Central Washington University
College of the Sciences
Department of Psychology
January, 2004
Prepared by the Faculty and Staff of the Department of Psychology
___________________________
______________________________
Warren R. Street
Chair, Department of Psychology
M. Meghan Miller
Dean, College of the Sciences
Department of Psychology
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Department of Psychology
Verification of Faculty Review
Each full-time faculty member of the Department of Psychology has been asked to sign the following statement:
My signature below verifies that I have had the opportunity to see and read the department’s self-study report, as
submitted.
Signature
Date
Neal A. Bowen, PhD
Terry L. DeVietti, PhD
J. Phillip Diaz, PhD
Andrew M. Downs, PhD
W. Owen Dugmore, PhD
James L. Eubanks, PhD
Marte Fallshore, PhD
Roger S. Fouts, PhD
Karen Hendricks, PhD
Eugene R. Johnson, EdD
Sally Kennedy, PhD
Susan D. Lonborg, PhD
Megan D. Matheson, PhD
Jeffrey M. Penick, PhD
Stephen B. Schepman, PhD
3
Department of Psychology
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Department of Psychology
Verification of Faculty Review
Each full-time faculty member of the Department of Psychology has been asked to sign the following statement:
My signature below verifies that I have had the opportunity to see and read the department’s self-study report, as
submitted.
Signature
Date
Terrence J. Schwartz, PhD
John L. Silva, PhD
Mark Soelling, PhD
Robert Sorrells, PhD
Anthony J. Stahelski, PhD
Stephanie Stein, PhD
Elizabeth M. Street, EdD
Warren R. Street, PhD
Philip Tolin, PhD
Lisa L. Weyandt, PhD
Wendy A. Williams, PhD
5
Department of Psychology
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Department of Psychology
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CENTRAL WASHINGTON UNIVERSITY
DEPARTMENT OF PSYCHOLOGY
PROGRAM REVIEW, 2003-2004
Table of Contents
I.
Departmental Mission and Goals .......................................................................................................................9
Departmental Mission: General Overview ..................................................................................................9
Program Goals, Activities, and Assessment Strategies ...............................................................................9
1.
Assure the presentation of high quality degree and certificate programs ...........................................9
2.
Enhance the climate of productive faculty scholarship .......................................................................13
3.
Maintain and enhance the infrastructure for the Psychology Department to optimize support for
instruction and scholarship. ..............................................................................................................................14
4.
Serve as a center for psychological and educational services to the community and region. ...........15
C.
Centrality/Essentiality.................................................................................................................................15
1.
Centrality of the psychology program to the expected operations of a comprehensive university..15
2.
Promotion of the university’s six strategic goals within the psychology department .......................16
3.
Promotion of the mission and goals of the College of the Sciences within the psychology
department. ........................................................................................................................................................19
D.
Departmental Governance System .............................................................................................................27
II. Description of Programs ......................................................................................................................................29
A. General Description ..........................................................................................................................................29
1.
Baccalaureate (B.A.) Degree in Psychology .........................................................................................30
2.
M.S. in Experimental Psychology ..........................................................................................................31
3.
M.S. in Counseling Psychology ..............................................................................................................32
4.
M.S. in Organization Development (MSOD) .......................................................................................32
5.
M. Ed. in School Counseling ..................................................................................................................32
6.
M.Ed. in School Psychology ...................................................................................................................33
7.
Certification Programs in School Psychology and School Counseling ...............................................33
8.
General Education Program ..................................................................................................................33
9.
Teacher Preparation Program ..............................................................................................................34
10.
Continuing Education ............................................................................................................................35
11.
Summer Session ......................................................................................................................................35
12.
Service to Other Programs ....................................................................................................................35
B.
Currency of Curriculum .............................................................................................................................37
1.
B.A. in Psychology ..................................................................................................................................37
2.
M.S. in Counseling Psychology ..............................................................................................................40
3.
M.S. in Experimental Psychology ..........................................................................................................41
4.
M.S. in Organization Development .......................................................................................................41
5.
M.Ed. in School Counseling ...................................................................................................................42
6.
M.Ed. in School Psychology ...................................................................................................................42
7.
Certificate in School Psychology and Certificate in School Counseling ............................................43
8.
Standards of Ethical Conduct ................................................................................................................43
C. Curriculum Review Process .............................................................................................................................44
D. Effectiveness of Instruction ..............................................................................................................................46
1.
Effectiveness of the department’s instructional methods. ...................................................................46
2.
Information technologies faculty regularly and actively utilize in the classroom. ............................48
E.
Quantitative Measures ................................................................................................................................ 48
1.
FTES ........................................................................................................................................................48
2.
Number of graduates from each department-based degree program ................................................49
F.
Efficiency Measures ....................................................................................................................................51
1.
Student-Faculty Ratio (FTES/FTEF) ....................................................................................................51
A.
B.
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G.
1.
2.
3.
4.
5.
6.
III.
A.
B.
C.
D.
E.
1.
2.
F.
IV.
A.
B.
C.
D.
E.
V.
A.
B.
1.
2.
C.
VI.
A.
B.
C.
VII.
A.
VIII.
8
Average class size ....................................................................................................................................51
Assessment of Students and Programs ......................................................................................................52
Assessment of students entering the program. .....................................................................................52
Assessment of students leaving the program. .......................................................................................53
Post-Graduation Data ............................................................................................................................56
Faculty involvement in assessment ........................................................................................................58
Effect of program assessment on curriculum, faculty, and resources. ...............................................59
Assurance of completion of assessment activities. ................................................................................60
Faculty ..........................................................................................................................................................60
Faculty Profile .............................................................................................................................................60
Faculty Professional Records .....................................................................................................................62
Teaching Effectiveness ................................................................................................................................ 62
Scholarly Activity ........................................................................................................................................63
Service Activity ............................................................................................................................................63
Committee memberships ........................................................................................................................63
Professional organizations .....................................................................................................................64
Student Research Supervision ....................................................................................................................64
Students ........................................................................................................................................................65
Numbers of majors/program ......................................................................................................................65
Numbers served in general education, education, supporting courses ...................................................65
Student accomplishments ............................................................................................................................67
Advising services for students ....................................................................................................................71
Other student services .................................................................................................................................72
Library and technological resources..........................................................................................................72
Library Requirements and Adequacy of Services ....................................................................................72
Information literacy proficiencies expected of students ...........................................................................73
Instruction in information literacy ........................................................................................................73
Assessment of information literacy proficiency ...................................................................................74
Instructional and research technology resources .....................................................................................74
Reflections ....................................................................................................................................................75
Department accomplishments ....................................................................................................................76
Department challenges ................................................................................................................................ 77
Suggestions for improvement .....................................................................................................................78
Future directions ........................................................................................................................................79
Future directions and needed resources ....................................................................................................79
Suggestions for the program review process or contents of the self-study .............................................80
Department of Psychology
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CENTRAL WASHINGTON UNIVERSITY
DEPARTMENT OF PSYCHOLOGY
PROGRAM REVIEW
JANUARY 2004
I. Departmental Mission and Goals
A.
Departmental Mission: General Overview
The Department of Psychology offers an important behavioral science component of the
university's liberal arts and professional preparation curricula. Major courses of study at both the
undergraduate and graduate levels provide instruction and experiences through which students
develop an understanding of the perspectives, content, and methodology of the science and practice
of psychology. Psychology courses in the general education sequence provide a broader world view
for undergraduate students through an objective understanding of thought and behavior.
Psychology courses, required for majors other than psychology, provide students in those majors
with knowledge and skills that are instrumental to effective action in their areas of study.
Psychology courses in the education sequence provide theoretical and scientific background for
teacher candidates. Consistent with the mission of the university, the department is dedicated to
reflecting the diverse population of the state. Through its programs at university centers in Yakima,
SeaTac, Lynnwood, Pierce County, and Wenatchee, the department provides courses to placebound students in the western and central regions of the state. The department also serves as a
center for scholarly inquiry related to human and animal behavior and places great emphasis on the
importance of research and of student/faculty collaborative scholarship. Finally, the department is
committed to providing psychological and educational services that respond to the needs of the
community.
B.
Program Goals, Activities, and Assessment Strategies
1. Goal: Assure the presentation of high quality degree and certificate programs
a. Sub-Goal: Evaluate and revise academic programs, as appropriate
i.
Activity or Assessment: The department routinely assesses its programs. The
department has standing committees for its undergraduate major and each of its
graduate programs (see Appendix I). Each committee is routinely charged with
program review. Proposed changes are based on current directions in the field, to our
end-of-major exam, graduate surveys, and employer feedback, and to our array of
professorial expertise. In the last five years, for example, the department has added
new courses in applied physiological psychology, cognitive psychology, and
evolutionary psychology. We have also discontinued several obsolete courses. We
have expanded the content of some courses to include greater emphasis on cultural
diversity and ethics. Program requirements have changed to reflect changing
standards in undergraduate and graduate education and professional certification.
These changes are described in detail elsewhere in this document.
ii. Activity or Assessment: The department frequently considers establishing criteria for
entry into the major. Entry requirements have been imposed and removed at various
times in the institution’s history and we currently have no entry requirements. The
Undergraduate Curriculum Committee is investigating the feasibility and impact of
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(a) requiring students to complete their basic English and Math requirements (ENG
101 & 102; MATH 101, 163.1, 163.2, 164.1, 170, or 172,1; MATH 130.1) before
entry to the major, and (b) establishing a minimum GPA for entry to the major.
iii. Activity or Assessment: We utilize assessment information in revising our major.
Current activities of the Undergraduate Curriculum Committee include a review of
the major core courses and course ‘clusters’. Clusters are groups of topically related
classes, and majors must take at least one class from each cluster. Our students’
scores on the Educational Testing Service’s Major Field Test (MFT) in psychology
will be one factor considered in determining the adequacy of the core and clusters, as
they currently exist. The Committee also will be investigating the desirability of
instituting a capstone course for senior Psychology majors, and whether any existing
course could perhaps fill this role.
iv. Activity or Assessment: We are preparing our M. S. in Counseling Psychology
program for accreditation evaluation by the Council for Accreditation of Counseling
and Related Educational Programs.
For many years, our M.S. program in mental health counseling has been designed
with a curriculum that aligns with the standards of the Council for Accreditation of
Counseling and Related Educational Programs (CACREP). The department has voted
to pursue full CACREP accreditation. A four-person committee is currently
assembling required documentation, and we will soon be able to consider the
curriculum changes, if any, needed to meet the standards for accreditation.
Thus, we are currently in the first stage of the process of applying for accreditation.
This involves the program's internal assessment and evaluation of how the CACREP
standards are implemented and met. The results of this evaluation will be compiled in
a self-study report, appended with supporting documentation, and submitted to
CACREP for an external review.
In the second stage, CACREP will perform an external review of the program to
determine compliance with the standards. Following an initial review of the self-study
report, a site visit will take place to validate the responses provided in the self-study
report by reviewing additional documentation, visiting relevant facilities and sites,
and interviewing students, graduates, faculty, administrators and clinical supervisors.
Achievement of this goal will be assessed by CACREP’s review of our documents
and a site visit.
v. Activity or Assessment: We have maintained our status as a National Association of
School Psychologists accredited program in school psychology. We are currently
fully accredited under the 1994 standards and are moving toward implementation of
the 2000 standards by the time of our next full review in December 2005.
vi. Activity or Assessment: We incorporate new state standards in school counseling and
school psychology graduate programs to maintain our Washington State Educational
Staff Associate (ESA) granting authority in these areas. Our procedures are described
in detail in Section II.C, below.
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vi. Activity or Assessment: We strive to attract more students, and more highly qualified
students, to our undergraduate and graduate degree programs. Our department’s
recruiting efforts are generally confined to participation in campus-based department
fairs for new students, transfer students, and continuing students. We direct inquiring
high school students to an extensive body of information on our department web site.
Prospective graduate students receive a department-approved packet from the Office
of Graduate Studies and a letter from our department. We respond to email inquiries
with an informative email and links to helpful web pages. We have recently begun an
exchange with Western Washington University that allows us to inform WWU
students about our graduate programs.
We have developed our own department brochures and fliers that describe our
undergraduate and graduate programs and we will be working with the university’s
media production office to upgrade them to the campus standards of professional
appearance. The university adopted a new publication format earlier this year.
We need to continue to update our web site, add meta tags that will draw search
engines to the site, and provide some photographic content that reflects our emphasis
on mentoring student research and practicum experience. The campus photographer
visited the department for three hours in December, 2003. Undergraduate and
graduate program committees have been charged with developing appropriate text for
our upgraded brochures.
We should heighten the profile of noteworthy faculty research and service activities.
We have developed a summary of faculty interests and recent publications, now made
available in print and web versions.
We can assess progress toward these goals by tracking increases in number and
proportional share of majors and FTE students. These figures have been relatively
stable in the past few years.
vii. Activity or Assessment: We monitor and try to fairly distribute advising load among
faculty members. Our goal is to ensure helpful and accurate advising, spread
equitably across faculty members. From 1998 to 2001, we experimented with a dropin undergraduate student advising center. We found that it was seldom used and did
not reduce reliance on advisors chosen in other ways, so we discontinued it.
Undergraduate students cannot register for the psychology major or minor without the
approval of an advisor and the department chair. Students currently find an advisor
either by approaching a professor they know or by coming to the department office.
The department secretary has a list of the number of registered advisees for each
faculty member, so she assigns students to advisors with lighter loads. Our current
loads are presented in a table in Section IV.D of this document.
viii. Activity or Assessment: We are studying the desirability of adding a Bachelor of
Science major to our current Bachelor of Arts major. There has been student interest
in a B.S. major for several years and current departmental discussions about the
makeup of the required core of courses may lead to a recommendation for one major
with a liberal arts emphasis and one major with a natural sciences emphasis.
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b. Sub-Goal: Promote greater contact with peer institutions for program development
information and faculty enrichment.
i. Activity or Assessment: The Department of Psychology is a member of the Council of
Undergraduate Programs in Psychology and the Council of Graduate Departments of
Psychology. These APA-affiliated organizations provide forums for the exchange of
program development information with other colleges and universities.
ii. Activity or Assessment: Several members of the department are members of the
Society for the Teaching of Psychology, Division 2 of the American Psychological
Association. The society provides an online forum for the exchange of curriculum
information with other colleges and universities. It also maintains an extensive
website of teaching resources in psychology that our faculty members can refer to.
iii. Activity or Assessment: In 2002 and 2003, our department sponsored faculty
exchange colloquia with Western Washington University. Our plan for 2004 is to
repeat this exchange and expand the program to include an exchange with Eastern
Washington University. Each institution sends a faculty member to the other
institution to make a scholarly presentation and meet with students interested in the
visiting institution’s graduate programs.
c. Sub-Goal: Assure faculty staffing adequate to support timely delivery of all courses and
programs at all sites.
i. Activity or Assessment: Our 2005-2007 biennium program plans include a request for
additional faculty positions to respond to enrollment increases, to replace faculty
reassigned to the administration, and to support a major at a western Washington
center.
ii. Activity or Assessment: We advocate for replacement of departing tenure-track
faculty with new tenure-track faculty with necessary expertise. We expect up to four
retirements in the near future and will request replacement of those positions.
iii. Activity or Assessment: We strive to meet expanded staffing needs of courses offered
at centers. In 2003, we were able to add a second full-time, non-tenure track faculty
member, Dr. Karen Hendricks, to our Puget Sound centers faculty. Dr. Hendricks is
stationed at CWU-Lynnwood. Dr. Mark Soelling, a full-time non-tenure track faculty
member, has anchored the CWU psychology program in the Pierce County area for
18 years. Dr. Soelling has recently become a diplomate of the American Board of
Professional Psychology in clinical psychology.
A relatively stable cadre of excellent part-time instructors augments our teaching
corps at the centers. In Yakima, part-time instruction makes it possible to offer a
psychology minor. At three western Washington centers and at the Wenatchee center,
part-time instructors offer service courses in the teacher preparation program.
iv. Activity or Assessment: We pursue diversity goals in hiring women and minority
faculty members. A more detailed discussion of our current status may be found in
Section I.C.3.f.i.(1), below. We take care to advertise openings in media that are
likely to be scanned by women and minority candidates.
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d. Sub-Goal: Support involvement of undergraduate and graduate students in psychological
research
i. Activity or Assessment: We use faculty code formulas for contact hour compensation
for faculty research mentors. This helps to foster the formation of student faculty
research teams.
ii. Activity or Assessment: We have purchased a large format printer to improve the
quality and appearance of faculty-student poster presentations at professional
meetings.
iii. Activity or Assessment: A psychology faculty member has organized end-of-quarter
student poster presentations for the entire campus for the last five years. Ironically,
human subjects protection requirements have recently limited the participation of the
students in her own classes.
iv. Activity or Assessment: We recognize outstanding student research at our annual
student awards ceremony, Thursday evening before spring graduation.
v. Activity or Assessment: We provide access to technical support for undergraduate
and graduate research projects, provided by a full time engineering technician and a
full time engineering technician specializing in computer-based research systems.
vi. Activity or Assessment: Through course content and individual collaboration, our
faculty supports research with undergraduate and graduate students. We present our
joint research projects at appropriate local, regional, national and international
conferences.
2. Goal: Enhance the climate of productive faculty scholarship
a. Sub-Goal: Clarify scholarly productivity expectations and provide support for activities to
satisfy them.
i. Activity or Assessment: The College of the Sciences is in the process of revising the
scholarly productivity standards for promotion, tenure, and reappointment.
Recognizing that clear and consistent expectations are helpful, our department is
following suit by adopting parallel policies. The department personnel committee is
also working to define acceptable equivalents to conventional journal publication as
evidence of publicly-accessible, peer-reviewed scholarship.
ii. Activity or Assessment: The department’s summer session proceeds have allowed us
to purchase equipment and software to support faculty research. In 2002-2003, for
example, we purchased a versatile multimedia tool software package for stimulus
presentation and data acquisition ($2000) and our staff installed a hardware and
software package for the study of intermittent central suppression of vision ($2000).
In 2003-2004, we will undertake another round of upgrades to faculty office
computers. We expect to replace about thirteen office computers, using departmental
funds.
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b. Sub-Goal: Support continuing professional development
i. Activity or Assessment: We provide increasing support for faculty professional
travel. In 2001-2002, we provided professional development budgets of $300 per
faculty member. In 2002-2003, this grew to $750 per faculty member. We anticipate a
similar level of support in 2003-2004. These funds come from summer session
revenues.
ii. Activity or Assessment: We try to satisfy faculty requests for instructional and
research equipment and supplies. In general, we are able to satisfy these needs with
revenues from summer session instruction.
iii. Activity or Assessment: We will support up to two professional leaves annually. We
supported one professional leave in 2001-2002, one in 2003-2004, and one in 20042005. We increase the sizes of some classes, request part-time instructors for some
classes, and occasionally reduce an elective offering to absorb the vacated teaching
load.
d. Sub-Goal: Seek better coordination between our local human subjects review board and
faculty and student researchers.
i. Activity or Assessment: The campus has recently adopted more diligent monitoring
of human subjects protection procedures. Faculty members and students had some
initial difficulty in predicting how the standards would affect their research proposals.
This difficulty abated as time went on. Researchers have begun to consult with the
IRB office before submitting proposals and have learned to describe their proposals
more clearly. However, they have begun to avoid topics and procedures that might
lead to full review of a research proposal.
3. Goal: Maintain and enhance the infrastructure for the Psychology Department to
optimize support for instruction and scholarship.
a. Activity or Assessment: We work to assure adequate audiovisual recording and playback
capability for student training in counseling psychology and school psychology practica
and interviewing courses. In 2002-2003, for example, we purchased four new camcorders
for field recording of school psychology interns and we replaced nine video playback
machines used in counseling supervision review sessions.
b. Activity or Assessment: We monitor and improve our hardware and software inventory
for support of student laboratories and faculty instruction and research. For example, we
are now ordering thirteen new faculty office computers, and we will upgrade the
computers in a 16-station instructional laboratory later this year.
c. Activity or Assessment: We use our own funds to upgrade classrooms under department
control to create full-service multimedia classrooms. In 2002-2003, the psychology
department coordinated contributions from three campus offices to upgrade Room 471
and Room 466 with full multimedia instructional technology. Department funds
purchased the digital projector and workstation cabinetry for each station.
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d. Activity or Assessment: We monitor and continually upgrade the Community
Psychological Services Center to accommodate emerging training needs. In 2002-2003,
for example, we purchased several new reference books for the clinic library and
purchased five new sets each of the WISC-IV, the WAIS-III, The WPPSI-III, and the
Stanford-Binet V at a cost of about $10,000. We try to maintain an inventory of the most
recent testing instruments for practicum and field experience student use. We have
included a proposal to install digital recording and playback equipment in the clinic in our
2005-2007 program proposal (Appendix H).
4. Goal: Serve as a center for psychological and educational services to the community and
region
a. Activity or Assessment: We support faculty efforts to assess and respond to community
needs for psychological and educational services. For example, we have faculty members
who consult with care facilities for the elderly, school districts, law enforcement agencies,
the Yakama Indian Nation, and who provide counseling services to a limited number of
private practice clients.
b. Activity or Assessment: We work with schools and agencies statewide to provide an
ongoing supply of graduate level interns in school psychology, school counseling, and
mental health counseling to schools and mental health providers.
c. Activity or Assessment: We have coordinated the campus role in providing a site for the
Ellensburg School District Developmental Preschool. In 2003, the Ellensburg School
District sold one of its buildings to the City of Ellensburg. The building housed a
preschool for developmentally delayed children. The university and school district agreed
to move the developmental preschool to the child study wing of the Psychology Building.
The move serves the needs of the community and provides observation and child study
opportunities for psychology students and faculty.
d. Activity or Assessment: We provide housing for the Central Washington Comprehensive
Mental Health Valley Intervention Program (VIP), a family counseling program. Central
Washington Comprehensive Mental Health is a private mental health provider in
Ellensburg, The psychology department supports its VIP program, which meets one
evening a week in the child study center wing.
C.
Centrality/Essentiality
1. Centrality of the psychology program to the expected operations of a comprehensive
university.
Central Washington University’s mission is “to prepare students for responsible citizenship,
responsible stewardship of the earth, and enlightened and productive lives. Faculty, staff,
students, and alumni serve as an intellectual resource to assist Central Washington, the state,
and the region in solving human and environmental problems.”
Psychology is the science of behavior and mental processes. Courses in this discipline form
part of the general education and specialized study curricula of virtually every university in
the world. As part of the general education of our students, we seek to nurture an objective
view of their own and other people’s behavior, unencumbered by prejudices or dogma. Our
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minor program and specially designed courses support the general education curriculum,
other major programs, and the teacher education program. These courses emphasize content
and techniques that enhance graduates’ professional effectiveness and personal satisfaction.
More than 3% of CWU’s graduates are psychology majors.
Four of the psychology department’s five master’s degree programs provide well educated
