Psychology Department Programs
Learning Outcomes
Learning Outcomes for the Undergraduate Psychology Program
1. Students will be able to demonstrate knowledge of the major concepts, theoretical
perspectives, empirical findings, and historical trends in psychology.
2. Students will be able to distinguish the major sub-disciplines of psychology and
recognize the unique contributions that each of these perspectives bring to our
understanding of the human condition
3. Students will be able to use the concepts, language and major theories of the
discipline to account for psychological phenomena.
4. Students will be able to describe the basic characteristics of the science of
psychology.
5. Students will be able to explain different research methods used by psychologists
and demonstrate knowledge of when to apply these methods, and their strengths
and limitations.
6. Students will be able to interpret basic statistical results from psychological
research and be able to evaluate the validity of conclusions presented in research
reports.
7. Students will be able to design and conduct basic studies to address psychological
questions using appropriate research methods and ethical principles, then present
their outcomes in appropriate oral and in written formats.
8. Students will be able to demonstrate critical and creative thinking in applying
psychological concepts to better understand the causes, underlying mechanisms,
and consequences of personal, interpersonal, and social problems.
November 2007
Learning Outcomes for the M.S. in General Psychology Program
FOR M.S. STUDENTS, upon completing their degree:
1. to obtain a well rounded, broad, successful graduate education in the science of psychology.
2. to engage in original research activities, including but not limited to a Master's Thesis or
Research Capstone.
3. to either seek further education in a doctoral program in psychology or related field, or to
enhance employment opportunities for master's level individuals.
Clinical Psychology Ph.D. Program Learning Outcomes with goal statements
I. Goal: To train graduate students in research methods.
Outcome: Clinical students must complete a research-based Master’s Thesis and Doctoral
Dissertation before graduating.
Outcome: 100% of graduate students work as a research assistant at some point in the first three
years of the program.
Outcome: Seventy percent of students will co-author a conference paper or a publication.
Outcome: Seventy percent of graduates will continue to be active in some form of research.
Outcome: Thirty percent of graduates will secure positions in which research represents a
significant portion of their job description (i.e., researchers and/ or professors).
II. Goal: To train graduate students to conduct research with low-income populations of color.
Outcome: Seventy percent of students will conduct research on low-income populations of color.
Outcome: Seventy percent of graduates will continue to be active in some form of research with
low-income populations of color.
Outcome: Thirty percent of graduates will secure positions in which research represents a
significant portion of their job description, and their research will focus on low-income
populations of color.
III. Goal: To train graduate students as practitioners of clinical psychology.
Outcome: Graduate students will earn competitive, APA-approved clinical internships on the
national scene.
Outcome: All graduates who have chosen to practice will pass the licensure exam.
Outcome: The mean licensure exam score for our students will rank in the top 50% of national
doctoral programs.
Outcome: All graduates who wish to be employed will find jobs in the field for which they were
trained.
IV. Goal: To train graduate students to practice (i.e., provide psychotherapy, consultation and/ or
program evaluation) with low-income populations of color.
Outcome: Seventy percent of our graduates will work with populations of color.
Outcome: Seventy percent of our graduates will work in settings in which they serve
economically disadvantaged populations.
Outcome: Seventy percent of our graduates (who do therapy or consultation or program
evaluation) will provide some pro bono services.
Learning Outcomes for the Community Psychology Ph.D. Program:
Students will be able to:
1. Critically evaluate, synthesize, and describe the literature in community psychology.
2. Describe and apply theories and principles grounded in community psychology in research and
applied work.
3. Understand and apply appropriate statistics and research methods in independent research.
4. Consider issues related to diversity in research and applied work.
Learning Outcomes for the Experimental Psychology Ph.D. Program
1. Graduates of the program will be able to use the tools of
experimental psychology (such as statistics, research methodologies,
etc.) in research or applied settings.
2. Graduates will be able to write a literature review that summarizes
the current state of knowledge in a specific domain of experimental
psychology and identifies an avenue of investigation for advancing that
knowledge.
3. Graduates will be able to carry out a research project that makes an original contribution to a
specific area of experimental psychology.
4. Through the above activities and coursework, graduates will demonstrate knowledge of
contemporary theories and research in their focal area(s) of the science of psychology.
