICY MANUAL
6. Performance Review
The performance of COTS faculty and staff is periodically reviewed in conformance with accreditation standards,
university policy, and state law. This review supports effective job performance and identifies areas where
professional development would be beneficial to the university; it is coordinated at the college level.
7.1. College Standards for Faculty Review
Tenured and tenure track faculty members are reviewed for reappointment, tenure, promotion, award of merit, and
ongoing professional development after tenure. The process and schedules for each type of review are specified in
the collective bargaining agreement (CBA Article 20.2), the Academic Affairs policy manual, and the Academic
Affairs annual calendar; the required materials are detailed on the COTS cover sheet appropriate to each type of
review. The office of the provost maintains the official copy of the Professional Record for COTS faculty.
Notification of required periodic review follows the timelines laid out in the annually published academic affairs
calendar.
In conformance with university standards, review of tenured and tenure-track faculty centers on the three required
performance areas: instruction, scholarship, and service. Work performed in all three areas is expected to meet
professional standards including collegiality. Non-tenure track faculty and phased retirees are evaluated for
instruction; other duties are evaluated when they are part of their contract.
7.1.1. Instruction: Standard and Evaluation
7.1.1.1. Effective instruction is the central element of faculty work.
7.1.1.2. Effective instruction requires thoughtful and responsive course design, development of
appropriate instructional techniques, articulation of student learning objectives, assessment of
student learning, and maintenance of the completeness and currency of a faculty member’s
understanding of his or her discipline. Effective teaching is shaped by formal evaluation and by
ongoing professional development.
7.1.1.3. The college values multiple modes of instruction and recognizes that student learning occurs in a
variety of field, laboratory, research, classroom, and other settings and contexts. Delivery of
instruction and its evaluation should reflect this diversity.
7.1.1.4. The administration of the Student Evaluation of Instruction (SEOI) is required in all courses with
five or more students. Departments and individual faculty may develop their own instruments and
means of teaching evaluation to complement but not to replace the SEOI.
7.1.1.5. Departments must retain summaries of SEOI including transcription of written comments, using
the university’s SEOI forms and other evidence of teaching effectiveness, in accordance with
college and department policies.
7.1.1.6. In conformance with accreditation standards, all teaching faculty are evaluated using multiple
methods that typically include student evaluation, peer evaluation through classroom observation,
review of syllabi and/or course materials, self-reflection, and assessment of student learning
objectives. The instruments and results of evaluation are included in the personnel file.
7.1.1.7. Non-tenure track faculty members are expected to maintain effective teaching, as demonstrated
through such evaluation.
7.1.1.8. Candidates for reappointment shall demonstrate concrete evidence of effective teaching and
professional growth.
7.1.1.9. Candidates for tenure shall demonstrate a pattern of productivity that demonstrates effectiveness
in teaching and promises sustained productivity throughout their career.
7.1.1.10. Candidates for promotion are evaluated in accordance with the University Faculty
Performance Standard. Effective teaching demonstrated through the evaluation specified in
7.1.1.6 and through progressive professional growth is required for promotion to Associate
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Professor. Teaching that consistently exceeds expectations and commands the respect of faculty
and students is required for promotion to professor.
7.1.1.11. Faculty members undergoing post-tenure review are expected to maintain these rankappropriate levels of performance in teaching.
7.1.2 Research and Scholarly Activity: Standard and Evaluation
7.1.2.1. Research and scholarly activity are essential duties of university faculty, and are valued for
their contribution to instruction, service, professional development, and the advancement of
knowledge. Scholarship takes many forms and is characterized by validation of rigor and
dissemination outside the university.
7.1.2.2. University and accreditation standards recognize publication in national peer-reviewed venues
as an essential form of such validation and dissemination for all faculty members. These
correspond to Category A products identified by the University Faculty Performance Standard or
discipline-specific, equivalent products established by departmental standards that have been
approved at the college and university levels.
7.1.2.3. Other forms of faculty scholarship enrich the intellectual life of the faculty, the students, and
the university. These correspond to “other products” identified by the University Faculty
Performance Standard, herein referred to as Category B products or discipline-specific, equivalent
products established by departmental standards that have been approved at the college and
university levels.