practitioners in specific professional roles: school psychologists, school counselors, mental
health counselors, and mid-level business managers. The fifth program, experimental
psychology, also has an applied psychology emphasis. All graduates of the counseling
psychology and school counseling programs can be placed in an appropriate professional
position upon completion of their training. More than 17% of the university’s master’s
graduates have specialized in some branch of psychology. Our programs attract enough
applicants that we can be relatively selective in admissions. We admit about a third of those
applying for admission.
2. Promotion of the university’s six strategic goals within the psychology department
a. CWU Goal 1: Provide for an outstanding academic and student life on the Ellensburg
campus
i. Department Activity: The curricula for our undergraduate and graduate programs are
continuously reviewed and revised for currency and functional effectiveness. This
process is described in the section of this document dealing with the currency of the
curriculum.
ii. Department Activity: There is close faculty-student contact in academic advising at
the undergraduate and graduate levels. Advising usually touches on appropriate
course selection, career goals, and the graduate school application process.
iii. Department Activity: Faculty members mentor students in joint research projects. For
the 2002-2003 academic year, for example, 149 undergraduate and graduate students
earned credit for directed research with a faculty member. In that same year, 7
undergraduate and graduate students earned credit for supervised individual study
with a faculty member.
The most intensive student-faculty project is the master’s thesis. All of our graduate
programs require a thesis, except for the Organization Development program, which
offers the option of an approved project executed at the student’s place of
employment.
iv. Department Activity: Our Community Psychological Services Center provides free
counseling and testing services for our students and for children and adults in nearby
communities.
v. Department Activity: The department grants academic credit for dormitory Residence
Advisor training through PSY 275.
vi. Department Activity: The department actively supports a chapter of Psi Chi, the
national student honor society in psychology, and a psychology club for those not
wishing or eligible to join Psi Chi. Every year, the department sponsors an annual
Department of Psychology
17
awards ceremony for graduating seniors and graduate students whose academic,
research, and service work have earned special praise.
b. CWU Goal 2: Provide for an outstanding academic and student life at the university
centers.
i. Department Activity: The department does not offer bachelor’s degree programs at
the university centers; however, we do offer minors and supporting courses for the
teacher education program. Several professors have offered classes periodically at the
centers via distance education (interactive video). We have one full time, non-tenure
track faculty member at the Lynnwood center and one at the Pierce County center.
ii. Department Activity: In our 2005-2007 program planning proposal, we responded to
student interest in a psychology major at a Puget Sound center by describing the
support that would be needed to create a responsible major program. The department
remains supportive of place-bound students and is willing to offer degree programs as
interests and needs are expressed and as resources are available.
c. CWU Goal 3: Develop a diversified funding base to support academic and student
programs.
i. Department Activity: Faculty members are encouraged to submit proposals for
external funding of scholarly projects. While we have a good record of obtaining
internal support, these awards are intended to grow into externally-funded projects to
provide release time from teaching, fund research-related equipment, travel, and
supplies, and to increase publicly disseminated scholarship.
ii. Department Activity: By providing summer classes that attract students, we have been
able to generate funds for faculty development and research and teaching equipment.
In 2002-2003, each faculty member had a $500 faculty development fund. In 20032004, this will increase to $750.
d. CWU Goal 4: Build mutually beneficial partnerships with industry, professional groups,
institutions, and the communities surrounding the campus
i. Department Activity: The psychology department has developed a mutually
supportive relationship with Central Washington Comprehensive Mental Health
(CWCMH), a mental health service provider based in Yakima, with an office in
Ellensburg. This relationship has led to CWCMH locating its Valley Intervention
Program in our building’s first floor child study center. The VIP program is a family
therapy program. CWCMH professionals act as part-time supervisors in our graduate
counseling practicum courses. Graduate counseling interns are placed in CWCMH
centers in final preparation for licensure and professional careers.
ii. Department Activity: The department supported negotiations that led to moving the
Ellensburg School District Developmental Preschool to our building’s first floor child
study center. This move enhances opportunities for observation and research while
allowing the school district access to an outstanding instructional facility.
Department of Psychology
18
iii. Department Activity: Service learning relationships have been built between
psychology faculty and students and the community’s long-term care facilities for the
elderly. In one recent example, faculty and students worked with one facility to
institute a sleep disorder therapy program.
iv. Department Activity: Schools in the state, especially in eastern Washington, benefit
greatly from the placement of interns in the school counseling and school psychology
programs. Mental health counseling interns are provided on a regular basis to
agencies such as CWCMH in Ellensburg and Yakima, Park Creek Youth Correctional
Facility, the Enterprise for Progress in the Community (EPIC) youth services
programs in Yakima, the Medicaid Treatment Child Care program in Yakima,
Memorial Hospital in Yakima, and Catholic Family Services in Yakima.
v. Department Activity: Our graduate programs in school counseling and school
psychology have mutually beneficial relationships with their professional
communities through their state-mandated Professional Education Advisory Boards
(PEABs). We meet with our PEABs at least four times a year to consult on
curriculum and training standards. Program faculty members’ interactions with the
PEAB are helpful in identifying training (i.e., practica, internships), research, and
service opportunities for students and faculty. Each of our graduates in these
programs is examined by the appropriate PEAB. Central Washington University will
host a statewide meeting of all university school psychology PEABs in 2003-2004.
e. CWU Goal 5: Strengthen the university’s position as a leader in the field of education
i. Department Activity: The psychology department’s role in teacher education is
described elsewhere in this document. In addition to our participation in the teacher
education curriculum, we maintain active partnerships with the professional
community through our Professional Education Advisory Boards (PEABs) in school
counseling and school psychology. These boards bring university faculty, school
administrators, professional practitioners, and citizens together to increase the
responsiveness of training programs to current needs.
ii. Department Activity: Our faculty members make scholarly presentations to local,
regional, and national meetings of professional educators. See faculty vitae and the
section of this document on scholarly productivity for examples.
iii. Department Activity: Our faculty members make volunteer presentations and assist
teachers in the local schools. One faculty member has a 10% released time grant to
implement reading programs in a Bureau of Indian Affairs boarding school in
Oklahoma. Another will be updating her school psychologist skills in the public
schools during a sabbatical leave year.
f. CWU Goal 6: Create and sustain productive, civil, and pleasant campuses and
workplaces.
i. Department Activity: The department strives for a high level of collegiality and
professional respect for colleagues. When possible, the department allocates funds
and staff expertise to faculty scholarly and service aspirations.
Department of Psychology
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ii. Department Activity: We value each other’s contributions. In 2002-2003, we joined
the university in celebrating the contributions of three staff members who had
completed 10, 15, and 35 years of service. We successfully nominated a staff member
for CWU’s Employee of the Month award. In the past five years, our faculty
colleagues have been nominated for the university’s Distinguished Professor Award
for Research, and the Alumni Association's Excellence in Teaching Award, and two
have been nominated and one won the "Most Inspiring Educator" award from
students and The Center for Excellence In Leadership. Faculty members are
recognized for their accomplishments in department meetings, emailed
announcements, and university publications.
iii. Department Activity: We sponsored a peer syllabus and learning evaluation review
day in 2003. This was a productive and mutually supportive experience for the whole
department.
3. Promotion of the mission and goals of the College of the Sciences within the psychology
department.
The mission of the College of the Sciences (COTS) is “to provide students with knowledge
and skills in the behavioral, natural, and social sciences. This knowledge is intended to
enable students to better understand the physical and social world in which they live, to
become more effective in their human relationships, and to sustain their state and nation in
the demanding years ahead. The primary focus of the College is excellence in instruction,
with the recognition that teaching, research, and service are interdependent activities.”
Our college mission emerged from the mission statements of its separate departments. The
departments show widespread endorsement of the following values:
 We pursue a student-centered curriculum.
 We value disciplinary breadth in our curricula for majors.
 We feel a strong obligation to infuse scientific thinking into the university's general
education curriculum.
 We are sensitive to the social mission of the sciences.
 We value and promote cultural diversity in our curriculum, our students, and our faculty.
 We emphasize the unique regional qualities of the Northwest in our curriculum, where
appropriate.
 We are eager to form interdisciplinary teams for research, for teaching individual
courses, or for developing and presenting entire programs.
The specific goals and objectives of the College of the Sciences, taken from its 1999-2000
strategic plan, follow. The psychology department’s related actions are briefly noted after
each. Most are covered in greater detail elsewhere in this document.
a.
COTS Goal: Maintain and strengthen our instructional programs.
i. COTS Objective: Maintain and strengthen the integrity of our disciplinary major
program.
(1) Department Activity: A committee of faculty members who teach primarily
undergraduate courses regularly reviews the currency of our undergraduate major.
Department of Psychology
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This review regimen and recent recommendations are described in Section II.B,
below.
(2) Department Activity: We encourage and support faculty scholarship that
maintains contact with recent developments in psychology. Peer-reviewed
scholarship is recognized by professional advancement. An annual individual
professional development fund supports a wide variety of activities that maintain
faculty expertise.
(3) Department Activity: We support individual instruction classes, such as directed
research, individual study, and thesis supervision, by compensating faculty
members for teaching individual students. The department chair builds a
spreadsheet of individual instruction classes each quarter, calculates contact hour
load equivalents according to the Faculty Code, and applies each year’s total to
the next year’s teaching load.
(4) Department Activity: We support new courses that add depth and currency to
majors. New permanent courses in evolutionary psychology, applied
physiological psychology, and research in natural environments have recently
been developed in this way. We have also developed special topics courses,
limited to five-year terms, in the psychology of religion, psychology of terrorism,
and self-injurious behavior.
(5) Department Activity: We maintain familiarity with contemporary curricula and
teaching methods through contact with other institutions and professional
organizations.
(6) Department Activity: We frequently review and update our undergraduate student
handbook. We’ve recently produced simple informational fliers for each of our
programs, a career guide for undergraduates, and a list of faculty scholarly
interests and recent publications.
ii. COTS Objective: Maintain and strengthen the integrity of our graduate programs.
(1) Department Activity: A program committee of participating faculty members
reviews the curriculum of each graduate program. These review regimens are
described in Section II.B, below.
(2) Department Activity: We have been able to maintain our number of graduate
assistantships at sixteen for several years. We work with the Office of Graduate
Studies and other campus offices to obtain more funds for graduate assistantships.
For example, in 2002-2003, we coordinated an effort to provide tuition waivers
and assistantship funds for a foreign student whose family financial support had
been withdrawn.
(3) Department Activity: We have reviewed our general graduate student handbook
and posted its contents on our web site. Information for current students and
prospective students of our individual graduate degree and certification programs
is also carried on our web site.
Department of Psychology
21
(4) Department Activity: We focus on effective advising to improve student learning
and timely progress. We have recently revised our undergraduate advising forms
and our undergraduate and graduate course of study registration forms.
iii. COTS Objective: Raise the visibility of cultural diversity themes in the curriculum.
(1) Department Activity: We include multicultural perspectives and appropriate
research in several classes. We provide adequate sections of courses with
diversity themes. Appendix A contains a recent report of our courses with cultural
diversity content.
(2) Department Activity: School counseling and school psychology interns are
required to complete at least part of their internship in schools with sufficient
ethnic and socioeconomic diversity to ensure candidates’ exposure to
multicultural issues in their professions.
(3) Department Activity: We encourage faculty to participate in conferences and
workshops that will result in integration of global/U.S. diversity themes. Dr. Neal
Bowen has been especially active in representing the psychologist’s orientation to
multicultural issues.
iv. COTS Objective: Promote interdisciplinary development of courses and programs.
(1) Department Activity: We provide advisors, program committee members, and
course support for interdisciplinary undergraduate programs in gerontology,
women studies, and primate behavior and ecology programs. We provide release
time for the director of the gerontology program.
(2) Department Activity: We encourage faculty participation in teacher preparation
programs such as the activities of the Center for Teaching and Learning.
b.
COTS Goal: Increase support of faculty development activities.
i. COTS Objective: Increase support for scholarly and creative work through travel and
reassigned time.
(1) Department Activity: We support appropriate allocation of reassigned time for
scholarly activity.
(2) Department Activity: We support at least one professional leave application per
year.
ii. COTS Objective: Continue to make effective use of funds generated through summer
school programs to support activities basic to teaching, scholarship, and service
missions.
(1) Department Activity: In 2003-2004, summer session funds provided a $750
professional development fund for each psychology faculty member.
Department of Psychology
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iii. COTS Objective: Strengthen the sense of community within the campus and the
College.
(1) Department Activity: We encourage student and faculty participation in the
Symposium on Undergraduate Research and Creative Expression (SOURCE), in
the Natural Science Seminars, in the Faculty and Graduate Students Joint
Research Conference, in the university’s end-of-quarter poster sessions, and in
departmental lecture/seminar programs. SOURCE is a daylong miniconvention of
oral, poster, and artistic presentations by undergraduate students. It originated in
the College of the Sciences and research presentations in the natural and social
sciences continue to dominate the program. Psychology’s contributions are
detailed in a table in Section IV.C of this document.
(2) Department Activity: We sponsor department-wide gatherings each year and
encourage faculty/staff participation in the collegial “Friday Fest” gatherings
sponsored by Graduate Studies and Research and other CWU units.
(3) Department Activity: We publicly recognize the many accomplishments of our
faculty by email, campus bulletin notices, and announcements at appropriate
gatherings.
c.
COTS Goal: Improve the physical resources available to our faculty and students.
i. COTS Objective: Operating and summer proceeds are channeled toward supporting
the maintenance, replacement, and purchase of new equipment for faculty needs.
(1) Department Activity: We request or reallocate funds to meet needs for increased
support of goods and services. In the last few years, we have been successful in
garnering some support from university emergent remodeling funds for small
building improvements and multimedia classrooms.
ii. COTS Objective: Enhance instructional technology in the classroom
(1) Department Activity: We request and have received adequate technical staff
support for emerging electronic and computing technologies. We provide two full
time technicians to support our teaching and research activities.
(2) Department Activity: The department supports courses that encourage student use
of computer technologies, such as our graduate statistics course, learning lab, and
research methods lab.
(3) Department Activity: We adopt new learning technologies, such as Blackboard.
(4) Department Activity: We have had moderate success in obtaining installation of
multimedia classrooms in the psychology building and for adequate technical
support in the other buildings in which we teach classes. In 2002-2003, we
coordinated the installation of two multimedia classroom stations in our building
combining department funds with funds from three other sources. These
improvements benefit all departments that use our building for instruction.
Department of Psychology
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iii. COTS Objective: Continue to identify needs for new and replacement computer
hardware and software.
(1) Department Activity: Our summer proceeds allow us to satisfy most faculty
requests for upgrades. In 2003-2004, we plan to replace 11 Windows computers
and 2 Macintosh computers in faculty and staff offices. Our current office
machines will be used to upgrade an undergraduate student laboratory with
machines still capable of running Windows XP but lacking important
contemporary capabilities. We move ahead on these upgrades in the absence of a
campus wide upgrade plan.
d.
College Goal: Actively assess the effectiveness of our faculty, students, and instructional
programs.
i. COTS Objective: Develop routine programs at departmental and college levels for
evaluation of tenure-track and tenured faculty; including further review of college
and departmental criteria and procedures for award of tenure, promotion, and merit.
(1) Department Activity: We have annually evaluate tenure-track and tenured faculty
and have recently revised our departmental criteria for tenure, promotion, and
merit. The department chair and department personnel committee carry out
separate evaluations. The College of the Sciences is revising its standards, and we
maintain currency with its evolving policy.
ii. COTS Objective: We support active assessment efforts.
(1) Department Activity: We ensure that course and program curriculum change
proposals include assessment components.
(2) Department Activity: We attend to end-of-major assessment in curriculum
planning. In 2003-2004, our undergraduate curriculum committee developed
curriculum revision proposals that responded, in part, to our Major Field Test
(MFT) feedback. A detailed description of our MFT results is found in Section
II.G.2, below.
(3) Department Activity: We have developed a five-part instrument for assessing
instruction via (1) syllabus review, (2) review of assessments of student learning,
(3) curriculum coherency review, (4) classroom observations, and (5) small group
instructional diagnosis. In June, 2003, we met as a department to carry out
reviews of our syllabi, measures of student learning, and curriculum coherency.
We plan to make this an annual spring event. A five-part guide has been included
as Appendix B to this document.
(4) Department Activity: We refer to many indices of program currency as described
in Section II.B, below, for curriculum revision guidance.
(5) Department Activity: We gather student evaluations of every course, unless small
class size would compromise anonymity. Our principle instrument is the Student
Evaluation of Instruction (SEOI), a copy of which is included in the program
Department of Psychology
24
review exhibit file in the department office. At times, course contents and
methods are modified, based on these data.
Some courses employ additional assessment methods. For example, school
counseling candidates and faculty complete evaluation forms rating the
candidates’ performance on course-related state (i.e., WACs) and national (i.e.,
CACREP) standards for school counselor preparation.
iii. COTS Objective: We work within the university-wide strategic planning processes
to move toward a more realistic relationship between plans, priorities, and realities.
(1) Department Activity: We support the program review process and the
performance-based budgeting process. Performance-based budgeting categories
form the basis our departmental database of faculty accomplishments.
(2) Department Activity: The department works with Institutional Research to
improve the accuracy of the institutional database.
iv. COTS Objective: Actively prepare for accreditation and certification reviews, such
as NASC, NCATE, and CACREP visits, and NASP program review.
(1) Department Activities: Our faculty members serve on the NASC and NCATE
steering committees, as appropriate. We fund departmental changes necessary to
meet accreditation standards in cases where disciplinary accreditation is feasible
and desirable, e.g. reassigned time to prepare accreditation materials, new course
development, and equipment purchases.
v. COTS Objective: Continue to strive for clarity in the roles of program directors
within the department.
(1) Department Activity: In recent years, we have established clear expectations and
provide contact hour compensation for program directors.
e.
COTS Goal: Provide practical service applications of the natural sciences, social
sciences, and mathematics to the communities of our state and region.
i. COTS Objective: Nurture relations with local public and private agencies that make
use of psychological training.
(1) Department Activity: We have developed professional relations with local elderly
care facilities, the Comprehensive Mental Health VIP program, and the
Ellensburg School District’s Developmental Preschool. In some cases, the
relationship provides a field experience placement for an undergraduate student;
in others, opportunities for faculty or student research, observation, or
consultation are established.
(2) Department Activity: We continue to identify new graduate internship placements
for school and mental health counseling and school psychology students. In doing
so, new collaborative relationships have been developed with public and private
agencies. Our Organization Development graduate program accepts primarily
Department of Psychology
25
students who are currently employed in full time positions. Their work setting
provides an internship placement that benefits the student, university, and
employer.
ii. COTS Objective: Define our regional niche with respect to student interests and
societal expectations of our department.
(1) Department Activity: We encourage more active departmental internship
programs through direct links between students, faculty and potential employers.
(2) Department Activity: We involve potential employers in review and design of
educational programs; encourage speakers and workshops to connect students
with future employment opportunities. Our PEAB relationships are an example of
this kind of activity.
iii. COTS Objective: Extend educational opportunities in the sciences to nontraditional
and place-bound students in our region.
(1) Department Activity: We have promoted support for a psychology minor in
Yakima, in addition to regular delivery of the minor at two western Washington
centers.
(2) Department Activity: In the most recent biennial program plan, we requested a
tenured faculty program supervisor for the western Washington centers.
(3) Department Activity: We have sought and received regular faculty staffing at the
centers through full time appointments.
(4) Department Activity: We continue to investigate feasibility of psychology or
gerontology majors at the centers.
f.
COTS Goal: Recruit and support high quality faculty and staff within the college.
i. COTS Objective: Promote a culturally diverse academic environment for students
and faculty through recruitment, hiring, and inclusion of appropriate course content.
(1) Department Activity: We actively seek women and minority candidates for
faculty positions. Our current proportion of women full time faculty members is
roughly comparable to local and national norms. Our proportion of minority
faculty members is below local and national averages. The following table
displays these data. The national data are from a 1999 survey by the National
Center for Educational Statistics. The local data are from the CWU Office of
Institutional Research and are current. The proportions of women and minority
psychologists in contemporary doctoral graduating classes are higher than any of
these figures because the makeup of the professoriate is determined by hiring over
a thirty or forty year period. In any event, to mirror national diversity standards,
we must more actively recruit women and minority faculty members.
Department of Psychology
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Proportions of Women and Minority Full Time Tenure Track Faculty
CWU Psychology Department
CWU College of the Sciences
Central Washington University
U. S. Postsecondary Social Sciences Depts
U.S. Public Comprehensive Universities
Women
36%
31%
32%
30%
38%
Minority
4.5%
12%
14%
14%
17%
We seek a diverse undergraduate and graduate student population. Over the last
five years, the department’s proportion of minority (10.3%) and foreign (4.6%)
undergraduate students and the proportion of minority (7.9%) and foreign (1.2%)
graduate students have been comparable to the averages for the College of the
Sciences. The college’s undergraduate averages for minority and foreign students
are 12.1% and 2.2%. The five-year college averages for graduate proportions are
8.9% and 1.8%, respectively.
(2) Department Activity: A course in multicultural counseling is required of our
counseling graduate students and multicultural content figures strongly in all the
courses listed in category 8 of the table in Section II.B.1.b, below.
ii. COTS Objective: Advocate for a sufficient number of faculty with appropriate
qualifications to meet program needs.
(1) Department Activity: We insist on high levels of teaching ability and scholarship
in hiring. These areas are included on our candidate screening forms.
(2) Department Activity: We maintain a faculty recruitment program that addresses
issues of comparative salary levels, startup costs, affirmative action, and partner
employment opportunities.
(3) Department Activity: We insure faculty and staff support for areas with
increasing enrollment pressures. Teacher preparation programs and undergraduate
courses that prepare for graduate work in mental health counseling are two such
areas.
(4) Department Activity: We continue to provide one course release for faculty
members in their first quarter of employment.
(5) Department Activity: We encourage faculty members to obtain professional
credentialing appropriate to the specialized accreditations (i.e., NASP, CACREP)
we seek.
g.
COTS Goal: Seek ways to enhance and support the involvement of students within the
department.
i. COTS Objective: Encourage student involvement in research, field experiences,
cooperative education, and community service.
(1) Department Activity: We promote participation in the Symposium on
Undergraduate Research and Creative Expression (SOURCE). We continue to
Department of Psychology
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seek ways of making student class projects eligible for public presentation under
Human Subjects Review Committee standards.
(2) Department Activity: We support faculty research programs that involve
undergraduate researchers by awarding course credit for directed research to
student collaborators.
ii. COTS Objective: Develop effective student recruitment techniques that promote
careers in the sciences.
(1) Department Activity: We continue to develop print and web publicity for careers,
department programs and faculty-student accomplishments.
iii. COTS Objective: Support effective student advising programs, including the
development of more complete information for students on department programs and
procedures.
(1) Department Activity: We have developed specialized student handbooks for
undergraduate and graduate students. Specimen copies of our handbooks are
included in the program review exhibit file in the department office.
(2) Department Activity: Department Activity: We search the web and print sources
for comparable efforts at other institutions.
iv. COTS Objective: Support the activities and roles of student organizations.
(1) Department Activity: We support the activities of Psi Chi and the Psychology
Club with faculty advisors and faculty participation in scholarly and fund-raising
activities.
v. COTS Objective: Build links with department alumni.
(1) Department Activity: We continue to maintain contact with graduate alumni
through the Yearly Planet newsletter.
(2) Department Activity: We continue involvement with the University
Advancement calling center program
(3) Department Activity: We seek ways of involving alumni and emeritus faculty
members in the department’s life. This year, for example, we successfully
nominated an alumnus to be the college’s Distinguished Alumni Award winner.
D.
Departmental Governance System
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 department is supported by 4.75 FTE staff personnel, as indicated in the
organizational chart. The psychology department has a history of stable leadership. The
current chair, Dr. Warren Street, began his service in 2002, but the previous two chairs
served for 13 and 12 years.
Department of Psychology
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Personnel recommendations to the dean are made independently by the department chair and
a four-person personnel committee of tenured full professors elected by the full-time faculty.
These recommendations are guided by departmental and college policies for retention,
tenure, and promotion. Other standing committees of the department are the (a)
Undergraduate Curriculum Committee, (b) Counseling and School Counseling Psychology
Program Committee, (c) School Psychology Program Committee, (d) Experimental
Psychology Program Committee, (e) Organization Development Program Committee, (f)
Graduate Admissions Committee, and (g) Advisory Committee. The Education Sequence
Committee will be reconstituted in 2003- 2004. For our current committee memberships and
charges, see Appendix I.
Five academic program directors receive varying amounts of reassigned time for their duties.
They are the directors of the M.S. programs in organization development and counseling, and
the M. Ed. programs in school psychology and school counseling, and the bachelor’s degree
program in gerontology. The current director of the M.S. in counseling program is also the
director of the undergraduate gerontology program.
Organizational Chart
CWU Psychology Department
Warren R. Street
Professor and Chair
Estelle Mathews, Secretary Lead
Terry L. DeVietti, Professor
James L. Eubanks - Professor
Donna Miglino, Secretary (.75 FTE)
Roger S. Fouts - Professor (25% Psychology, 25% Graduate Studies and Research, 50% CHCI)
James Thomson, Engineering Technician III
Eugene R. Johnson - Professor
Chris Buchanan, Engineering Technician II
Susan D. Lonborg - Professor
Loretta Ney, Secretary Lead, CPSC
Stephen B. Schepman - Professor (50% Psychology, 50% Business Administration)
John L. Silva - Emeritus Professor ( Up to 40%)
Anthony J. Stahelski - Professor
Stephanie Stein - Professor
Elizabeth M. Street - Professor (Executive Assistant to the President 100%)
Philip Tolin - Professor (50% Interim Chair of Law and Justice, 50% Associate Dean COTS)
Lisa L. Weyandt - Professor
W. Owen Dugmore, Associate Professor
Marte Fallshore - Associate Professor
Terrence J. Schwartz - Associate Professor
Wendy A. Williams - Associate Professor
Neal A. Bowen, Assistant Professor
J. Phillip Diaz, Assistant Professor
Andrew M. Downs, Assistant Professor
Sally Kennedy - Assistant Professor
Megan D. Matheson - Assistant Professor
Jeffrey M. Penick - Assistant Professor
Karen Hendricks - Assistant Professor (Full Time, Non-tenure track, Puget Sound Centers)
Mark Soelling - Assistant Professor (Full Time, Non-tenure track, Puget Sound Centers)
Robert Sorrells - Assistant Professor (Full Time, Non-tenure track, Ellensburg)
Part-time instructors in Ellensburg, Yakima, Lynnwood, SeaTac, and Steilacoom Centers
II. Description of Programs
A. General Description
The Department of Psychology 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 Counseling Psychology
M.S. in Experimental Psychology
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30
M.S. in Organization Development
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 Studies and Ecology, Women Studies, and Gerontology. 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.
1. Baccalaureate (B.A.) Degree in Psychology
The psychology baccalaureate degree is not a professional degree. To work as a psychologist
typically requires a master's or a doctoral degree. Nevertheless, 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.
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 endof-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:



