PRECIS
Program Performance Review
Department of Psychology, BA, MA, MS
College of Humanities and Social Sciences
Dr. Daniel Kee, Chairman
February 22, 2008
Background
During the 2006-07 academic year the Department of Psychology conducted a Program
Performance Review (PPR). The department’s self-study detailed the activities of the
department since the last PPR. An external review team composed of Dr. Ken Green,
Department of Psychology, CSU Long Beach; Dr. Greg Simpson, Department of
Psychology University of Kansas; and Dr. Joe Weber, Department of Sociology, CSU
Fullerton in a two day site visit interviewed faculty, students, the Dean of HSS, and the
Department Chair. Also the external team reviewed a number of documents including the
self-study. The external team provided a report of their findings. In addition, the Dean
provided a summary of his findings and recommendations. The self-study was organized
around the SWOT paradigm (Strengths, Weaknesses, Opportunities and Threats) The
self –study is noteworthy for its many appendices including course syllabi.
Key Data
The Department of Psychology is one of the largest departments at the University and has
experienced steady and substantial growth over the last decade- 43% FTES and the
number of undergraduate majors at 44%. There has been however, a modest decline in
graduate enrollment in 1997-98 for example there were 33.5 majors in the MA program
in 2006-07 there were 29.5 majors and in the MS program for that same period the
numbers were 28.5 to 27.5. The graduate enrollments are less than both the College
growth and University growths.
The overall rate of growth largely parallels that found in HSS (43.9% overall growth in
FTES: and 44% growth in undergraduate headcount). The University grew more rapidly
during this period at 56% overall growth in FTES and 48.5% in undergraduate
headcount.
Also of note is that the FTEF allocated to HSS grew some 44% during this ten year
period, while the University’s FTEF grew 43%. The faculty allocation to Psychology
grew 48% which outpaces both HSS and the University reflecting, in part, a reduction the
department’s SFR. The department boasts 1,491 undergraduate majors up 425 since
1999.
Key Issues
In its self analysis the Department cites excellence in teaching and an outstanding record
of faculty scholarship among its strengths. Also, identified as commendable is an
excellent model for student advising and high quality graduate programs. Because of the
growth of the Department there is now a need to look at space needs which include office
space, research space, and classroom space.
Remarkably, the Department has identified an emphasis on the development of student
learning outcomes as a threat along with the demands of the administration for “everincreasing requests for information”.
The ratio of junior to senior Departmental faculty is out of balance, this because of a
previous hiatus in hiring then a wave of hiring assistant professors. Such an imbalance
places a burden on senior level faculty who have to carry load in committee assignments
and other departmental responsibilities. This situation should improve.
Given the size and complexity of the Department a recommendation from the self-study
is to fund a position of Associate Chair. (via .4 baseline augmentation)
Outcomes Assessment
As stated above the Department views the issue of outcomes assessment as a threat. This
position notwithstanding, at present the Department’s assessment activities include the
evaluation of student learning and performance in individual courses at the undergraduate
level. At the graduate level all students must complete a culminating experience which is
usually a Master’s thesis, in which they demonstrate the knowledge and skills they have
acquired as a result of completing the MA or MS program. The Department tracks
student performance on licensure exams and monitors graduates who enter doctoral
programs. The Department evaluates and updates a portion of its curriculum each year, so
that the entire curriculum is reviewed every five years. Student satisfaction surveys
(voluntary) are administered to both undergraduate and graduate students at the
conclusion of their programs.
The Department appears to be in the discussion stage of actually developing a meaningful
concept for the assessment of student learning outcomes. Before strategies and measures
are derived the Department should consider establishing learning goals and student
learning outcomes first. And should understand that a successful program of the
assessment of learning outcomes will lead to overall department improvement.
Outlook
The Psychology Department identified itself as not only one of the largest in the College
of Humanities and Social Sciences, indeed, no doubt the University but also a premier
department as well. By premier that suggests that the Department means overall
excellence. For sure, the Department has robust enrollments, and an actively engaged
faculty both in teaching and research. And though a number of students report
participation with faculty research projects even more are requesting the opportunity to
work with faculty. But to be a premier department – the department might want to
consider the assessment of student learning outcomes as a challenge rather than a threat.
An excellent or premier department in this day and time is one that it is at the fore in the
documentation of academic achievement and utilizing data for ongoing improvement in
teaching and learning and overall department effectiveness.