7.1.2.4. In the context of the University Performance standard, departments may establish disciplinespecific faculty scholarship standards that support the programmatic goals of the department.
These standards require approval of the dean and provost.
7.1.2.5. Candidates for reappointment shall demonstrate concrete evidence of progress towards
scholarly contributions.
7.1.2.6. Candidates for tenure shall demonstrate a pattern of productivity that demonstrates substantive
scholarly contributions and promises sustained productivity throughout their career.
7.1.2.6.1. This record should include regular contributions in both 7.1.2.2 and 7.1.2.3 above.
7.1.2.6.2. Among the regular contributions, at least one category A product shall demonstrate the
candidate’s ability to initiate scholarly work at CWU and lead it to peer-reviewed
dissemination.
7.1.2.6.3. The pattern of productivity is further substantiated by evidence of projects in different stages
of development.
7.1.2.7. Candidates for promotion shall provide evidence of regular and substantive contributions of
peer-reviewed scholarly work in the categories listed in 7.1.2.2 or comparable products when
these have been established by university-approved department personnel standards. These
products shall be complemented by scholarly activities such as those listed in 7.1.2.3 in
accordance with the University Faculty Performance Standard. Faculty members are especially
encouraged to mentor students in research leading to external dissemination.
7.1.2.8. In accord with accreditation standards, all tenured faculty members are expected to sustain
scholarly activity, during any given post-tenure review period. The balance of instruction,
scholarship, and service may evolve throughout an individual’s career and performance
expectations in each category are established through the workload plan that is assigned by the
department and approved by the dean.
7.1.2.9. When departments request the evaluation of scholarship by external experts as part of the
tenure, promotion, or post-tenure review consideration special procedures for soliciting and
handling external evaluations apply. These are detailed in 7.2.5.
7.1.3. Service: Standard and Evaluation
7.1.3.1 Service is an essential element of faculty life; faculty service contributes expertise and effort to
departments, the university, professional communities of scholars, and the citizenry.
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7.1.3.2. University service is assigned in accordance with university policy. The dean, in consultation
with the department chair, assigns college level service. The department chair assigns department
level service.
7.1.3.3. Service activities are defined in CBA Article 13.3.3 and may include participation in university
governance, public lectures, service as chair or program director, unremunerated consultancies,
community activities related to one's discipline, advisement of student organizations, service to
professional organizations, and contributions to department operations and activities. Faculty
members are especially encouraged to mentor and collaborate with students in community
service. Departments may establish tailored guidelines for appropriate types and levels of
discipline-specific faculty service activities established by departmental standards that have been
approved at the college and university levels.
7.1.3.4. Faculty members are responsible for providing documentation of service activities and
contributions in their professional files.
7.1.3.4.1 Candidates for reappointment shall demonstrate progressive growth towards appropriate
service contributions.
7.1.3.4.2 Candidates for tenure shall demonstrate a pattern of productivity that demonstrates
appropriate contributions in service and promises sustained productivity throughout their career.
7.1.3.4.3 Candidates for promotion are evaluated in accordance with the University Faculty
Performance Standard, which requires a substantive contribution to university, professional and/or
community service for promotion to Associate Professor, and sustained contributions to university
life, and increasing service to professional organizations and/or the community for promotion to
Professor.
7.1.3.4.4. Faculty members undergoing post-tenure review are expected to sustain contributions in
university, professional and community service appropriate to their discipline, tenure, and rank.
7.2.
Departmental Performance Standards
University-approved standards guide evaluation of each faculty member by the department personnel committee
and the department chair. These are developed in accordance with 20.1.1 of the CBA, and require approval of the
dean and the office of the provost.
Departmental standards for reappointment, tenure, and promotion, and for post-tenure review shall align with the
university and college standards. The department will ensure that its personnel policy document is consistent with,
and in no case less stringent than college and university provisions. Periodic revision may be required.
Modification of approved criteria for reappointment, tenure, promotion, or post-tenure review for an individual
position may sometimes be warranted. A split appointment between science education and a discipline department is
a typical example. The modified criteria are agreed upon by the faculty member, the department chair in consultation
with the department personnel committee, and the dean; and approved in advance by the provost. Approval at all
levels must be in writing (Collective Bargaining Agreement, section 27.3) and the modification must be stipulated in
documents such as the initial contract letter or subsequent letters of agreement.