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.
Department of Psychology


31
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, students must take at least one course from each of 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 has a largely social/industrial/organizational psychology orientation.
Students are required to choose at least one course from each of these areas. 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.
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.
2. M.S. in Experimental Psychology
The experimental psychology specialization reflects our commitment to provide students
with an advanced general background in experimental psychology while allowing them to
concentrate in areas of study adequately represented among the faculty. Research
partnerships merge on topics of mutual student-faculty interest. About half or our M.S.
Experimental students are attracted to CWU by the opportunity to study the chimpanzees of
the Chimpanzee and Human Communication Institute, who use American Sign Language to
communicate with humans and each other. The other half of our students have other research
interests shared by a prospective faculty mentor. Recent collaborations have centered on
industrial/organizational psychology, primate behavior, evolutionary psychology, ADHD,
environmental psychology, and the behavior of animals other than primates.
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. Collaborative research is
encouraged, beginning with a first-year research project developed in conjunction with the
advisor. This project may lead to the student’s master’s thesis in the second year.
Department of Psychology
3.
32
M.S. in Counseling Psychology
This program provides a specialization in mental health counseling and provides knowledge
and skill components regarding the roles, functions, and professional identity of mental
health counselors. It prepares mental health counselors for practice in a variety of settings,
including independent practice, community agencies, managed behavioral health care
organizations, integrated delivery systems, hospitals, employee assistance programs and
substance abuse treatment centers. The counseling orientation is eclectic, with emphasis on
active counseling skills that lend themselves to short-term counseling. In addition, the
program’s scientist/practitioner emphasis is useful to students interested in pursuing doctoral
study. A distinguishing feature of the program is that five closely supervised, successive
practica are required, as is a full time 15-week internship that integrates learning from
several courses.
The program is designed to meet or exceed Council for Accreditation of Counseling and
Related Educational Programs (CACREP) standards and to meet the degree requirements for
licensure as a Washington State mental health counselor.
4. M.S. in Organization Development (MSOD)
The MSOD program evolved from an interdisciplinary graduate program shared by the
psychology, sociology, and business administration departments. It is now administered by
the psychology department and maintains an interdisciplinary flavor. Adjunct professors who
are successful managers of human resources in business, government, and service settings
teach many courses. This program prepares students to facilitate improvements in
productivity and quality of work life in a variety of public and private sector organizational
settings. It is an applied program that teaches managers how to understand and effectively
control organizational transitions. Every course in the program is based on the following
assumptions: (a) all organizations are confronted with significant change on a regular basis;
(b) similarities in the effects of change between public and private organizations outweigh
the differences, and (c) managers can be trained to distinguish between practices that lead to
successful and unsuccessful organizational transformation.
Each course and experience in the program emphasizes teaching skills in the following areas:
(a) analyzing workplace behavior at the individual, group, and organizational levels; (b)
diagnosing needs and problems that lead to proactive interventions (change programs); (c)
conducting successful interventions that achieve desired outcomes; and (d) evaluating actual
outcomes against the desired outcomes.
The MSOD program is designed for students who currently are full time employees seeking
skills that will enhance their careers. Each course spans the academic year in meetings that
take place during an entire weekend about every third weekend of the year. The typical
capstone thesis or project applies research or organizational change tactics to a problem in
the student’s workplace.
5. M. Ed. in School Counseling
The emphasis of this program is to prepare specialists who are able to implement
comprehensive, developmental guidance and counseling programs in schools. Graduates are
Department of Psychology
33
qualified to provide individual and group counseling in schools and to consult with parents
and teachers concerning social, educational, and developmental tasks of children and
adolescents. Graduates are typically employed as elementary, junior high, or senior high
school counselors.
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.
6. M.Ed. in School Psychology
The school psychology program prepares graduate students to receive initial 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.
7. 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 Counseling Psychology degree also elect to complete the school
counseling certification program.
8. 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,
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but in 2002-2003 for example, 849 students enrolled in PSY 101. Of those, 834 were
students with 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 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 20022003, 350 students, including 333 undecided or non-psychology majors, enrolled in PSY
205.
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 88% of our lower
division FTES and about 30% 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 Section IV.B, below.
9. 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. Six 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 2002, 596 students enrolled in PSY 314 and 521 enrolled in PSY 315. These totals include
144 in PSY 314 and 154 in PSY 315 who were students at our Wenatchee, Lynnwood, Green
River Community College, and SeaTac programs. Over the last five years, a third of all
psychology upper division FTES and 21% of all psychology FTES have enrolled in these
two courses. A detailed table of data for the last five years can be found in 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.
10. 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 psychology courses to groups of teachers, to advanced high school
students through the CWU Cornerstone Program and to teacher candidates through the CWU
Career Switcher Program. In 2002-2003, nine 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. Three of our four continuing education instructors in 2003-2004 have earned
doctoral degrees in school psychology or developmental psychology. 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.
11. Summer Session
The psychology department sponsors an active summer session program. We have
traditionally offered many courses for teacher preparation students and certified teachers
returning for continuing education. In recent years, we have also offered major and minor
core courses and a few major elective courses. In 2003, for example, we offered 95 credits of
courses, in 23 separate course sections, including courses in Lynnwood and Yakima.
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. In 2002-2003, for example,
we were able to purchase five new sets each of the WISC-IV, the WAIS-III, The WPPSI-III,
and the Stanford-Binet V, to provide an $800 professional development budget for each
faculty member, to purchase several reference works for our clinic library, and to equip two
multimedia classrooms with summer session revenues.
12. 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 and
social psychology courses still contribute to the LAJ major. At Ellensburg, Yakima,
Steilacoom, Lynnwood, and SeaTac, 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 in some detail in Section 9, above.
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 faculty
members participate on the Women Studies program committee.
Psychology courses serve as prerequisites to courses in Ethnic Studies and Food Science and
Nutrition and are required or elective courses in the following majors and minors:
Psychology Support for Other Majors and Programs
Required Psychology Courses
Elective Psychology
Courses
PSY 300, Research Methods in Psychology
PSY 455, Environmental
Gerontology Major
PSY 452, Adult Development and Aging
Psychology
PSY 454, The Helping Interview
PSY 452, Adult Development and Aging
Gerontology Minor
Primate Behavior and Ecology PSY 101, General Psychology
Major
PSY 300, Research Methods in Psychology
PSY 301, Learning
PSY 362, Introductory Statistics
PSY 442, Evolutionary Psychology
PSY 495, Directed Research
PSY 101, General Psychology
Women Studies Major
PSY 483, Psychology of Women
PSY 101, General Psychology
Family Studies Major
PSY 447, Psychology of Adolescence
PSY 452, Adult Development and Aging
PSY 300, Research Methods
Law and Justice
in Psychology
PSY 346, Social Psychology
PSY 362, Introductory Statistics
Food Science and Nutrition
Major
All Psychology Courses
General Studies – Social
Sciences Major
PSY 456, Industrial and Organizational
Safety and Health
Management Minor
Psychology
PSY 314, Human Development and the Learner
Business Education Major
PSY 315, Educational Psychology
PSY 205 Psychology of
Recreation Management
Major
Adjustment
PSY 454, The Helping Interview
Social Services Major
PSY 101, General Psychology
Electives by advisement
Social Science Major
PSY 362, Introductory Statistics
Public Policy Major
Major or Program
Department of Psychology
B.
37
Currency of Curriculum
1. B.A. in Psychology
a.
Currency of Content Coverage
We strive for a comprehensive representation of contemporary psychology in our
curriculum. One means of assessing our coverage is to compare our course offerings to
those of peer institutions. This method has informed our current discussion about the
allocation of required and elective courses in the psychology major. For this purpose, we
consulted the curricula of universities that share our U. S. News and World Report
college report category. Since that time, a more closely matched group of peers has been
obtained from the university’s Office of Institutional Research.
Another method is to refer to the topics presented in current texts that survey the field of
psychology. The Office of Teaching Resources in Psychology, a service of Division 2 of
the American Psychological Association, has assembled a list of 17 topics from a review
of 36 university-level comprehensive survey texts. The topics are listed below. All of the
topics are introduced in PSY 101, General Psychology. Most of our other courses touch
on more than one topic, but the table below shows the undergraduate courses in our
curriculum specifically targeted at each topic.
Content Area
Focal Courses
1. History and Theoretical Perspectives
2. Research Methods, Statistics
PSY 461, History and Systems
PSY 300, Research Methods
PSY 362, Introductory Statistics
PSY 363, Intermediate Statistics
PSY 295, 495, Directed Research
PSY 448, Sexual Behavior
PSY 442 Evolutionary Psychology
PSY 476, Drugs
PSY 478, Physiological Psychology
PSY 450, Sensation and Perception
PSY 350, Sleep and Dreaming
PSY 476, Drugs
PSY 301, Learning
PSY 442, Evolutionary Psychology
PSY 448, Sexual Behavior
PSY 449, Abnormal Psychology
PSY 478, Physiological Psychology
PSY 205, Psychology of Adjustment
PSY 455, Behavioral Medicine and Health Psychology
PSY 301, Learning
PSY 303, Analysis of Everyday Behavior
PSY 315, Educational Psychology
PSY 460, Cognitive Psychology
PSY 404, Psychology of the Gifted
PSY 444, Tests and Measurements
PSY 460, Cognitive Psychology
PSY 473, Psychology of Thought and Language
3. Physiological Bases of Behavior
4. Sensation and Perception
5. States of Consciousness
6. Emotion, Motivation
7. Stress, Health Psychology
8. Learning and Memory
9. Intelligence, Testing
10. Thought and Language
Department of Psychology
11. Development
12. Personality
13. Disorders
14. Therapy
15. Social
16. Applied Psychology
17. Other
38
PSY 313, Developmental Psychology
PSY 314, Human Development and the Learner
PSY 447, Psychology of Adolescence
PSY 452, Adult Development and Aging
PSY 453, Theories of Personality
PSY 438, Chemical Dependency and the Family
PSY 449, Abnormal Psychology
PSY 467, Child Psychopathology
PSY 445, Clinical, Counseling, and Community
Psychology
PSY 449, Abnormal Psychology
PSY 454, The Helping Interview
PSY 346, Social Psychology
PSY 465, Psychology and the Law
PSY 484, Violence and Aggression
PSY 487, Group Processes and Leadership
PSY 304, Effective Thinking
PSY 315, Educational Psychology
PSY 456, Industrial and Organizational Psychology
PSY 465, Psychology and the Law
PSY 355, Environmental Psychology
PSY 401, Psychology of Sport
PSY 404, Psychology of the Gifted
PSY 483, Psychology of Women
PSY 498, Forensic Psychology
PSY 498, Psychology of Terrorism
PSY 498, Self-Injurious Behavior
PSY 498, Psychology of Religion
The quality of coverage in our courses is assessed by student performance indicators,
student evaluations of instruction, our curriculum committees, our end-of-major
assessment, and feedback from our graduates. We have an active program of peer review
of syllabi, student performance measures, and instructional observation. These are all
discussed in appropriate sections elsewhere in this document.
b. Currency of Functional Goals
We strive to equip our students with the skills and perspectives of a contemporary
psychologist. A list of desirable goals is provided by the report of the Task Force on
Undergraduate Psychology Major Competencies (2003) appointed by the American
Psychological Association’s Board of Educational Affairs. The document outlines 10
goals and suggested learning outcomes that represent reasonable departmental
expectations for the undergraduate psychology major across educational contexts. The
entire report and detailed discussion of each area can be obtained at
http://www.apa.org/ed/pcue/taskforcereport2.pdf.
Functional goals cut across many courses in the CWU curriculum. For each goal, we
have identified a few courses that most clearly prepare the student, but each goal is
represented to some degree in nearly every course in the curriculum. Courses required of
all majors are displayed in bold type.
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Functional Goal
Focal Courses
1. Knowledge Base of Psychology: Demonstrate
familiarity with the major concepts, theoretical perspectives,
empirical findings, and historical trends in psychology.
PSY 101, General Psychology
PSY 461, History and Systems of Psychology
and virtually every course in a specific content
area.
PSY 300, Research Methods in Psychology,
PSY 362, Introductory Statistics,
PSY 363, Intermediate Statistics
PSY 444, Tests and Measurements
and many courses in specific areas.
PSY 300, Research Methods in Psychology,
PSY 301, Learning
PSY 444, Tests and Measurements
PSY 460, Cognitive Psychology
and virtually every course in a specific content
area.
PSY 205, Psychology of Adjustment
PSY 235, Relationships and Personal Development
PSY 303, Analysis of Everyday Behavior,
PSY 304, Effective Thinking
PSY 346, Social Psychology
PSY 355, Environmental Psychology
PSY 315, Educational Psychology
PSY 438, Chemical Dependency and the Family
PSY 454, The Helping Interview
PSY 455, Behavioral Medicine and Health
Psychology
PSY 456, Industrial & Organizational Psychology
PSY 465, Psychology and the Law
PSY 483, Psychology of Women
PSY 487, Group Processes and Leadership
and many other courses in specific areas.
PSY 300, Research Methods in Psychology,
PSY 346, Social Psychology
PSY 454, The Helping Interview
PSY 355, Environmental Psychology
and many other courses in specific areas.
PSY 300, Research Methods in Psychology,
PSY 301, Learning
and many other courses that use Blackboard,
PsycINFO, or web-based supplements.
PSY 300, Research Methods in Psychology,
PSY 301, Learning
PSY 461, History and Systems of Psychology
and many other courses that require written reports,
poster presentations, oral presentations, or group
discussions.
2. Research Methods in Psychology: Understand and
apply basic research methods in psychology, including
research design, data analysis, and interpretation.
3. Critical Thinking Skills in Psychology: Respect and use
critical and creative thinking, skeptical inquiry, and, when
possible, the scientific approach to solve problems related to
behavior and mental processes.
4. Application of Psychology: Understand and apply
psychological principles to personal, social, and
organizational issues.
5. Values in Psychology: Value empirical evidence,
tolerate ambiguity, act ethically, and reflect other values that
are the underpinnings of psychology as a science.
6. Information and Technological Literacy: Demonstrate
information competence and the ability to use computers
and other technology for many purposes.
7. Communication Skills: Communicate effectively in a
variety of formats.
Department of Psychology
8. Sociocultural and International Awareness:
Recognize, understand, and respect the complexity of
sociocultural and international diversity.
9. Personal Development: Develop insight into their own
and others’ behavior and mental processes and apply
effective strategies for self-management and selfimprovement.
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.
40
PSY 205, Psychology of Adjustment
PSY 346, Social Psychology
PSY 484, Violence and Aggression
PSY 498, Psychology of Terrorism
PSY 483, Psychology of Women
PSY 313, Developmental Psychology
PSY 314, Human Development and the Learner
PSY 315, Educational Psychology
PSY 346, Social Psychology
PSY 444, Tests and Measurement
PSY 445, Clinical Counseling, and Community
Psychology
PSY 449, Abnormal Psychology
PSY 473, Thought and Language
and many other courses in specific areas
PSY 205, Psychology of Adjustment
PSY 235, Relationships and Personal Development
PSY 303, Analysis of Everyday Behavior,
PSY 304, Effective Thinking
PSY 313, Developmental Psychology
PSY 314, Human Development and the Learner
PSY 315, Educational Psychology
PSY 346, Social Psychology
PSY 449, Abnormal Psychology
PSY 455, Behavioral Medicine and Health
Psychology
PSY 460, Cognitive Psychology
PSY 101, General Psychology
PSY 300, Research Methods in Psychology
PSY 445, Clinical Counseling, and Community
Psychology
Our curriculum could be strengthened in the areas of career planning and professions in
psychology. This material is often presented in a gateway course for majors or
sometimes in a capstone course for majors. The psychology department does not now
have a formal course or activity at either end of the major. Our undergraduate curriculum
committee will be asked to study this shortcoming and recommend solutions.
2. M.S. in Counseling Psychology
Our primary standards for currency of the mental health counseling program are Washington
state requirements for counseling licensure, the accrediting standards of CACREP, and
faculty contact with recent scholarship and standards of best practice. Appendix J is a
working document that shows the current and proposed correspondences between counseling
courses and CACREP standards. The department supports travel and registration for
continuing education classes for counseling faculty. The department’s two most recently
appointed faculty members are counseling faculty members. One came directly from a
doctoral program at the University of Texas, Austin and the other from a postdoctoral
appointment at Oregon Health Sciences University.
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Currency is bolstered by strong faculty contact with the practitioner community through our
internship placements and by the need to prepare students for state certification. Our
counseling faculty members are state licensed counselors or are applying for licensure. In
addition, curriculum changes are made to reflect trends and changes in the profession such as
introduction or revision of Health Insurance Portability and Accountability Act (HIPAA)
laws, diagnostic manuals, American Counseling Association (ACA) and American
Psychological Association (APA) ethical standards, CACREP standards, and Washington
State laws.
3. M.S. in Experimental Psychology
Our Master of Science in Experimental Psychology combines advanced instruction in
fundamental content and experimental methods with an opportunity to form a research
partnership with a faculty member on a topic of mutual interest. Our curriculum permits us
the flexibility needed to adapt to recent developments in the discipline and to select only
those specialties for which we have current faculty interest and expertise. We encourage
students to take appropriate classes in complementary disciplines and to include faculty in
companion departments to serve on thesis committees. Biology and Anthropology courses
and faculty members most frequently serve in these capacities.
The currency of our programs is reflected in peer reviews of our publications, presentations,
and consulting relationships, by peer contact at professional meetings, and by required
reviews of our research facilities and experimental procedures. We have no affiliations with
accrediting associations or other external sources of program standards in experimental
psychology.
The care standards of the Chimpanzee and Human Communication Institute exceed the
requirements of the American Association of Laboratory Animal Science and the United
States Department of Agriculture. The care standards of our other animal laboratories also
conform to the requirements of the USDA and the National Research Council's Institute of
Laboratory Animal Resources. A small colony of pigeons and a small colony of rats are the
only non-primates housed under psychology department care. The university’s Institutional
Animal Care and Use Committee monitors compliance with governmental animal care
standards.
4. M.S. in Organization Development
Organizational development practitioners rate the OD programs at Pepperdine University and
at Case Western University as the best U.S. master’s degree programs. The CWU MSOD
Program periodically benchmarks its curriculum against these two OD programs.
The three MSOD courses that have been developed (or are being developed) in the last
decade (Organizational Planning and Strategy Simulation, Interpersonal Simulations, and
Applied Group Process) were partially based on benchmarking comparisons with the two
programs.
The Pepperdine MSOD program has two courses related to practicing organizational
development in the global arena, International Organization Development, and Strategy and
Organizational Design. Elements from each of these courses were used to create a CWU
course entitled Organizational Planning and Strategy Simulation, which involves competing
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student teams in the planning and strategic decision making process in a simulated dynamic
global environment.
The Case Western MSOD program has a course entitled Developing Executive Leadership
Skills, which focuses on the development of students’ interpersonal and group process skills.
Elements of this course were used to develop two CWU courses, Applied Group Process, and
Interpersonal Simulations. Applied Group Process focuses on dyad and trio (small group)
workplace interpersonal skill practice and application. Interpersonal Simulations focuses on
large group (4 to 20 members) facilitation and meeting management skills.
In addition, the CWU MSOD Program uses ongoing feedback from current students,
program graduates, current and former adjunct faculty members, and employers to make
minor course adjustments, and to provide ideas for major course additions or deletions, and
other program changes. For example, consistent current student and graduate feedback over
a number of years led to the addition of the project option to the traditional thesis option as
an end-of program assessment product.
5. M.Ed. in School Counseling
Student learning objectives identified for each course in the school counseling curriculum are
identified from three sources: (a) school counselor knowledge and skills identified in the
Washington Administrative Code (WAC 180-78A-270(4)); (b) counselor knowledge and
skills identified in the CACREP national accreditation standards; and (c) additional
counselor knowledge or skill areas identified as important by department faculty. Program
courses are regularly evaluated for currency using multiple methods which include, but are
not limited to: (a) formal review by the CWU School Counselor Professional Education
Advisory Board (PEAB); (b) regular review and discussion during counseling program
committee meetings; and (c) candidate evaluation forms designed specifically for each
counseling program course. The school counseling program curriculum is also formally
reviewed by the State Board of Education whenever the Washington Administrative Code
(WAC) program approval standards (e.g., knowledge and skills) are revised. Appendix K is a
shows the correspondence between school counseling courses and WAC standards.The most
recent review and approval process occurred in 1998. Because state standards for
Educational Staff Associates (e.g., school counselors, school psychologists) are currently
being revised, we anticipate undergoing the state review and approval process within the next
year or two.
6. M.Ed. in School Psychology
Currency of the curriculum in the school psychology training program is assured through
compliance with the standards of national and regional certification bodies. The program is
directly responsible to the Office of Superintendent of Public Instruction (OSPI) for training
candidates that meet its certification standards. The program also is fully approved by the
National Association of School Psychologists (NASP). NASP has currently revised its
standards for the training of school psychologists, and our program is in the process of
revising and adapting our standards to meet these most current training standards. In
response to recent NASP feedback, we have combined our M.Ed. degree program and our
state certification program. In the 1980s, we separated these two programs because our 90credit master’s graduates were disadvantaged on school district salary scales. Most school
Department of Psychology
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districts now credit master’s degree holders with their credits above 45 credits, so we have
recombined our degree and certification programs.
The school psychology training program also receives direction and information pertaining
to curriculum from the state-mandated Professional Education Advisory Board (PEAB)
associated with our program. The PEAB is composed of our program director, five practicing
school psychologists, a student, and other individuals from the field of education. The role of
the PEAB is to provide program evaluation and review, which is then utilized in program
change and modification. In the past, the PEAB has made numerous recommendations to the
program that have dealt with curriculum. These recommendations have been incorporated
into our program.
Finally, the school psychology training program periodically performs follow-up evaluations
of its graduates. At the same time, information is collected from supervisors of these
graduates, thus providing both process and product evaluation. Review of the graduate
follow-up information has led to curriculum changes to maintain currency.
As part of our efforts to evaluate the currency of the curriculum and prepare for future
standards, the Office of the Superintendent of Public Instruction (OSPI) has funded a grant to
enable our program to host a meeting of all the school psychology training programs in the
state of Washington. On the agenda for this meeting will be curriculum issues which all of
the programs are dealing with in order to meet new NASP and OSPI training standards. By
involving all of the state’s training programs in discussion, we will enhance the potential for
broad understanding of NASP’s curriculum recommendations and sharing methods of
implementing the standards.
7. Certificate in School Psychology and Certificate in School Counseling
The currency of our Washington State Educational Staff Associate (ESA) certification
programs in school psychology and school counseling is assured in many of the same ways
as our master’s degree programs in those two areas. The Washington State Superintendent of
Public Instruction provides standards for certification and reviews our curricula. The director
of our graduate program in school psychology is a member of the state’s committee to
modify all ESA standards. ESA candidates are individually examined by our PEAB in the
appropriate area.
8. Standards of Ethical Conduct
The faculty of the department are guided by ethical codes governing the conduct of research
and the provision of services that have been adopted by the state and federal government,
especially the National Institutes of Health, the United States Department of Agriculture and
the National Research Council's Institute of Laboratory Animal Resources, and by the
following professional organizations: the American Psychological Association, the
Association for Specialists in Group Work, the American Educational Research Association,
the American Counseling Association, the Organization Development Institute, the National
Association of School Psychologists, the American Association of Laboratory Animal
Science, and the Washington State Association of School Psychologists.
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C. Curriculum Review Process
Curriculum planning is accomplished by a the faculty of the department acting as a committee of
the whole, by several standing committees charged with program planning and oversight, through
involvement with the Center for Teaching and Learning, and through program review by
Professional Education Advisory Boards (PEABs) in School Psychology, School Counseling,
and Teacher Preparation.
All curriculum proposals originate with the faculty and are first processed by one of the
following standing program-specific faculty committees: undergraduate program, experimental
psychology, counseling, school psychology, and organization development. Committee
recommendations are presented to the full-time faculty of the department. Proposals that are
approved are forwarded to the department chair, who then forwards relevant materials to the
dean and, ultimately to the Faculty Senate for approval. Curriculum proposals that affect school
personnel are routed to the Center for Teaching and Learning. The psychology department is
actively represented on the curriculum committees of the CTL.
Faculty from the psychology department have participated in national and regional conferences
focusing on curriculum planning and assessment, such as the AAHE conferences on assessment,
OSPI meetings on ESA training standards, and the Statewide Higher Education Assessment
Conference. Faculty members also have attended NSF Chautauqua short courses, as well as
numerous other workshops and conferences to maintain currency in teaching content and
methods.
In 2003, we experimented with a new undergraduate curriculum review process. The entire
department met on the spring faculty development day. We broke into five groups, each focusing
on a segment of our curriculum, for example, educational psychology or research methods and
statistics. We reviewed our syllabi in each area, discussed our student learning assessment
methods, and discussed relationships between courses and their place in the department’s overall
curriculum. Resulting suggestions for curriculum change will be brought forward in 2003-2004.
In the last five years, our review process, combined with evolving faculty interest and expertise,
has resulted in curriculum revisions in some of our programs.