Learning Outcomes for the Industrial/Organizational Psychology Program
Assessment in I/O graduate program relating to DePaul University learning goals
This is a sketch of some of the assessment procedures currently in place for graduate students in
the I/O program in relation to university learning goals. The performance of students in the I/O
graduate program is regularly assessed. Brief descriptions of the formal assessment procedures
used are given. Following the descriptions of the assessment procedures are the ten university
learning goals and the assessment that provides information as to that goal.
I/O Graduate student assessment
A. Classroom performance (exams, presentations, projects). In addition to exams, practically all
I/O courses require students to make oral presentations, do written projects and work both
individually and in groups.
B. Evaluation of second year graduate students. Input from all psychology faculty familiar with
a student's work is collected. I/O faculty meet and discuss each student's progress. Major
dimensions discussed include classroom performance, quantitative and research method skills,
communication skills, ability to interact effectively with faculty and peers, research activity,
performance of assistantship duties, and rate of progress in program. The I/O Director writes a
letter to each student summarizing progress and developmental issues. This occurs in the winter
quarter of the student's second year.
C. End of year evaluation for all I/O students who have not yet completed the Ph.D. The I/O
faculty meet and discuss the student's progress. Major dimensions discussed include classroom
performance, quantitative and research method skills, written communication skills, ability to
interact effectively with faculty and peers, research activity, performance of assistantship duties,
and rate of progress in program. The I/O Director writes a letter to each student summarizing
progress and developmental issues.
D. Doctoral comprehensive exam. Students take "comps" after completing most coursework and
before starting the dissertation. Comps have both a written and an oral component.
1. Written A two-day written responses to essay questions drawn from the field.
Questions are composed and graded by all full time I/O faculty teaching core I/O classes. Major
dimensions assessed include knowledge of field and written communication skills.
2. Oral After passing the written comprehensive exam, students are asked to respond in
a meeting with I/O faculty to oral questioning. Major dimensions assessed include knowledge of
field and oral communication skills. Feedback is given to students on their performance on both
components.
E. Theses and Dissertations. These assess quantitative and research method skills, written and
oral communication skills, and ability to interact effectively with faculty. Feedback is given to
the student informally throughout the process and formally at the end of the defense.
F. I/O Colloquia & Research Meetings. I/O faculty and students meet as a group four times each
quarter (12 times a year). Sometime during the year each student is asked to report to the group
on his or her progress in the program as well future goals and projects. Students may also present
current research or applied projects, and are given feedback. Major dimensions discussed include
classroom performance, quantitative and research method skills, written communication skills,
ability to interact effectively with faculty and peers, research activity, performance of
assistantship duties, and rate of progress in program. Feedback comes from the faculty and from
other graduate students.
G. Rating of RA/TA performance. All assistants are evaluated quarterly by the faculty they work
with on their RA and TA duties. Students also rate their own performance.
H. History and Systems. All psychology graduate students must pass an exam or have completed
a course in the History and Systems of psychology.
University learning goals and related assessment techniques
1. Mastery of content
Classroom performance, end of year faculty evaluation of students, comprehensive exam, thesis
and dissertation.
2. Articulate communication (written and oral)
Classroom performance, I/O colloquium/research meeting, comprehensive exam, thesis,
dissertation.
3. Independent and cooperative work
RA and TA evaluations, classroom performance, thesis, dissertation.
4. Knowledge of and respect for differences
Classroom performance (in particular classes on personnel selection, personality, measurement),
comprehensive exam.
5. Development of values and ethics
Required topic for I/O students assessed by classroom performance (especially in Psy 448 –
Concepts, Methods, and Ethics in I/O Psychology) and comprehensive exam.
6. Critical and creative thinking
Classroom performance, I/O colloquium/research meeting, comprehensive exam, thesis,
dissertation.
7. Multiple Literacies
Classroom performance, I/O colloquium/research meeting, comprehensive exam, thesis,
dissertation.
8. Personal Arts and literature aesthetic
No formal procedure for evaluating achievement of this learning goal.
9. Self Reflections/Life Skills
Self assessments of performance in I/O colloquium/research meeting, self rating of RA/TA
performance.
10. Historical Consciousness
Completion of History and Systems requirement