Performance standards will be posted at http://www.cwu.edu/~cots/facultyforms.html and linked below, as they
are approved:
7.2.1 Performance Standard - Department of Anthropology & Museum Studies
7.2.2 Performance Standard - Department of Biological Sciences
7.2.3 Performance Standard - Department of Chemistry
7.2.4 Performance Standard - Department of Computer Science
7.2.5 Performance Standard - Department of Geography & Land Studies
7.2.6 Performance Standard - Department of Geological Sciences
7.2.7 Performance Standard - Department of Law & Justice
7.2.8 Performance Standard - Department of Mathematics
7.2.9 Performance Standard - Department of Physics
7.2.10 Performance Standard - Department of Political Science
7.2.11 Performance Standard - Department of Psychology
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7.2.12 Performance Standard - Department of Sociology
7.3.
Professional Record
7.3.1. For all performance reviews, it is the candidate’s responsibility to assemble and present an appropriate
portfolio of accomplishments during the review period, known as the professional record. The
professional record provides documentation of performance in all three areas of evaluation, making
clear the relationship between supporting materials and the evaluation categories and criteria.
7.3.2. The professional record is prepared using a standardized format. The period under review and
appropriate materials vary among some review processes; the appropriate materials and review period
are specified on the record cover sheet. The dean’s office distributes a binder at the time of the initial
reappointment review or upon request, and this should be reused during subsequent review. Format
specifications for preparing the professional record can be found in Appendix A of this document.
Required forms may be found on the College of the Sciences web site,
http://www.cwu.edu/~cots/docs/docs.html.
7.3.3. Professional records submitted in support of reappointment, tenure, and post-tenure review should
include all performance evaluations, at all levels, since the initial hire. Promotion considers the record
of accomplishments in current rank at CWU, and the professional record must contain all performance
evaluations at all levels for that period. Previous experience may be relevant in establishing a
sustained record of productivity but the criteria for promotion to a particular rank must be met during
the period under consideration. The period for consideration of merit is specified at the university
level.
7.3.4. Colleagues, students, and others familiar with the candidate’s work are permitted to submit letters that
attest to specific contributions or qualities of the candidate relevant to their performance in any of the
three evaluation areas. These letters may be submitted to the chair or personnel committee prior to the
deadline for file submission.
7.3.5. Upon completion of the review process, professional records will be maintained in the office of the
provost. Each faculty member should retain a copy of his or her professional record and the portfolio
of supporting materials.
7.4.
Review Deadlines, Revision of Departmental Performance Standard, and External Letters
7.4.1. Eligibility for personnel action is established in the collective bargaining agreement. Deadlines for
personnel evaluation and action are published in the Academic Calendar for each year. Responsibility
for meeting deadlines rests with the faculty member. The academic calendar may be found online at
http://www.cwu.edu/~provost/schedulecalendar.htm
7.4.2. Recommendation of candidates for reappointment, promotion, tenure, or post-tenure review by tenured
department faculty, department personnel committee, chairs, the college personnel committee, and the
dean are based on the candidate’s submitted Professional Record, consistent with department, college,
and university standards and other factors.
7.4.5. Solicitation of an external evaluation of scholarship for tenure, post-tenure review, or promotion
decisions by the department, dean, or office of the provost must adhere to a routine and clearly
specified process. When such evaluation is solicited, opinions from a mix of experts in the relevant
sub-discipline are required. The request should identify the activities for which an evaluation is
solicited (scholarship), and provide a portfolio that supports the requested evaluation. The candidate
may suggest some such experts; a department specified proportion of not less than half of the solicited
evaluations must be from people whose names are not provided by the candidate. In support of the
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confidentiality and objectivity of such evaluation, the letters will be kept in a sealed envelope in the
faculty member’s professional file in the office of the provost. Only those who formally recommend a
personnel action may access the evaluations of the candidate during the review process. The letters
will not be made available to the candidate.
7.5.
Levels of Review
The department personnel committee, the chair, the college personnel committee, the dean, and the office of
the provost provide official recommendations in personnel decisions as specified in CBA Articles 9, 10, and
13. Faculty members who participate in professional education programs may also seek review by the
Center for Teaching and Learning.