We have removed four specialization track programs from our undergraduate major in
psychology. We originally conceived of these tracks as pre-professional lines of study
and aids to advisement. They were unnecessarily prescriptive and had no standing among
employers, so we reverted to a major with a small required core of courses and four
clusters of similar courses. Students are required to take one course from each cluster.
We are currently reviewing the makeup of the core and clusters.
New courses have been added in evolutionary psychology, and cognitive psychology. We
have dropped courses in experimental social and personality psychology, computer
methods in the social sciences, instrumentation of psychology, exceptional children,
emotional growth of children, and group dynamics and the individual.

The M.S. in Counseling Psychology program has been the object of study and proposed
revision for the last five years. The main impetus behind these efforts has been to secure
CACREP accreditation for the program. Our current proposals include inaugurating a
Department of Psychology
45
new class around the identity and role of a professional counselor, reducing counseling
practicum classes from five to four with a commensurate increase in internship hours,
establishing student representation on the program committee, and integrating
assessment components in each of three counseling techniques classes.
We have begun to instruct students in computer-administered assessment instruments,
such as the MMPI. We maintain high standards of client confidentiality and have
attended to conformity to the requirements of the Health Insurance Portability and
Accountability Act (HIPAA). In 2002-2003 we began to require a background check,
fingerprinting, and purchase of liability insurance of all of our students. We employ
practicing professionals as practicum supervisors when enrollments justify added faculty
members.

The M.S. in Experimental Psychology program has dropped an admission requirement of
a course in tests and measurements, deleted a course in human factors psychology, added
a course in research in natural environments, integrated a physiological psychology lab
into the lecture-discussion portion of the course, and added an trial offering in applied
physiological psychology that will be proposed as a permanent course in the future. This
course is also taken by M.S. in Counseling Psychology and M. Ed in School Psychology
students.

There were no major revisions to the school counseling program in the last five years;
the last major curriculum revision occurred prior to obtaining Washington State Board of
Education program approval under the 1997 WAC standards.
Based upon feedback received from the School Counselor PEAB, school counseling
internship field supervisors, and program graduates, a number of curriculum revisions
are being recommended by the counseling programs committee for departmental review
and approval in 2003-2004. Once approved by the department, these proposed
curriculum revisions will be forwarded to other institutional participants in the
curriculum approval process. A copy of the proposed curriculum changes is included as
Appendix C to this document.
Currently, a statewide task force is in the process of reviewing and recommending
changes in the Washington State standards for the preparation of school counselors.
When these rule changes become effective, we anticipate minor revisions in the program
curriculum. One member of the School Counselor PEAB serves on the statewide task
force and has forwarded drafts of proposed changes to PEAB members and the
university representative to assist in program planning during 2003-2004.

The most recent change to the school psychology master’s program has been to recombine the master’s degree curriculum and the state certification curriculum into a
single program. This removes a point of confusion about the program and increases
conformity to NASP guidelines. The history of this issue is briefly described in Section
II.B.6, above. Other recent changes include modification of internship and practica
classes to reflect changes in NASP standards, a more vigorous program of maintaining
contact with our graduates, and restructuring the introductory course to separate school
psychology content from school counseling content and strengthen coverage of
vocational counseling and transition issues.
Department of Psychology