7.5.1 Department Personnel Committee
7.5.1.1 Committee Membership: The department personnel committee comprises at least three
voting members of appropriate rank, and is established in accord with CBA Article 20.5.1.
7.5.1.1.1 Faculty members with formal assignment to Science Education may request that a
special appointment be made to the department personnel committee from that program.
7.5.1.1.2 The dean nominates and the provost appoints special ad hoc committee members in
accordance CBA Article 20.5.3.
7.5.1.2 Department review for reappointment, tenure, promotion, and post-tenure review follows the
process established in CBA Article 20.6.2.
7.5.1.3 As part of the formal review process, the department personnel committee reviews and
evaluates the work of candidates for reappointment, tenure, promotion, and post-tenure review
(CBA Article 20); and also reviews performance in the assigned workload for all non-tenure
track faculty (CBA Article 10.2). The committee uses university, college, and department
standards as the basis for evaluation and recommendation (CBA Article 20.1). The personnel
committee makes separate written evaluation and recommendation to the dean.
7.5.1.4 After recommending on reappointment or post-tenure evaluation, the personnel committee
will meet with each candidate to discuss performance and professional plans.
7.5.2 Department Chair
7.5.2.1. The chair meets with each new faculty member during his/her first quarter at CWU in order
to orient her/him concerning reappointment, tenure, promotion, and post-tenure review
procedures and expectations. The chair also provides copies of student evaluation forms,
describing how they are administered and maintained in the department as well as explaining
their role and significance in reappointment, tenure, promotion, and post-tenure review
decisions.
7.5.2.2 Department chair review for reappointment, tenure, promotion, and post-tenure review
follows the process established in CBA Article 20.6.2.
7.5.2.3 As part of the formal review process, the chair evaluates the work of candidates for
reappointment, tenure, promotion, and post-tenure review (CBA Article 20); and also reviews
performance of the assigned workload for all non-tenure track faculty (CBA Article 10.2). The
chair uses university, college, and department standards as the basis for evaluation and
recommendation (CBA Article 20.1). The chair makes separate written evaluation and
recommendation to the dean.
7.5.2.4 After recommending on reappointment or post-tenure evaluation, as well as periodically
throughout the year, the chair will meet with each candidate to discuss performance and
professional plans.
7.5.3 College Personnel Committee
7.5.3.1 College Personnel Committee membership eligibility and appointment is detailed in CBA
Article 20.5.2 and Section 1.2.2 of this manual.
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7.5.3.2 College level review for tenure and promotion follows the process established in CBA Article
20.6.2.
7.5.3.3 As part of the formal review process, the college personnel committee reviews and evaluates
the work of candidates in the areas of instruction, scholarship, and service for tenure and
promotion (CBA Article 20). The committee uses university, college, and department
standards as the basis for evaluation and recommendation (CBA Article 20.1). The college
personnel committee makes separate written evaluation and recommendation to the dean.
7.5.3 Dean
7.5.3.1 As part of the formal review process, the dean reviews and evaluates the work of candidates
for reappointment, tenure, promotion, and post-tenure review (CBA Article 20).
7.5.2.3 The dean uses university, college, and department standards as the basis for evaluation and
recommendation (CBA Article 20.1). The dean conveys college and department level
recommendations to the provost.
7.5.2.4 The dean’s review for reappointment, tenure, promotion, and post-tenure review follows the
process established in CBA Article 20.6.2.
7.6.
Performance Adjustment
The Performance Adjustment process is specified at the University level. The college Structured Performance
Record may also be required, if not specified.
7.7.
Chair Review
The dean initiates review of the department chair, required annually by university policy. A form for chair review is
available on the college web site.
7.8.
Staff Review
7.8.1.
State law and university policy require a Performance & Development Plan and annual review for
classified staff. This review is typically conducted by the chair and is forwarded to the dean during
spring quarter. Human Resources provides a standard format for this review.
7.8.2.
University policy requires annual evaluations for exempt employees. This review is typically
conducted during spring quarter. Exempt employees are evaluated in the elements of their position
descriptions, or according to the tasks specified by grants and contracts. The review is conducted by
the supervisor or chair, and is forwarded to the dean during spring quarter.