46
The M. S. in Organization Development program has maintained relative stability over
the past five years. In that time, however, the department has approved the option of a
professional project in the student’s organizational setting as an alternative to the
traditional research thesis as a terminal performance product. Three new MSOD courses
have been developed (Organizational Planning and Strategy Simulation, Interpersonal
Simulations, and Applied Group Process), partially based on comparisons with programs
at benchmark institutions. The most noteworthy other change has been to withdraw the
program from our western Washington site and to present the program only at the
Ellensburg campus.
D. Effectiveness of Instruction
1. Effectiveness of the department’s instructional methods.
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 and individual projects.
Many faculty members assemble research teams of students to work on topics of mutual
interest. For example, Dr. Neal Bowen currently has a research team working on a study
of campus multicultural climate. 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 Undergraduate Research and Creative
Expression (SOURCE), a day-long symposium of oral and poster presentations of
undergraduate research.
A research thesis is required of all master’s students, except for M.S. Organization
Development students, who may plan and execute a professional project in their
organizational settings. These projects have many of the qualities of experimental thesis
research. Many master’s thesis students also serve as research assistants on faculty
projects. Over the last five years, an average of 33 theses per year has been produced.
The intensive collaboration between master’s students and faculty at the Chimpanzee and
Human Communication Institute is particularly noteworthy in this regard. Two years
ago, the CWU Conference on Graduate Student and Faculty Scholarship was inaugurated
to provide a forum for public presentations of graduate research. Psychology studentfaculty collaborations have been amply represented.
Detailed lists of selected student-faculty research presentations may be found in Section
IV.C, 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
Department of Psychology
47
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 experimental psychology program employ
these methods at the graduate level.
c.
Use of field experiences
About half of our faculty members report using field experience methods in instruction.
Good undergraduate examples are field studies in sleeplessness in the elderly in PSY
303, visiting elderly clients in nursing homes, field observations at schools in
developmental psychology, and internships at the Woodland Park Zoo, social service
provider settings, law enforcement agencies, and schools. We hope to enhance our
observational opportunities with the recent relocation of the Ellensburg School District’s
developmental preschool in our building.
Extensive field experiences are found throughout our graduate curricula in school
psychology, counseling psychology, and school counseling, from the first quarter’s
practicum and PSY 501 course to the internships that conclude the programs. Students in
the organization development program are employed in organizations that provide daily
laboratory experiences. About half of our graduate students in experimental psychology
learn through observation at the Chimpanzee and Human Communication Institute.
d.
Classic lectures
The classic lecture format, where a prepared presentation is delivered without
interruption, is not used by any psychology faculty member.
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,
hands-on 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. About a quarter of our instructors use
email groups and Blackboard to continue a discussion outside the classroom.
f.
Service learning or civic engagement
About a quarter 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, a battered women’s service, crisis line service,
and other community service settings.
Department of Psychology
48
2. Information technologies faculty regularly and actively utilize in the classroom.
The faculty’s use of technology-assisted access to information has been described in Section
V.B, above. In this section, the use of instructional technology will be described.
About ten years ago, multimedia presentation equipment began to be installed in newly
constructed and remodeled classroom buildings. The psychology building is neither new nor
remodeled and our acquisition of instructional technology has proceeded more slowly. We
currently have four multimedia classrooms and three carts with computers and projectors that
serve our needs. In a recent departmental discussion, there was widespread endorsement of
the expanded use of presentation technology in the classroom.
Many instructors use Powerpoint slides or HTML pages to present lecture outlines,
illustrative images, tables, and other visual aids. Motion pictures have given way to mpegs,
DVDs, and videotapes projected on a digital projector. Professors post their notes, syllabi,
assignments on the web for equally convenient access in the classroom or the student’s room.
About a quarter of our faculty use Blackboard, primarily to mediate discussion groups.
Faculty members typically do not administer tests electronically, and the campus has not
adopted electronic administration of student course evaluation.
A few courses use an instructional laboratory with computers dedicated to a few software
packages for instructional simulations and statistical packages.
E.
Quantitative Measures
The following tables report student enrollments in courses with prefixes administered by the
psychology department. FTES data are full-time equivalent students per year, divided by three to
yield a quarterly average. Thus, the annual total is three times the tabled FTES figure.
In 2002-2003, psychology courses accounted for 15.9% of all College of the Sciences FTES and
5.5% of all CWU FTES.
Broken down by class level, students in psychology courses make up 8.8% of the college’s lower
division FTES and 3.6% of the university’s lower division FTES, and 22.4% of the college’s
upper division FTES, and 6.4% of the university’s upper division FTES. Fully 61% of the
college’s graduate FTES and 22.5% of the university’s graduate FTES are generated by
psychology students.
1. FTES
Annual Quarterly Average FTES by College, Department, Prefix, Level
Academic Years 1997-1998 through 2002-2003
Prefix
GERONTOLOGY
Level
1997-98 1998-99 1999-00 2000-01 2001-02 2002-03
Lower Division
0.6
Upper Division
Graduate
Overall Average
0.0
0.0
0.0
0.0
0.0
0.6
Total Credits Attempted
26
Department of Psychology
ORGANIZATION
DEVELOPMENT
49
Level
1997-98 1998-99 1999-00 2000-01 2001-02 2002-03
Lower Division
Upper Division
Graduate
28.1
36.4
32.2
36.8
28.2
18.8
Overall Average
28.1
36.4
32.2
36.8
28.2
18.8
Total Credits
Attempted
843
1,091
967
1,104
846
565
PSYCHOLOGY
Lower Division
Upper Division
Graduate
Overall Average
Total Credits
Attempted
1997-98 1998-99 1999-00 2000-01 2001-02 2002-03
130.4
126.3
141.9
132.7
130.5
137.5
253.2
249.0
246.2
227.6
215.1
250.3
69.3
70.0
74.3
62.1
57.9
58.1
452.8
445.4
462.4
422.4
403.5
445.8
19,338
18,991
19,692
18,077
17,288
19,191
Psychology Department
1997-98 1998-99 1999-00 2000-01 2001-02 2002-03
Lower Division
130.4
126.3
141.9
132.7
130.5
137.5
Upper Division
253.2
249.0
246.2
227.6
215.1
250.8
Graduate
97.4
106.4
106.5
98.9
86.1
76.9
Overall Average
480.9
481.7
494.6
459.2
431.7
465.2
Total Credits
Attempted
20,181 20,082 20,659 19,181 18,134 19,782
College of The Sciences
1997-98 1998-99 1999-00 2000-01 2001-02 2002-03
Lower Division
1273.4 1308.5 1355.0 1340.8 1422.6
1555
Upper Division
1062.1 1028.9 1019.5 1011.7 1049.2
1122
Graduate
133.2
153.5
159.0
146.5
119.8
126
Overall Average
2468.6 2491.0 2533.5 2499.0 2591.5 2803.4
Total Credits
Attempted
109,091 109,791 111,621 110,259 114,820 124,256
Central Washington University
1997-98 1998-99 1999-00 2000-01 2001-02 2002-03
Lower Division
3252.1 3239.6 3352.6 3392.4 3645.1 3858.6
Upper Division
3871.6 3866.3 3729.3 3571.4 3689.5 3906.2
Graduate
345.2
359.2
366.3
323.9
336.9
341.1
Overall Average
7468.9 7465.1 7448.2 7287.8 7671.5 8105.9
Total Credits
Attempted
330,924 330,542 329,673 323,091 340,165 359,648
2. Number of graduates from each department-based degree program
The following table reports the number of graduates of each program administered by the
psychology department. There are two bachelor’s degree programs: a 45-credit program that
requires students to complete a minor or another major, and a 60-credit program. The table below
Department of Psychology
50
also has a third row of bachelor’s degree graduates whose choice of 45- or 60- credit program
could not be determined. Changes to our major registration form have eliminated the source of
this ambiguity.
Department of Psychology
Degrees Conferred, Academic Years 1997-1998 through 2001-2002
Degree Level
Majors
Bachelor's
Psychology
Psychology (45-59 Credits)
Psychology (60+ Credits)
Total Psychology Bachelor's
Degrees
Total COTS Bachelor's Degrees
Psychology as Percent of COTS Bachelor's
Degrees
Total CWU Bachelor's Degrees
Psychology as Percent of CWU Bachelor's
Degrees
Degree Level
Master's
Majors
Counseling Psychology
Experimental Psychology
Organizational
Development
School Counseling
School Psychology
Total Psychology Master's
Degrees
Total COTS Master's Degrees
Psychology as Percent of COTS Master's
Degrees
Total CWU Master's Degrees
Psychology as Percent of CWU Master's
Degrees
19971998
21
20
25
66
19981999
17
19
32
68
19992000
13
22
24
59
525
12.6%
515
13.2%
2,050
3.2%
1,982
3.4%
19971998
19981999
20002001
20012002
Total
3
26
38
67
1
33
35
69
55
120
154
329
537
11.0%
496
13.5%
560
12.3%
2,633
12.5%
2,077
2.8%
1,866
3.6%
1,962
3.5%
9,937
3.3%
9
6
9
5
8
18
19992000
11
4
15
8
32
7
38
47
68.1%
147
21.8%
20002001
20012002
Total
9
5
13
9
3
13
43
26
68
2
3
35
4
31
1
2
28
3
24
164
54
70.4%
56
62.5%
51
60.8%
63
44.4%
271
60.5%
178
21.3%
219
16.0%
162
19.1%
226
12.4%
932
17.6%
Fluctuations in the FTES in the M.S. in Organization Development program are linked to creating, then
discontinuing, a cohort of MSOD students in the Puget Sound area, in addition to the cohort at the
Ellensburg campus. The proportion of undergraduates majoring in psychology has remained relatively
constant over the last five years, as have the numbers of graduate degrees in psychology. Our proportion
of the college’s and university’s graduate degrees, however, has declined slightly, due to the emergence
of new graduate programs in other COTS departments and the university.
Department of Psychology
51
A full accounting of our graduate program’s productivity must include the Washington State Education
Staff Associate certificates granted to our students. Some students enter our graduate programs with
master’s degrees and seek the additional training and examination that qualifies them for state
certification. Others earn a graduate degree and, perhaps, an ESA certificate, in one of our programs and
complete the additional work for a certificate in another specialty. Our department administers two
certificate programs, school psychology and school counseling. The following table reports the numbers
of ESA certificates granted in each of these programs for the past five years.
Certificate
School Counseling
School Psychology
F.
ESA Certificates Granted, 2000-2004
1999-2000 2000-2001 2001-2002 2002-2003
6
5
1
5
5
6
2
3
2003-2004
0
12
Total
17
28
Efficiency Measures
1. Student-Faculty Ratio (FTES/FTEF)
These data exclude courses in which only one student is enrolled, such as arranged classes,
directed research, individual study, and thesis research.
Annual Average Ratio FTES/FTEF by Department and College
Academic Years 1997-1998 through 2001-2002
Psychology
College of the
Sciences
University Total
FTES
FTEF
Ratio
FTES
FTEF
Ratio
FTES
FTEF
Ratio
1997-1998 1998-1999 1999-2000 2000-2001 2001-2002
480.9
481.7
494.6
459.2
431.7
25.3
24.5
24.0
24.1
23.6
19.0
19.7
20.6
19.1
18.3
2468.6
2491.0
2533.5
2499.0
2591.5
137.0
18.0
7468.9
407.1
18.3
137.9
18.1
7465.1
415.2
18.0
130.6
19.4
7448.2
404.8
18.4
135.3
18.5
7287.8
410.3
17.8
130.6
19.8
7671.5
376.1
20.4
This table also reveals that, in the most recent year for which we have data, 18.1% of the
college’s FTE faculty and 6.3% of the university’s FTE faculty teach psychology courses,
and 16.7% of the college’s FTE students and 5.6% of the university’s FTE students are
enrolled in psychology classes.
2. Average class size
These data exclude undergraduate courses in which only one student is enrolled, such as
arranged classes, and directed research. Some classes serve multiple undergraduate
functions, such as the psychology major and minor, general education, and service to other
majors. The most common of these overlaps are with PSY 101, General Psychology (general
education, major, and minor) and PSY 300, Research Methods in Psychology (major, minor,
Department of Psychology
52
service to Law and Justice, Social Services). The impact of PSY 314, Human Development
and the Learner, and PSY 315, Educational Psychology, (service to teacher education) on our
enrollments is discussed elsewhere in this document.
Central Washington University
Average Undergraduate Class Size by College, Department, Level
Academic Years 1997-1998 through 2002-2003
Psychology Department
Lower Division
Upper Division
27.0
28.3
26.8
25.6
28.7
28.3
Overall Average
32.7
33.9
32.8
31.0
34.6
33.2
College of The Sciences
Lower Division
1997- 1998-99 1999-00 2000-01 2001-02 2002-03
98
36.2
38.0
40.6
40.1
44.5
43.7
Upper Division
19.6
19.9
20.3
19.0
22.1
22.4
Overall Average
26.0
26.9
28.1
26.8
30.6
30.6
Central Washington
University
1997- 1998-99 1999-00 2000-01 2001-02 2002-03
98
60.0
61.7
60.4
53.8
56.9
53.5
Lower Division
1997- 1998-99 1999-00 2000-01 2001-02 2002-03
98
27.1
26.4
26.5
26.3
29.0
28.9
Upper Division
16.1
15.6
15.0
14.4
15.4
16.0
Overall Average
24.0
24.0
24.0
23.7
26.5
27.0
An apparent anomaly in the above two data tables is that our FTES/FTEF ratio is a bit lower
than college and university averages, but our average undergraduate class size is the highest
in the college and among the highest in the university. Our department’s heavy investment in
a large number of graduate programs with small classes produces this divergence in the data.
Graduate students are included in the first set of data and largely excluded from the second.
A few graduate students enroll every year in undergraduate courses that are prerequisites to
full admission to graduate study. Intermediate Statistics and History and Systems of
Psychology are the most common of these courses.
G. Assessment of Students and Programs
1. Assessment of students entering the program.
We currently have no prerequisites to admission to the major other than a required meeting
with a major advisor. An earlier experiment with a grade point average and writing
proficiency exam requirement proved unworkable. Our undergraduate curriculum committee
is studying a requirement of completion of the university’s basic composition and math
courses.
Department of Psychology
53
During the student’s initial interview with his or her advisor, we discuss the student’s
interests in psychology and career goals, courses appropriate to those interests, any courses
that might be eligible for transfer credit, prerequisite courses needed, choice of 45-credit or
60-credit major, and appropriate elective courses. Students are encouraged to participate in
the psychology club or Psi Chi and to consider involvement on a faculty sponsored research
team. A packet of advisory materials, developed for this initial interview, is in the program
review exhibit file in the department office.
Our registration software has allowed students open access to courses in the undergraduate
major, so we have not been able to limit beginning students to certain courses. Many students
take courses in sequences we would not advise because of the students’ instructor
preferences, time of day, work schedules, and other personal preferences. New registration
software will make it possible enforce prerequisite and major admission requirements (see
Section I.B.1.a.i), to enforce stricter course sequencing and to make beginning, mid-, and
end-of-major course content and assessment more realistic. We view PSY 300, Research
Methods in Psychology, as our gateway course and it reasonably would be the site of
entering assessment procedures.
Graduate students are assessed during the admission process. We assess the student’s prior
coursework, undergraduate grades, achievement test scores, personal statements of
educational goals, letters of reference, and, occasionally, interviews. We have established
limits on the number of students who can be admitted to several of our programs each year.
The maximum aggregate number of new students in the counseling and school psychology
programs is 30 (18 in counseling, 12 in school psychology). About three times that number
apply for admission The MSOD program is limited to 12 students per year, about the same as
the number of applicants.
2. Assessment of students leaving the program.
We use the Educational Testing Services Major Field test in Psychology (MFT) as one
means to assess the baccalaureate program in psychology. Our students do moderately well,
scoring in the neighborhood of the mean on most fields. Our strongest area has traditionally
been measurement and research methodology. We require research-oriented courses in our
major core and emphasize how psychological knowledge is generated by research in virtually
all of our classes. It is gratifying to note that the two highest average scores occur in learning
and research methods, the areas in which we require all majors to take courses. Our
traditionally weakest area has been sensation and physiological psychology. We have no
course exclusively devoted to sensation and our physiological course is in an elective group.
Biological psychology is on the ascent in our discipline and we need to reexamine our
coverage of physiological psychology.
Department of Psychology
Major Field Test Results
N
2000-2001
2001-2002
69
59
55
7
52.9
58.3
68
190
Weighted
Means
52.4
63.9
39.5
36.5
38.6
66.5
54.3
52.5
49.5
86
26
57
61
61.9
39.8
44.6
43.4
42.5
33.8
43.5
43.6
34.0
90.3
54.5
46.0
48.1
68.6
57.9
78.0
47
21
79
63
55
92
39.3
31.6
45.1
51.6
44.2
84.3
50.1
33.5
42.4
45.0
54.3
59.7
52.3
35.5
41.8
48.8
58.5
55.5
50
31
48
48
59
61
49.1
32.6
42.2
46.4
56.3
57.4
Percentile Rank
45.7
Total Scale
Learning, Cognition
Percept, Sens, Physio, Compar, Ethol
Clinical, Abnormal, Personality
Developmental, Social
Memory, Thinking
Sensory, Physiology
Developmental
Clinical, Abnormal
Social
Measurement, Methodology
Memory, Thinking
Sensory, Physiology
Developmental
Clinical, Abnormal
Social
Measurement, Methodology
54.2
30.1
44.1
41.0
23.6
19.3
40.8
43.8
41.0
83.3
Percent Correct
45.6
29.8
41.8
45.6
56.0
56.7
2002-2003
Nov 03
54
All
In spring, 2003, we executed a small study of the relation between MFT scores and major
grade point averages of the 42 students who took the MFT that quarter. The correlation
between major GPA and overall MFT score was .63 (p < .001, df = 40). The correlations
between major GPA and the Learning and Cognition (r = .61, p < .001, df = 40), Perception,
Sensation, etc. (r = .44, p < .002, df = 40), Clinical, Abnormal, Personality (r = .44, p < .002,
df = 40), and Developmental, Social (r = .57, p < .001, df = 40) subscales were similarly
significantly positive. We interpret this as strong and reassuring confirmation of the relation
between our class grades and an independent assessment of student achievement in
psychology. The scatterplot shows the relation between MFT score and major GPA.
Department of Psychology
55
MFT and Major GPA, Spring 2003 Administration
190
180
MFT
170
160
150
140
130
2
2.25
2.5
2.75
3
3.25
3.5
3.75
4
GPA
At the graduate level, students receiving master’s degrees and/or professional certification in
counseling, school counseling, and school psychology consistently have either found
immediate employment in the fields for which they have trained or have been accepted to
doctoral programs in those fields. Students seeking certification are required to take stateapproved examinations; in at least the past ten years, all candidates for certification have
passed this examination. Feedback from internship supervisors and employers consistently
has been excellent. Unscientific samplings of alumni also have revealed favorable attitudes
toward our programs.
The school counseling and school psychology training handbooks include program
completion checklists identifying specific tasks (e.g., fingerprinting) and program courses
that must be completed by the candidate prior to forwarding a recommendation for state
certification. The appropriate program director verifies that all required tasks are completed
and signs the form before it is forwarded to the CWU certification office.
The master’s degree program in organization development maintains active liaison with
alumni, who provide feedback regarding the program as well as suggestions for program
development.
When seniors graduate from CWU, the Office of Institutional Research conducts an
extensive survey of retrospective opinions. Selected results of the spring 2002 survey are
included in Appendix D to this document. Of those, a few have been selected for inclusion in
the following table. The item descriptions are quite brief, but the intent of the item is
discernable nonetheless. Twenty-nine seniors, about 75% of our spring graduates, responded
to the survey.
Psychology Graduating Senior Survey, 2002
Brief Item Description
Percent of Responses
Little or
Satisfaction with …
NA
None
Somewhat Mostly
Quality in major
14
38
General ed
2
31
52
Development of analyzing skills
3
7
52
Very
48
10
38
Department of Psychology
Development of independent
learning
Using knowledge from major
Development of scientific
principles
Satisfaction readiness for career
Readiness for advanced education
Major advising
Instuctors in Major …
High expectations
Respectful of student diversity
Encourage active learning
Encourage faculty-student
interaction
Encourage independent learning
Fair and respectful
Provide good academic preparation
Overall high quality
Few to
None
3
10
7
3
56
3
14
34
48
3
10
14
10
28
38
55
41
10
7
14
38
17
31
31
28
34
21
48
21
Not many
About half
Most
10
10
3
7
14
7
14
14
21
34
28
45
Almost
All
55
45
45
28
14
3
14
3
17
15
28
38
31
33
41
55
48
48
3
3
These are generally favorable ratings of our instructors and program. One recommendation
that could be gleaned from the results would be increased emphasis on career education for
undergraduates. Many psychology students, however, recognize that the bachelor’s degree
has not completely prepared then for their eventual careers. The ratings of preparation for
further education are more reassuring in this regard and are confirmed by the informal
feedback we hear from our graduates who have gone to graduate programs elsewhere. They
report that they are very well prepared, in comparison to their peers.
3. Post-Graduation Data
CWU seniors complete a survey of attitudes and undergraduate experiences when they
graduate, one year after graduation, and five years after graduation. Reports of these surveys,
aggregated across majors, may be viewed on the Institutional Research web site, at
http://www.cwu.edu/~ir/Surveys.html. The results, for psychology majors only, on all items
of the one-year and five-year post-graduate surveys are included in Appendix E to this
document.
Only eleven graduates responded to the survey. That represents only about 10% of the
psychology major alumni of those two years, so the responses may not represent reliable
trends. A few items have been selected for inclusion in the following table. The item
descriptions are a bit cryptic, but should be sufficient to suggest the wording of the item.
Psychology Alumni Survey, 1977 and 2001 Graduates
Brief Item Description
Percent of Responses
Little or None Somewhat Mostly Very
Satisfaction with quality in major
0
0
36
64
Satisfied applying scientific principles
0
9
27
64
Satisfied applying quantitative principles
0
27
55
18
Department of Psychology
Satisfied solving problems
Satisfied readiness for advanced ed
Satisfied working cooperatively
Satisfied appreciating diverse philosophies
Satisfied interaction of society & environment
Satisfied readiness for career
Satisfied learning independently
9
9
0
9
9
18
0
9
9
9
18
45
36
9
55
55
55
55
27
36
73
57
27
27
36
18
18
9
18
Among these students, at least, the major is remembered with high regard, as are many
important aspects of our instructional goals. These survey results would advise us to improve
our attention to diversity, social and environmental concerns, and career preparation.
Our university alumni office maintains contact with graduates and encourages continued
participation in campus activities. Individual psychology faculty members maintain contact
with a few student friends every year, but the psychology department has no formal program
of contacts with our undergraduate majors.
Post-graduation contact with our graduate students is more thorough. Faculty members,
especially thesis committee chairs and committee members, maintain contact with their
advisees. Graduates of our masters programs in counseling, school counseling, and school
psychology are contacted annually by our lead secretary in the Community Psychological
Services Clinic, Ms. Loretta Ney. Ms. Ney compiles a yearly newsletter, The Yearly Planet,
from their responses. The Yearly Planet is a welcome report of the activities of our students
every year. All past issues of The Yearly Planet are available in the program review exhibit
file in the department office.
Appendix L presents a table of the 161 graduates of our master’s programs in the last five
year, with each student’s occupation or activity, either immediately after graduation or
currently. Information is available for all but six graduates. Inspection of Appendix L will
show that nearly all of our graduates are employed or pursuing doctoral education in a field
related to their CWU master’s degree. In fact, all of the counseling, school counseling, and
school psychology graduates for which we have information are employed or pursuing
graduate study in their degree or certificate field.
School counseling program graduates and their employers are surveyed one year after
graduation. Survey feedback is used by our program coordinating committee to identify
perceived program strengths (e.g., clinical training) and areas for improvement. These
suggestions have led to curriculum revisions. This year, for example, we will be dividing
PSY 501, The School Counselor and School Psychologist, into separate courses for each
profession, based on graduate, employer, and PEAB feedback.
School psychology program graduates and their supervisors are surveyed five years after
graduation. The results are presented to the department’s school psychology program
committee and to the School Psychology PEAB for review and program change
recommendations.
In our mental health counseling master’s program, CACREP standards will require that, at
least once every three years, program faculty will conduct and document findings of formal
Department of Psychology
58
follow-up studies of program graduates to assess graduate perceptions and evaluations of
major aspects of the program. The first of these studies is currently under way.
4. Faculty involvement in assessment
Individual faculty members are required to solicit feedback from students in every course
they teach. The most common instrument is the university’s Student Evaluation of
Instruction form. We receive aggregated quantitative data and transcribed responses from
open-ended items for each class, every quarter. Each of us can point to examples of changes
we have made in response to thoughtful written suggestions from students and to problematic
trends in the quantitative data.
The primary point of faculty assessment of student achievement is in creating and evaluating
student examinations, laboratory exercises, practicum and internship; supervision, and
writing assignments. Final grades in courses summarize many forms of evaluation during the
quarter. Some evidence regarding the validity of course grades is offered in Section 2, above.
Detailed descriptions of assessment tools for each class are found in course syllabi. For
several years, faculty members have been required to list the learning objectives for each
class and the assessment methods for each goal. Some syllabi are very detailed in this regard
and others are more general. We discussed our assessment methods in small groups during
our spring 2003 faculty development day meeting. The theme of this year’s meeting was peer
review of syllabi and student assessment methods.
In our graduate counseling programs, we videotape all counseling sessions that graduate
students conduct with clients. Faculty supervisors regularly review these videotapes and
complete skill evaluation forms as part of a comprehensive assessment of students’
performance in practicum. The methods allow for assessment of students' progress in
developing professional counseling skills.
School counseling students and department faculty complete candidate evaluation forms for
every course in the school counseling curriculum. These forms ask students and faculty to
identify the extent to which students have demonstrated specific knowledge and skills
important to the preparation of school counselors, including those mandated by the
Washington Administrative Code and by CACREP standards. These evaluation data are
useful in evaluating both individual student performance as well as identifying potential
areas of weakness within the curriculum.
Assessment of whole programs is the purview of department program committees and the
department as a whole. There are program committees for the undergraduate major program
and each graduate program. These faculty members consider evidence about program
currency and student achievement described in Section II.B, above. The department as a
whole receives curriculum recommendations from program committees and the committee’s
rationale, based on assessment data. The department considers proposals in light of their
effects on the whole department and their concordance with other programs before
forwarding them to the chair and dean for approval.
Department of Psychology
59
5. Effect of program assessment on curriculum, faculty, and resources.
We are currently discussing revisions to our undergraduate major as a result of our program
assessment efforts. We are drawing on MFT end-of-major test results, comparisons with peer
institutions, comparison with APA content and function standards, and the expertise of our
faculty. Changes under consideration include broadening our core of required courses to
include cognitive and neurological bases of behavior, reducing our core to include only
survey and methods courses, and considering a Bachelor of Science degree.
A program assessment discussion precedes each new faculty hire. Our most recently hired
faculty member, for example, offered missing expertise in child and adolescent counseling
and the special problems of children with developmental disabilities. In the appointment
before that, the faculty sought to strengthen our multicultural counseling curriculum. Before
that, we sought to add a primate behavior specialist to complement the university’s
interdisciplinary major in primate behavior and ecology and to strengthen our department’s
curriculum in evolutionary psychology, and animal behavior.
At the graduate level, we rely on our program committees’ internal reviews and advice from
external bodies such as the state’s Office of the Superintendent of Public Instruction, our
Professional Education Advisory Boards, and the accrediting standards of the National
Association of School Psychologists and the Council for Accreditation of Counseling
Related Programs (CACREP).
For example, CACREP standards require Mental Health Counseling Program to perform an
annual course syllabus evaluation and an annual review of programs, curricular offerings,
and characteristics of program applicants. At least every three years, accredited programs are
to conduct and document findings of formal follow-up studies of program graduates, clinical
site supervisors, and program graduate employers. Accredited programs document the use of
findings from these assessments in program modifications. We conform to many of these
standards and are currently implementing the remaining ones.
Members of the School Counselor and School Psychology PEABs play an important role in
the assessment of students and the training programs. All candidates for school counselor or
school psychologist certification must pass a written comprehensive examination and an oral
review with the PEAB. In school psychology, the Educational Testing Service’s Praxis II
Examination is used. Students with a successful passing score become nationally certified
school psychologists. For at least the last ten years, all of our graduates have been successful
in achieving national certification.
Following a candidate's PEAB interview, PEAB members are given a summary of the
candidate's performance in program coursework and the internship; the PEAB then makes a
formal recommendation for certification. The oral review process provides the PEAB with
important information not only about individual candidates, but also our training programs.
When specific trends in candidates' responses to interview questions are noted, feedback is
given to the school psychology committee or counseling programs committee so that
program strengths are noted and areas for improvement in the curriculum can be addressed.
The committees and department inform the PEABs of specific plans to address any concerns.
This process, among others, allows for continuous review of the program curriculum.
Department of Psychology
60
6. Assurance of completion of assessment activities.
An assessment plan has been developed for each program that includes degree program
goals, student learning outcomes, assessment instruments, where student learning is assessed,
and the party responsible for assessment. The outline of the plan is included in Appendix F,
attached to this report. We are active in our program assessment efforts, but need to develop
a means of regular documentation of our activities. Our programs in school counseling and
school psychology have program review routines mandated by state certification
requirements. One of the results of this performance review process will be to develop a
system for regular assembly of assessment results.
III.
Faculty
A. Faculty Profile
A standardized faculty profile is presented in the following two tables. The first presents the
institution granting the terminal degree to our full time and part time faculty members. We draw
our faculty from highly regarded universities distributed widely across the United States. All but
the last entry represent earned doctoral degrees.
Terminal Degree Granting Institution
Arizona State University
University of Nevada-Reno (2)
Ball State University
University of North Dakota
California School of Professional
University of Oregon
Psychology
University of Pittsburgh
Claremont Graduate University
University of Rhode Island
Georgia State University
University of South Dakota
Purdue University
University of Texas, Austin
The Ohio State University
University of Utah (2)
Union Institute, Zurich, Switzerland and
University of Washington (2)
Portland, OR
Washington State University
University of California, Los Angeles
West Virginia University
University of California, San Diego
University of Georgia (2)
Central Washington University (10 Master’s
University of Iowa
degree part-time instructors)
University of Kansas
The second table presents summary statistics about the gender, terminal degrees, salaries, teaching
experience and teaching load of our faculty. The CWU Faculty Code prescribes an average
teaching load of 36 contact hours per year. In 2003-2004, our loads ranged from a low of 33
contact hours to a high of 46, with a mean of 36.68.
Department of Psychology
61
DEPARTMENTAL FACULTY PROFILE
Department of Psychology 2003-2004
Full-Time Faculty
Nine Month Salary **
Maximum
Minimum
Median
Maximum
Median
Maximum
56,700
64,800
81,600
12
20
36
12
22
36
11
12
16
Associate Professor
4
2
2
4
48,400
50,900
57,200
6
8
35
8
9
35
11
13
13
Assistant Professor
6
4
2
6
41,300
44,300
45,200
0
4
6
0
4
6
11
12
13
Instructor
3
2
1
3
36,000
36,000
40,500
1
5
18
1
5
18
13
15
16
16
4
12
17
8
9
Graduate Assistant
16
7,500 plus tuition waiver
Research Assistant
Visiting Lecturer
Other: Phased
Retiree
1
1
*Data Represent Status for Fall Quarter
** Salaries Reported in Thousands of Dollars
7
1
10
563/cr
703/cr
Up to 40% of 62,500
Minimum
Median
13
Bachelors
4
Masters
8
Doctoral
12
Female
Professor
Male
Minimum
Fall Term Credit
Hour Load
Maximum
Total Years of
Teaching
Experience
Median
Years of
Experience at
University
Minimum
Less than Bachelors
Number of
Part-Time
Rank or Class
Number of
Full-Time
Gender
Professional
License
Number of
Terminal Degrees
Department of Psychology
62
B. Faculty Professional Records
A curriculum vitae and structured professional record for each full time psychology faculty
member is provided in a separate notebook. Summaries of faculty activities are found in
Sections III and IV of this document.
C. Teaching Effectiveness
Central Washington University
Student Evaluation of Instruction
Average Response to Question on Instructor Effectiveness
Academic Years 1997-1998 through 2001-02
Psychology
Fall
Winter
Spring
1997-98
Psychology
The Sciences
CWU
4.5
4.2
4.3
4.5
4.3
4.3
4.5
4.2
4.3
1998-99
Psychology
The Sciences
CWU
4.5
4.3
4.3
4.5
4.2
4.3
4.5
4.4
4.3
Psychology
The Sciences
4.5
4.2
4.6
4.2
4.4
4.3
CWU
4.3
4.3
4.3
Psychology
The Sciences
4.6
4.3
4.5
4.3
4.5
4.3
CWU
4.3
4.3
4.3
Psychology
The Sciences
4.5
4.3
4.4
4.3
4.4
4.3
CWU
4.3
4.3
4.3
1999-00
2000-01
2001-02
The psychology department has a tradition of teaching excellence across course topics and
degree levels. The table shows a consistent pattern of student ratings slightly above college and
university averages. All ratings are based on a 5-point scale. The item reported is a summary
rating of instructor effectiveness. This item is one of two summary items and 36 specific items
on the university’s Student Evaluation of Instruction instrument.
Department of Psychology
63
D. Scholarly Activity
In 2003, the department developed a database of faculty accomplishments. Achievements are
cast into 64 categories, derived from the performance-based budgeting structure developed by
the university under President McIntyre’s leadership. Some activities go unreported, so these
data underreport our actual achievements, but the database is a good general indicator of our
activities. The database has provided data for the next four sections of our self-study.
The following table estimates the numbers of scholarly accomplishments by psychology faculty
members in the last five years. Details of each scholarly accomplishment may be found in the
complete database printout (see Appendix G). Rates of accomplishments per faculty member
may be estimated by dividing these totals by 20. A recent book by Lisa Weyandt and book
chapters by Jim Eubanks, Roger Fouts, Elizabeth Street, Robert Sorrells, Stephen Schepman,
and Lisa Weyandt are noteworthy as summary statements of their scholarly work thus far.
Accomplishment
Certification (Required or Preferred to Enhance Work): Original
Certification (Required or Preferred to Enhance Work): Renewal
Conferences, Workshops, or Seminars: Participant
Conferences, Workshops, or Seminars: Presenter
Courses Taken: For professional development
Editorial Service:
Grant Activity: Received, External
Grant Activity: Received, Internal
Grant Activity: Submitted, External
Grant Activity: Submitted, Internal
Presentations, Conference: International
Presentations, Conference: Local
Presentations, Conference: National
Presentations, Conference: Regional
Presentations, Non Conference: External
Presentations, Non Conference: Internal
Professional Reports Written: External
Professional Reports Written: Internal
Publications in Discipline, Juried: Abstracts and Proceedings
Publications in Discipline, Juried: Books or Textbooks
Publications in Discipline, Juried: Journal Articles or Book Chapters
Publications in Discipline, Juried: Other
Publications in Discipline, Juried: Reviews
Publications in Discipline, Non-Juried: Other
Research in Progress:
Travel for Professional Development: Domestic
Unpublished Manuscripts:
1999
6
6
12
5
25
5
4
2000
3
6
7
10
10
27
9
2
2001
1
7
8
19
8
24
7
3
9
6
1
1
2
1
3
3
15
9
1
9
2
1
2
1
8
1
1
1
3
2
3
11
4
6
9
2
1
4
2
10
15
2
2
2
2
2002
8
3
7
8
20
9
2
1
2003
3
8
3
5
5
26
4
2
1
3
7
10
18
2
2
3
13
1
3
E. Service Activity
1.
Committee memberships
The department’s faculty accomplishment database yields the following counts of committee
memberships. Details of each committee activity may be found in the complete database
4
5
3
14
1
3
1
3
1
13
2
2
31
1
14
Department of Psychology
64
printout (see Appendix G). It should be noted that the psychology department has historically
contributed many of its faculty to the administrative services of the university. Our current
faculty members serve as the Executive Assistant to the President, the Associate Vice President
for Graduate Studies, Research, and Continuing Education, the Assistant Vice President for
Research, and the Associate Dean of the College of the Sciences. The current chair of the
department served earlier as the Associate Dean of the College of the Sciences. We are heavily
invested in the university’s operational committees and committees that draw on faculty
disciplinary expertise.
Accomplishment
Administrative Service
Committee Work: College or Division Ad-Hoc Committee
Committee Work: College or Division Standing Committee
Committee Work: Department or Unit Ad Hoc Committee (includes searches)
Committee Work: Department or Unit Standing Committee
Committee Work: University Ad-Hoc Committee
Committee Work: University Standing Committee
Committees or other community service outside the university:
Consulting: External
Consulting: Internal
2.
1999
6
1
2000
9
2
7
42
4
21
5
14
2
6
42
7
19
9
13
3
2001
7
4
1
11
45
7
22
9
18
2
2002
8
4
4
9
40
6
30
10
16
2
2003
7
2
5
8
51
17
29
14
16
3
Professional organizations
Our faculty accomplishment database shows the following counts of memberships in
professional associations. Details of each person’s memberships may be found in the complete
database printout (see Appendix G). Noteworthy in this category is Roger Fouts’s service as
president of the Rocky Mountain Psychological Association.
Accomplishment
Professional Organizations: Individual Membership
Professional Organizations: Officer
1999
92
14
2000
96
15
2001
95
17
2002
96
19
2003
100
17
F. Student Research Supervision
Student research supervision is reported in Section IV.C, Student Accomplishments, below. The
table below reports the numbers of special student mentoring activities of all kinds. Details of
each activity are found in the complete listing of the department’s faculty accomplishments
database, found in Appendix G. Student mentoring that has led to collaborative presentations
are described in detail later in this document. Among our many activities that enrich the
student’s educational experience, Dr. Marte Fallshore was recognized for her creation of the
university’s interdisciplinary end-of-quarter poster sessions and SOURCE activity with the
TIAA-CREF Distinguished Faculty Award in 2002.
Accomplishment
Special Student Mentoring
Student Club or Honorary Advising:
1999
41
2
2000
34
2
2001
33
2
2002
29
3
2003
43
2
Department of Psychology
IV.
65
Students
A. Numbers of majors/program
FTE Students, 1999-2003
PSY
College
of the
Sciences
1999
2000
2001
2002
2003
FTE
FTE
FTE
FTE
FTE
Lower Division
126.3
141.9
132.7
130.5
137.5
Upper Division
249.0
246.2
227.6
215.1
250.8
Graduate
106.4
106.5
98.9
86.1
76.9
Total
481.7
494.6
459.2
431.7
465.2
Lower Division
1,308.5
1,355.0
1,340.8
1,422.6
1,491.4
Upper Division
1,029.2
1,019.5
1,012.0
1,049.2
1,122.3
153.5
159.0
146.5
119.8
126.5
2,491.2
2,533.5
2,499.3
2,591.5
2,740.2
Graduate
Total
B. Numbers served in general education, education, supporting courses
The psychology curriculum provides an important component of the general education, teacher
preparation, continuing education, summer session, and other programs. Descriptions of the role
played by psychology courses and faculty members in these ancillary programs are provided in
Section II.A.8 through II.A.12, above. The following tables provide supportive data for the past
five years. The first table provides data for the impact of PSY 101, General Education, and PSY
205, Psychology of Adjustment, on the university’s general education program. About 88% of
our lower division FTES and about 30% of all undergraduate FTES is accounted for by
enrollment in PSY 101 and 205.
Average Quarterly Enrollment in FTES, General Education Classes
1998-1999
1999-2000
2000-2001
2001-2002
2002-2003
PSY 101
59.0
77.1
73.1
71.7
87.2
PSY 205
51.8
48.9
44.0
42.1
39.3
Total PSY Gen Ed (101+205)
110.8
126.0
117.1
113.8
126.6
Total PSY Lower Division
126.3
141.9
132.7
130.5
137.5
.877
.888
.882
.867
.920
Total PSY Undergraduate
375.4
388.1
360.3
345.6
387.7
101+205 proportion of total
PSY UG
.295
.325
.325
.329
.306
101+205 proportion of lower
division
Note: 15 student credit hours = 1 FTES.
Department of Psychology
66
The second table in this section reports the impact of two courses that support the teacher
education program. PSY 314, Human Development and the Learner, and PSY 315, Educational
Psychology, are taken by every teacher candidate. Over the last five years, a third of all
psychology upper division FTES, or 21% of all psychology FTES, have enrolled in these two
courses.
1998-1999
1999-2000
2000-2001
2001-2002
PSY 314
40.6
40.7
37.8
34.2
45.2
PSY 315
45.2
44.0
34.2
36.1
36.0
Total 314+315
All PSY Upper Division
314+315 proportion of upper
division FTES
Total PSY undergraduate
FTES
314+315 proportion of total
PSY undergraduate FTES
2002-2003
85.9
84.7
72.0
70.3
81.2
249.0
246.2
227.6
215.1
250.3
.345
.344
.316
.327
.324
375.4
388.1
360.3
345.6
387.7
.229
.218
.200
.203
.209
Note: 15 student credit hours = 1 FTES.
Another aspect of our service role is to provide a minor area of study to complement a student’s
major. In fall quarter, 2003, 43 students were registered as psychology minors. This
underestimates the number of minors because some students delay registering, but it does
provide us with useful information. As can be seen in the table below, psychology minors have
a wide variety of majors, but by far the most common major is law and justice. Teacher
candidates, in diverse fields, also make up a large number of our minors.
Major
Majors of Psychology Minors, Fall, 2003
Number of Students
Law and Justice
Elementary Education
Sociology
Family and Consumer Science
Biology
Foreign Language: Broad Area
Sociology: Social Services
Foreign Language: Teaching
Physical Education: Teaching
History: Teaching
Social Science
General Studies: Social Science
Business Administration
Flight Technology
Total
21
4
3
2
2
2
2
1
1
1
1
1
1
1
43
Department of Psychology
67
C. Student accomplishments
Psychology faculty members have a tradition of active support for research partnerships with
students. This is a characteristic of all programs in the College of the Sciences. One index of