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UNIVERSITY FACULTY PERFORMANCE STANDARD
FOR REAPPOINTMENT, TENURE, PROMOTION,
AND POST-TENURE REVIEW
Central Washington University faculty members contribute to the mission and goals of the university in the
three areas of faculty work: instruction, scholarship, and service. This work is framed by university and
program accreditation standards and conducted with collegiality and professionalism (CBA Article 11).
College criteria for faculty performance in these areas will reflect disciplinary standards within the college.
Department criteria will, in turn, align with college and university criteria and standards. Professional
librarians shall constitute a college for administrative purposes, in accordance with CBA Article 13.4.4.
Tenure and/or Promotion in Rank:
Tenure is the right to continuous appointment at the University with an assignment to a specific department
in accordance with the provisions of CBA Article 9.2. The tenure decision is based upon faculty
performance and the potential benefit to the university. Performance towards tenure is annually reviewed
through the reappointment process. A positive tenure review requires a pattern of productivity that
promises sustained contributions in all three areas of faculty performance throughout a career, and is based
on the benefits to the university of entering into the commitment to tenure. For an Assistant Professor,
tenure is awarded with promotion to Associate Professor.
Promotion to the rank of Associate Professor recognizes an established record of effective teaching, a
demonstrated ability to lead independent, peer-reviewed scholarship to dissemination outside the
university, and a substantive contribution to university, professional and/or community service.
Promotion to the rank of Professor recognizes excellent teaching that commands the respect of the faculty
and students; an accumulated record of superior peer-reviewed scholarship since the previous promotion;
and sustained contributions to university life, and increasing service to professional organizations and/or
the community.
Post-tenure review
Post-tenure review assures continued performance in assigned areas of faculty work at appropriate rank and
consistent with the university mission and accreditation standards. Performance in the three areas of
faculty work is typically expected during any three-year post-tenure review cycle.
College and department standards will articulate discipline-specific expectations for tenure, promotion, and
post-tenure review.
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PERFORMANCE
Instruction:
Effective instruction is the central element of faculty work. It requires thoughtful and responsive course
design, development of appropriate instructional techniques, articulation of student learning objectives,
assessment of student learning, general advising, and is informed by active scholarship. Effective teaching
is shaped by formal evaluation using multiple measures and by ongoing professional development.
Instruction activities are specified in Article 13.3.1 of the Collective Bargaining Agreement.
College and department standards shall articulate multiple measures of review that include peer evaluation
of content, pedagogy, and responsiveness to assessment; student feedback; and other measures appropriate
to the content area.
Scholarship:
Faculty scholarship informs instruction and service, contributes to professional development, and advances
knowledge. It includes sustained professional activities leading to regular publication, performance, formal
presentation, or external funding in the field of the faculty member’s academic assignment. It may include
contributions in the four basic areas of discovery, integration, application and teaching, as appropriate to
that assignment. Scholarship is characterized by external peer review and dissemination outside the
university.
Scholarship activities are specified in Article 13.3.2 of the Collective Bargaining Agreement.
College standards shall articulate periodically expected activities in two or more categories.
Category A includes disciplined-recognized products that are formally peer-reviewed and disseminated
outside the university. e.g.:
 refereed journal articles
 research monographs
 scholarly books and chapter
 textbooks
 juried exhibitions and performances
 peer-reviewed external grant (for the lead principal investigator)
Another category or other categories specified by the colleges include formal activities that lead to or
support such products or other scholarly contributions, e.g.:
 peer-reviewed conference proceedings
 proposal submission for peer-reviewed external grant (lead principal investigator)
 serving as co-investigator or co-principal investigator on funded external peer-reviewed grant
 principal investigator on other grants and contracts
 authoring publicly available research and technical papers
 conference presentations
 textbook chapters
 externally published study guides
 book reviews
Department standards shall align with university and college criteria.
Service:
Faculty service contributes academic and professional expertise and effort to the university community, to
professional communities of scholars, and to the citizenry.
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University, professional, and public service activities are specified in Article 13.3.3 of the Collective
Bargaining Agreement.
College and department standards shall articulate professional and public service activities appropriate to
the academic discipline, and the basis for their evaluation.
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Appendix H
Faculty Vitae
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