our interest is participation in CWU’s Symposium on Undergraduate Research and Creative
Expression (SOURCE). One or more psychology faculty member has served on the SOURCE
Committee since its inception in 1997 and psychology faculty members have served as judges
of student presentations every year. In 2002, Professor Marte Fallshore received the TIAACREF/SOURCE Distinguished Faculty Award for her prolific sponsorship of student
presenters. The following table reports the names, faculty mentors, and titles of undergraduate
student oral presentations and poster presentations at SOURCE.
SOURCE Presentations, Department of Psychology, 1998-2003
1998
Student Name(s)
Title
Mentor(s)
Joel Yeager & Greg Goldstein
Strategies to increase foraging time of five captive
chimpanzees
Roger Fouts
Jolene Steele, Shelley Schlief,
& Kimen Thomas
Demonstrator-observer familiarity effects on imitative
behavior of albino rats
Wendy Williams
Jennifer Vike, Karen Kosik,
Heather Moriarty, & Erin
Thompson
Cross-gender and same-gender face recognition
Marte Fallshore
Aaron Crumrine, Shirlee Case,
James Linden, & Miho
Murashima
Does modality of presentation affect rates of intrusion on
short-term memory?
Marte Fallshore
Sarah Baeckler, Kari Cook, &
Dawn Farnsworth
Does knowledge of bias impact attributions?
Marte Fallshore
1999
Student Name(s)
Title
Mentor(s)
John Lowery & Ashley
McClatchey
The motivations and health benefits of altruistic helping
behavior (volunteerism) among post-retirement
volunteers
Jeff Penick
Jeanice Bartholow
The effects of inversion on recognition of emotion in
schematic drawings of faces: Evidence for holistic
processing?
Marte Fallshore
Aaron Crumrine
Effect of presentation modality of intrusion of nonpresented information
Marte Fallshore
2000
Student Name(s)
Title
Mentor(s)
Lindsay Lien1
Product placement in comparative advertising
Marte Fallshore
Department of Psychology
John Lowery
Volunteer tasks and post-retirement volunteers
Jeff Penick
Karla Jensen, Chad Shattuck,
& Liz Takacs
Pretask activity effects on Stroop performance,
creative/analytical students
Wendy Williams
April O’Neill, Amy Taylor,
Mauricio Garces
Second language practice effects on Stroop task
performance
Wendy Williams
Denise Nilsson
Science fiction convention attendees and openness to
experience
Jeff Penick
Chris Bolte
External locus of control, test anxiety and depression
Jeff Penick
Elizabeth Clayton
Gender differences in perceived severity of sex crimes
against children
Marte Fallshore
68
2001
Student Name(s)
Title
Mentor(s)
Trissa Baird
Pronoun and generic pronoun usage in third grade
textbooks
Marte Fallshore
Felicia Molano
The relationship between body mass index and
objectified body consciousness in female college
students
Sally Kennedy
James Rogers
How personality, field dependence, and a cluttered
environment affect stress
Marte Fallshore
Denise Nilsson
Openness to experience in science fiction convention
attendees
Marte Fallshore
Tricia Johnson
Recognition of emotion: Holistic or feature process?
Marte Fallshore
Sihaya Crain
Where is your birthday? A look at temporal imagery
Marte Fallshore
Sheena Assanti, Jacob McGee,
Carisa Owens, Alyssa
Valentine, & Sarah Vornbrock
Personal meaning and life satisfaction in a senior
population
Jeff Penick
Allison Hunter
Establishing views on primates in entertainment
Megan Matheson
(with Augustin
Fuentes)
Chad Shattuck
Priming test effects on Stroop performance: Do different
types of pretasks help or hurt?
Wendy Williams
Sheena Assanti, Catherine
Davis, Holly Lewis, & Cecily
Stowe-Rigg
Handedness and priming task effects on Stroop colornaming latencies
Wendy Williams
James Rogers, Maggie
Johnson, Shannon Reider,
Kylie Dauphin, & Bethany
Dorey.
The effects of text belongingness on learning word pairs
Wendy Williams
Melissa McGraw, Jeremy
Cavner, Hazel Ball, Shawn
Becker, Jeff Vogel, & Jan
Jeffris
Swingcats SOURCE Performance
Marte Fallshore
Department of Psychology
69
2002
Student Name(s)
Title
Mentor(s)
Michaela Howells
Aggression and use of space with move to a novel
environment in Cebus apella
Megan Matheson
Renee Thompson & Jane
Knecht
Myers-Briggs type similarity and marital satisfaction
Stephen Schepman
& Jeff Penick
Becca Powers, Renee
Thompson, Carisa Owens
Relationship of sources of meaning and life satisfaction
in an optimally aging senior population
Jeff Penick
Carisa Owens & Sarah
Vornbrock
Personal meaning and life satisfaction in an elderly
population
Jeff Penick
Brandon Lagerquist
The Prisoners Dilemma game: Human response to a
computerized cooperate-compete dichotomy
James Eubanks &
Brady Wilbanks
Marcia Pace
Comparison of fluoxetine (Prozac) and grated
concentrations of 2’-methyl-6-nitroquipazine
(Quipazine) on the consumption of the saccharin
solution on rats
Terry DeVietti &
John Gerdes
(Chemistry)
2003
Student Name(s)
Title
Mentor(s)
Lisa Corey & Jacob
Leadingham
Perceptions of the severity of sex crimes against children
Marte Fallshore
Shannon E. Schueller &
Elizabeth M. Webb
A behavioral comparison of Prozac (Fluoxetine HCI)
and 2’-Methyl-6-Nitroquipazine on saccharin, water and
food ingestion in rats
Terri L. DeVietti &
John M. Gerdes
(Chemistry)
Alvena Smith-Johnson
Using a nutritionally risk survey to assess the health and
well-being of homebound seniors
Jeff Penick
Daniel McKenzie & Kevin
Todd
Are crime severity ratings related to perpetrator or
participant sex?
Marte Fallshore
Red Rogers, Amanda Mackey,
Alvena Smith-Johnson, Sam
Overturf & Lisa Ronning
Attentional priming and response dominance in the
spatial domain: The effects of conflicting information
Wendy Williams
Arthur Manjarrez
Central Washington University students: Perceived
barriers to success
James Eubanks
Meg Derbawka
Chimpanzees’ use of objects on theme days
Mary Lee Jensvold,
Chimpanzee and
Human
Communication
Institute
In 2002, the CWU Conference on Graduate Student and Faculty Scholarship was inaugurated as
a graduate-level complement to SOURCE. Psychology students and faculty have been well
represented in the first two years of this conference.
Department of Psychology
70
Psychology Presentations, CWU Conference on Graduate Student and Faculty Scholarship
2002
Student Researcher(s)
Title
Faculty Mentor(s)
Catherine Davis
Mental Process and Recall Differences with
J. Phillip Diaz and
Attention Deficit Disorder
Gayle Robbins
Nicholas Malone
Post-Conflict Interactions with Third Parties
Megan Matheson and
in a Small Social Group of Captive
Agustin Fuentes
Chimpanzees
Brady A. Wilbanks
The Selfish Samaritan: An Evolutionary and
James L. Eubanks
Behavioral Investigation of Altruism
Elizabeth Kuykendall, Shannon Reider. Evidence for Gestural Dialects in Captive
Roger S. Fouts and
Leslie Daspit, and A. Sloan
and Free-Living Chimpanzees
Deborah H. Fouts
Holly Bowman
Species-Typical Use of Objects in Captive
Mary Lee Jensvold,
Chimpanzees
Roger S. Fouts, and
Deborah H. Fouts
Katie Fulton
Factor Analysis of the Adult Rating Scale
Lisa Weyandt
Brian Hays
Construct Validity of the Internal
Lisa Weyandt
Restlessness Scale
Deborah Townley
The Internal Restlessness Scale: Ability to
Lisa Weyandt
Differentiate Between College Students With
Anxiety and ADHD.
Charles Shattuck
Differential Primes and Response
Wendy Williams
Competition in the Visual/Perception
Domain: A Stroop Test
Nicole Pleasant, Danielle Petrizzo, and
A Response to the USDA: An Ethogram for
Wendy Williams
M. Minami
Group-Housed Laboratory Pigeons
2003
Student Researcher(s)
Title
Faculty Mentor(s)
Cleve Hicks, Deborah Lackey, Shannon Evidence For Gestural Dialects In Captive
Roger S. Fouts and
Reider, and Susan Shiau
And Free-Living Chimpanzees
Deborah H. Fouts
Brandon J. Lagerquist,
Enhancing Environmental Conservation
James L. Eubanks
Behavior: Effects Of Feedback And SelfAssessment Accuracy Performance Of A
Simulated Resource Management Task
Brady A.Wilbanks
A Two-Factor Model Of Altruism: The
James L. Eubanks
Effects Of Risk And Affiliation On The
Likelihood To Render Aid
CWU has had a U.S. Department of Education McNair Scholars Program for several years.
Psychology students and faculty have joined in research partnerships in this program of
academic support for underserved students with marked potential for achievement. The
following students and faculty mentors have worked together on student research projects as
indicated.
Student
Enriquez, Jerry
Moznette, Joanna
Norton, Ramona
Redl, Nicole
Psychology Faculty Mentors of CWU McNair Scholars, 1992-2002
Faculty Mentor
Research Project
Stahelski, Anthony
Dyadic Interaction Human Interaction Research: Spatial Distance
Body Language
Schepman, Stephen
DeVietti, Terry
Stahelski, Anthony
Learned Helplessness: From the Inside Out
Behavioral Assess of Leavenworth Chinook Salmon
Effects of Personal Space Invasion on Internal and External
Indicators of Arousal
Department of Psychology
Sanz, Crickette
Swan, Beverly
Fouts, Roger
Soelling, Mark
Washington, Ronald
Stahelski, Anthony
Oja, Michelle
Churman, Sharon
Youckton, Vanessa
Schwartz, Terrence
Stahelski, Anthony
DeVietti, Terry L
Alva, Luis
Daniels, Jeffrey
Bartholow, Jeanice
Fallshore, Marte
Lowery, John
Penick, Jeff
Molano, Felicia
Torres-Jenkins, Irene
Kennedy, Sally
Fallshore, Marte
71
Chimpanzee Social Hierarchy
Assessment of At-Risk Juveniles and Military Cohorts for
Delinquent Behavior
The Effects of Verbal and Nonverbal Communication in
Response to Personal
Space Invasion
Gender Role and Demographic Correlations
Spatial Distance & Body Language
Behavioral Assessment of Leavenworth Chinook Salmon Reared
under Innovative Conditions
Graduate Training for Managed Care: A National Survey of
Psychology and Social Work Programs
The Effects of Inversion on Recognition of Emotion in
Schematic Drawings of Faces: Evidence for Holistic Processing?
Salivary Cortisol Reactivity to Volunteer Tasks in PostRetirement Volunteers
In process
In process
D. Advising services for students
There are extensive advising services for new CWU students. All first-year CWU students take
a 1-credit course, UNIV 101, that orients them to basic college survival skills, including study
skills, time management and test taking skills; student rights and responsibilities; expectations
of CWU faculty; general education and graduation requirements; library information resources;
computing resources, and non-classroom opportunities for growth. Students can enroll for a 1credit course in career exploration that introduces them to majors. Students with special needs
can receive support services from the offices of disability support services, student support
services, supplemental instruction, the college assistance migrant program, the free tutoring
program, and the services of a university academic advisement office. There are university-wide
orientation days for first-year students and their families, and for transfer students. There are
career fairs and majors’ fairs during the year, when department representatives gather in one
place to allow students efficient access to their offerings.
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
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.
The nature of professional psychology and career opportunities in psychology are discussed in
PSY 101, General Psychology, in PSY 445, Clinical, Counseling, and Community Psychology,
and in PSY 454, The Helping Interview. At the graduate level, an orientation to professional
psychology is provided in PSY 560, Introduction to Counseling, and PSY 501, The School
Psychologist and The School Counselor. A practical introduction to these professions is
provided in counseling, school counseling, and school psychology practica and internships. We
Department of Psychology
72
are currently developing a professional seminar in these areas for better coverage of
professional issues in each field.
The following table shows the number of undergraduate advisees for each faculty member. This
load is reasonably well distributed. Those faculty members on this table with low numbers of
undergraduate advisees are primarily assigned to graduate instruction and have a heavier load of
graduate advisees. Two are relatively new faculty members.
Psychology Faculty Advisors and
Numbers of Declared Undergraduate Major Advisees
Bowen, Neal A
DeVietti, Terry L
Diaz, Jesse P
Downs, Andrew
Dugmore, W. Owen
Eubanks, James L
Fallshore, Marte
3
1
6
0
13
11
3
Fouts, Roger S
Johnson, Eugene
Kennedy, Sally A
Lonborg, Susan D
Matheson, Megan D
Penick, Jeffrey M
Schepman, Stephen
1
0
6
9
7
4
1
Schwartz, Terry
Sorrells, Robert C
Stahelski, Anthony J
Stein, Stephanie
Street, Warren R
Tolin, Philip
Weyandt, Lisa L
Williams, Wendy
0
1
2
14
10
6
9
6
At the graduate level, departmental policies and helpful guidance are published in a graduate
student handbook. A group orientation session in the fall provides a general orientation, after
which every incoming student in the degree and certification programs is assigned a faculty
advisor who has major responsibilities to the program in which the student is enrolled. The
student's course of study must be approved by the student's faculty advisor and the department
chair.
E. Other student services
The department sponsors a chapter of Psi Chi, the National Honor Society in Psychology, and a
Psychology Club. The scholarship requirements of Psi Chi are not imposed for membership in
the Psychology Club. The two organizations conduct most of their activities together. Faculty
members are often invited to speak to our student organizations about how to plan a career in
psychology, how to apply to graduate schools, and how to make an oral presentation or a poster
presentation to a professional meeting. These meetings thus serve an advisory function.
V.
Library and Technological Resources
A. Library Requirements and Adequacy of Services
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 libraries in Washington and
Oregon. We can order books from member libraries and delivery is reasonably prompt.
Individual journal articles may be provided from a member library in photocopy 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
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.
Department of Psychology
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Each academic department on campus has a library representative, who consults with our
professional librarians about the department’s needs. The library has not identified disciplinary
experts on its staff, but is moving in that direction. This would provide us with a specific
librarian who keeps himself or herself 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 journal subscriptions and video materials. Journal price increases
have decimated holdings at many universities, and keeping up with advances in media
technology from film to tape to CD to DVD has been difficult for all libraries.
B. Information literacy proficiencies expected of students
1.
Instruction in information literacy
By the end of major coursework, each CWU student is expected to be able to use the word
processing, spreadsheet, communication, and information searching and retrieval
capabilities of the computer. In psychology, we further expect students to develop effective
psychological literature searching abilities, with special emphasis on the PsycINFO
database, and to be able to write in the style of the current Publication Manual of the
American Psychological Association. Students are expected to communicate with each other
and their instructors via e-mail or via Blackboard, an electronic instructional support system.
Basic information literacy is part of UNIV 101, General Education Colloquium, required of
all entering CWU students. UNIV 101 orients beginning students to the resources of the
university and how to become a successful student. Computer support resources and online
library resources, assessed by an online instructional sequence, are part of UNIV 101. The
university’s general education requirements also include Computer Science 101, Computer
Basics, or Information Technology 101, Computer Applications. Both classes introduce the
student to word processing, spreadsheet, database, and internet applications.
APA writing style and PsycINFO search methods are taught mainly in PSY 300, Research
Methods in Psychology, a beginning course for majors. These skills, as well as the use of
internet searches and use of other information resources, such as searches of test reviews,
are further developed in courses with writing requirements, such as
PSY 301, Learning:
PSY 461, History and Systems of Psychology:
PSY 460, Cognitive Psychology:
PSY 444, Tests and Measurements:
PSY 449: Abnormal Psychology:
PSY 313, Developmental Psychology:
PSY 448, Sexual Behavior:
PSY 442/542, Evolutionary Psychology:
PSY 550, Research in Natural Environments:
PSY 495, Individual Study
PSY 496, Directed Research
PSY 580, Current Topics in Psychology:
Lab reports and group research project
Term paper
Term paper
Test critique
Summaries of journal articles
Minipaper
Term paper
Term paper
Term paper
Annotated bibliographies, term papers
Term paper
Term paper
PSY 700, Thesis, uses the complete array of technology-supported research and writing
tools.
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Many other elective courses have similar requirements, such as term papers, annotated
bibliographies, and article abstracts that call upon information searching skills and APA
style writing. In graduate courses, the same skills are used in a wide range of applications,
from writing case notes to the master’s thesis. Literature searches are typically executed
with online access to the wide range of abstract databases and full text databases offered by
the Brooks Library. The university’s entire array of online library resources is available
everywhere through password-protected web access.
We currently do not use statistical packages in our undergraduate statistics courses. SPSS is
used for data analysis in PSY 558, Advanced Statistics. Spreadsheet, database, and
statistical software is commonly used for data recording and analysis in directed research
classes and master’s thesis research.
2.
Assessment of information literacy proficiency
Basic word processing, spreadsheet, database, and internet skills are assessed by instructors
of UNIV 101, General Education Colloquium, Computer Science 101, Computer Basics,
and Information Technology 101, Computer Applications. Library access skills are assessed
with an online instructional sequence during UNIV 101, General Education Colloquium.
APA writing skills and PsycINFO searching skills are assessed in PSY 300, Research
Methods in Psychology, and in every course requiring a paper in APA style. In these
courses, however, content is assessed along with style. PSY 300 may be the only class that
emphasizes style exclusively and the only class in which information searching and retrieval
is directly taught and assessed. Instruction in internet searching and email skills are not
assigned to a specific course or individually assessed.
C. Instructional and research technology resources
In a recent survey of faculty, 75% indicated that they use multimedia computer and video
presentation technology when they can, and 70% of those say they use it heavily. 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
must be equipped with internet connections and media presentation equipment to support these
developments, but the Psychology Building was completed in 1972, long before any of these
capabilities existed.
With the emergence of computer generated and computer presented materials in the classroom,
a serious support problem is emerging. The ability to assemble a mixture of static visual,
animated visual, locally authored, and commercially published materials and integrate these
smoothly into a classroom presentation is daunting. It is a challenge for faculty to keep up with
the changes accompanying upgrades in operating systems, software suites, website management
software, statistical software, email systems, and multimedia instructional presentation systems.
The university offers instruction in all of these functions, but training and upgrading one’s skills
reduces the time a faculty member can spend on activities for which he or she is uniquely
prepared: teaching students, producing research scholarship, and sharing the governance of the
university. An alternative would be to employ specialists who are supplied with the hardware
and software tools and training to do that work for faculty.
Department of Psychology
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In the absence of a campus plan for media equipment upgrades, we have worked with several
campus offices to install media presentation equipment in the four largest classrooms in the
Psychology Building. We have diverted departmental funds and cabinetry expertise to these
projects. We have mounted mobile projectors and computers on carts to provide media support
in classrooms that lack permanently installed equipment. We take care to insure the security of
our building and have not lost any of our presentation equipment to theft. Unfortunately, nearby
buildings have few such improvements, so our faculty members cannot use their digital media
support materials when they teach in nearby buildings.
A sixteen-station PC computer laboratory is currently used for instruction in PSY 300, Research
Methods in Psychology, PSY 301, Learning, PSY 450, Cognitive Psychology, and PSY 455,
Environmental Psychology. A “commons” program modeled on an ocean fishery and developed
at the University of Victoria is used in environmental psychology. In-house programming is
used for the lab exercises in cognitive psychology and research methods. Computer-supported
laboratory exercises are used in PSY 301, Learning. The “Behavior on a Disk” package is used
to provide simulations of learning phenomena. This sixteen-station lab is also used for
undergraduate and graduate student and faculty research projects, as is a six-station PC suite in
our human research wing.
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.
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 computer-based 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.
Over the course of the last 20 years, traditional mechanical behavioral research instruments
have been replaced with computer-based instruments. This has virtually eliminated the
purchase of specialized mechanical instruments. A more dramatic result has been that the data
produced by computer-based instruments is ready to be transferred electronically into statistical
analysis programs. In some cases, statistical work is done as part of the acquisition program.
Psychology students and faculty members at our Puget Sound and Yakima centers have varying
access to instructional technology. New buildings house our programs at our Lynnwood and
Yakima and electronic technology support is excellent. Electronic media support is adequate,
but more makeshift, at our SeaTac and Pierce County centers. Each center has online access to
the university’s computing resources, including online library resources. New buildings for our
programs, located on community college campuses, are in progress at the SeaTac and Pierce
County centers.
VI.
Reflections
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, 2003 for the specific purpose
of discussing our accomplishments, challenges, suggestions for improvement, and future
Department of Psychology
76
directions. Seventeen faculty members met at the retreat, including our full-time non-tenure track
faculty members at the Puget Sound centers.
A. Department accomplishments
There are many accomplishments of the past five years of which we are very proud. Some of the
most important can be grouped into six general categories, but a reading of this document to this
point will show that these groupings omit many of our fine accomplishments described
elsewhere.

We are pleased with our program’s academic success, its rigor, and the evidence that
validates its quality:
o Our graduating senior scores are at or above the mean on the MFT in all core course
areas.
o There is a significant positive correlation between course grades and MFT scores.
o Graduating seniors give our program generally high marks in exit questionnaires.
o Our school psychology program led the state in achieving NASP accreditation and
continues to maintain full approval. Our mental health counseling graduate program
has conformed to CACREP standards and is making progress toward formal
accreditation.
o Our students have been successful in doctoral programs.
o Our practicum and internship experiences in our professional graduate programs are
closely supervised and produce well-trained professionals.
o All of our school counseling and school psychology graduates achieve state
certification and employment in their appropriate field.

Our highly qualified faculty maintains its currency with appropriate scholarship, teaching
excellence, and service to the academic community and public service opportunities.
o Our newly hired faculty members have been our first choices in our most recent
searches. They bring promising records of scholarship and meet specific
departmental needs
o Our faculty represents considerable breadth of knowledge and skills.
o A few faculty members produce research and writing that has drawn national and
international attention among scholars.

Our faculty maintains a strong commitment to interdisciplinary connections
o We participate heavily in the interdisciplinary programs in Gerontology, Primate
Studies, and, through study of chimpanzee communication at CHCI, in master’s
research that crosses disciplinary lines to include study in anthropology and biology.

We embrace new teaching and research technology.
o Classroom upgrades, partly at department expense and with the able assistance of
our technical staff, have expanded our instructional media capabilities.
o We willingly experiment with technology-assisted research procedures, and data
recording and analysis. Again, our technical support staff has been vitally helpful in
this regard.
o We are beginning to integrate Blackboard into some conventional courses.
Department of Psychology
77

Centers
o We have moved to increase our presence at the centers away from Ellensburg. The
most recent developments have been expanded offerings in Lynnwood and Yakima.

Community Service
o Our students and faculty bring their learning and scholarship to the community. We
provide psychological services through the Community Psychological Services
Center, host the Ellensburg Developmental Preschool, make preprofessional interns
available to schools and mental health service providers, and involve classes in
service learning.
B. Department challenges
This section describes some factors that impede our progress. The department’s reputation on
campus has suffered in recent years because of visible internal friction, scholarly productivity
that is inconsistent with the rising expectations of administrators, and occasional lapses in the
structural quality of theses. Our department retreat recognized these difficulties and highlighted
the following challenges and actions.

Interpersonal and professional friction has sometimes impaired collaboration and
cohesiveness in our faculty. We recognize one or two sources of difficulty and have tried to
work through them by
o Working through ombuds office.
o More frequent and regular meetings, to establish a history of normal relations.
o More open discussion of all issues.
o Quarterly half-day retreat meetings with a cooperative focus.

Support for scholarly productivity could be strengthened. Published scholarly productivity of
some faculty is stunning, but other faculty members have been less successful in establishing
a research agenda. In the past year or two we have:
o Worked with our Human Subjects Review Committee to try to anticipate problem
areas in research approval.
o Offered a reduced teaching load to new faculty for a quarter.
o Promoted a greater emphasis on grant writing.
o Helped administrators understand more about the nature of social science research.
o Clarified expectations for scholarship.
o Increased the visibility of faculty and student accomplishments

Some problems center around faculty makeup, working conditions, and compensation
o Practicum supervision loads in graduate clinic-based programs interfere with
scholarship and service productivity of faculty. Our department has made these
accommodations to this load problem:
 Contact hours (load points) for three-credit practicum supervision courses have
been increased from three to four.
 We try to maintain a ratio of no more than four supervisees to one faculty
supervisor in practicum sections.
 We assign practicum supervision to a faculty member no more than two quarters
a year.
Department of Psychology
o
78
Salaries continue to lag behind those of peer institutions, and recent university-wide
efforts to reduce inequity have created new inequities in our department.
 We have made the Faculty Senate Salary Administration Board clearly award of
the effects of its policies and have recommended measures for correcting them.

University expectations for expansion of programs to university centers are unclear and have
hampered the department’s ability to plan.
o From the university’s perspective, it would be desirable to expand our psychology major
to a western Washington center. We have made verbal and written presentations to the
administration about the resources we would need to mount a responsible major program
at a center.

Our student recruitment and advising procedures could be improved to increase the diversity
of our group of students and to better guide them through their coursework and other
learning activities.
o We have updated our web and print materials but still need to bring them up to the new
campus standards for professional appearance.
o We have not met as a department to discuss advising procedures in some time. New
faculty members need orientation to our conventions. We will plan an advisement
orientation session early in 2004.
C. Suggestions for improvement
Faculty members at our department retreat considered our department’s ideals and how we
could progress toward those goals. The suggestions were grouped into the following five
categories.

We should try to revitalize and embrace a scholarly climate through collaborative
scholarship, support for external grant-writing, and emphasis on the science/practitioner
model.

We should be mindful of the value of civility in our professional relationships and
o embrace an atmosphere of forgiveness,
o respect minority opinions, and
o reciprocate collegiality

We should improve the infrastructure for technology-based instruction by equipping more
multimedia classrooms. Having only a few available means that most instructors have to
maintain updates of two sets of class presentation materials, one for multimedia rooms and
one for traditional rooms.

We wish to enhance our instructional programs through:
o continual curricular improvement, especially by providing
 more laboratory opportunities and
 more independent research, and by
o accrediting all programs for which accreditation is available and appropriate.
Department of Psychology

VII.
79
We wish to develop a reasoned approach to programs at the centers: There needs to be a
rational plan that is university initiated, supported by adequate resources, and endorsed by
the faculty.
Future directions
A. Future directions and needed resources
Some of our future directions are described in the immediately foregoing section and others
have been mentioned elsewhere in the body of this document. At our fall 2003 retreat, the
following future directions were endorsed:

Create an animal behavior stream in the M.S. Experimental graduate program

Identify and seek approval of alternatives to journal articles as evidence of peer reviewed,
publicly available scholarship

Strengthen interdisciplinary ties to campus general education programs, to teacher
preparation, and with interdisciplinary majors of which psychology is a part.

Strengthen our traditionally strong ties with the community. Some new opportunities have
emerged recently, including:
o Family Resource Center
o Allied Health Education Resources Center

Secure needed resources, as described in our program plans for the 2005-2007 biennium (see
Appendix H). These include staffing and equipment requests and building modifications. The
Psychology Building is now 32 years old. Over this time, the faculty profile has changed
dramatically, and a greater emphasis is now being placed on faculty and student research,
less on secretarial support, more on instructional technology, more on instruction at the
centers away from Ellensburg, less on research with animals, and more on research with
humans. Our current enrollment goals are beginning to approach the building’s programmed
capacity, but we share the building with two other departments. These changes impact our
space utilization, maintenance, and equipment requirements. Our capital request for the
2005-2007 biennium (Appendix H) reflects the need to accommodate these changes.
Proposed equipment upgrades will include replacement of the dated audio/CCTV system in
the counseling training facility and upgrading of equipment in student and faculty
laboratories.
Closed-circuit television equipment is an integral part of our graduate programs in
counseling, school counseling, and school psychology. We are nearing the end of the life
cycle of the equipment currently in use. The cost of replacing this equipment, in current
dollars, will be as high as $50,000 - $100,000. We are requesting an equipment budget that is
large enough to accomplish replacement of this equipment over a relatively few years and
then initiate a regular maintenance and replacement schedule without exhausting equipment
resources for other purposes.
Department of Psychology
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VIII. Suggestions for the program review process or contents of the self-study
The following reactions to the process and suggestions were compiled in the course of assembling our
program review document. They appear here in no particular order.
 The timeline for the report was realistic. Occasional meetings clarified the procedure.
 All materials provided to departments in print form should also be made available in electronic
format routinely.
 Same information seems to be called for in multiple locations. For example, goal statements and
activities seem to be called for three times in Section I and again in Section VI.
 The set of standard data tables provided by Institutional Research needs to be expanded. For
example, graduating senior survey data and post-graduate survey data were not provided, even
though there’s an obvious place for it in the template. I understand that our department was the
only one that requested it.
 The intention of the “Faculty Profile” section became apparent only in the last few days of working
on this report and then only because of a colleague’s memory of tables in our earlier Strategic
Plan template. More explicit instructions should be given for this portion.
 The “Department Profile” tables of the 1997-2000 era should be revived. They were very helpful in
tracking trends in important indices.