May 2007

Psychology Program Review, 5/14/07, p. 2
Table of Contents
I. EXECUTIVE SUMMARY ...................................................................................................................... 1
II. RESPONSE TO THE RECOMMENDATIONS FROM PREVIOUS REVIEWS.................................. 3
III. PROGRAM DESCRIPTION.................................................................................................................. 3
A. OVERVIEW ....................................................................................................................................... 3
1. Environmental Scan .......................................................................................................................... 3
2. Mission ............................................................................................................................................. 4
3. Vision................................................................................................................................................ 4
B. DEPARTMENT DESCRIPTION AND ORGANIZATION .............................................................. 4
Table 1. Summary Data, Psychology (CIP Code 42.0101), 2002-2006 .............................................. 5
1. The Psychology Faculty (as of Fall 2007) ........................................................................................ 5
2. Teaching ........................................................................................................................................... 8
3. Publications and Funding.................................................................................................................. 9
4. Administration and Support.............................................................................................................. 9
5. Operating Budget............................................................................................................................ 11
6. Physical Plant.................................................................................................................................. 11
Table 2. Space Allocated and Additional Space Justification ........................................................... 12
C. THE UNDERGRADUATE PROGRAM......................................................................................... 13
1. Enrollment, Course Offerings, Staffing, & Curriculum.................................................................. 13
2. Psychology Majors, Minors, Degrees ............................................................................................. 13
3. The Undergraduate Psychology Curriculum .................................................................................. 13
4. Service Courses .............................................................................................................................. 15
Table 3: Enrollments in UCC Courses, 2003-2006 ........................................................................... 15
Table 4: Degree and Certificate Programs Requiring Psychology Courses ...................................... 16
5. Faculty-Student Ratio ..................................................................................................................... 17
6. Student Learning Outcomes............................................................................................................ 18
7. Major Changes in the Program ....................................................................................................... 18
8. Strengths, Opportunities, Challenges, and Future Plans................................................................. 19
D. OVERVIEW OF THE GRADUATE PROGRAMS........................................................................ 20
Table 5: Number of Psychology M.S. & Ph.D. Degrees, 2000 to Present ......................................... 21
E. THE MASTER OF SCIENCE PROGRAM IN PSYCHOLOGY.................................................... 22
1. Enrollment, Degrees, Course Offerings and Staffing ..................................................................... 22
Table 6. Enrollment in the Master’s Program, 2006-2007 ................................................................ 22
2. Recruitment and Admissions .......................................................................................................... 22
Table 7. Mean GRE Scores for Master’s Students, 2003-2007 .......................................................... 23
3. The Master’s Curriculum................................................................................................................ 23
4. Faculty-Student Ratio ..................................................................................................................... 23
5. Master’s Job Placement .................................................................................................................. 23
6. Major Changes in Program ............................................................................................................. 23
7. Student Learning Outcomes............................................................................................................ 24
8. Strengths, Opportunities, Challenges and Future Plans.................................................................. 24
F. THE DOCTORAL PROGRAM IN PSYCHOLOGY ...................................................................... 25
1. Enrollment, Degrees, Course Offerings and Staffing ..................................................................... 25
2. Doctoral Student Recruitment and Admissions .............................................................................. 25
Table 8. GRE scores of Admitted Doctoral Students, 2003-2006 ...................................................... 26
3. PhD Curriculum.............................................................................................................................. 27
4. Graduate Support ............................................................................................................................ 28
Table 9. Tuition and Fees for Full-Time Graduate Students .............................................................. 28
Table 10. Recruitment Package for Doctoral Students Entering in Fall 2005 .................................... 28
5. Faculty-Student Ratio .................................................................................................................... 29

Psychology Program Review, 5/14/07, p. 3
6. Graduate Environment .................................................................................................................... 29
7. Doctoral Student Job Placement .................................................................................................... 29
8. Major Changes in Program ............................................................................................................ 30
9. Student Learning Outcomes........................................................................................................... 30
10. Strengths, Opportunities Challenges, and Future Plans................................................................ 30
III. STRENGTHS, OPPORTUNITIES, CHALLENGES, & FUTURE PLANS ...................................... 31
A. ACADEMIC STRENGTHS ............................................................................................................. 31
B. OPPORTUNITIES ............................................................................................................................ 32
C. CHALLENGES................................................................................................................................. 33
D. FUTURE PLANS.............................................................................................................................. 33
Table 11: Summary of proposed five-year recruitment and hiring plan............................................. 34
IV. BUDGET ............................................................................................................................................. 34
A. STEADY STATE.............................................................................................................................. 34
B. PROPOSED INCREMENTS ............................................................................................................ 34
Table 12: Aspirational Budget and Resources 2007-2012.................................................................. 35
C. RATIONALE .................................................................................................................................... 35
Table 13: Projected Revenues and Resources .................................................................................... 36
V. MAJOR FINDINGS AND RECOMMENDATIONS .......................................................................... 36
A. Major Findings ................................................................................................................................. 36
B. Recommendations ............................................................................................................................ 37
Appendix 1: Recommendations and Response to 1996 Board of Regents Report ..................................... 38
Appendix 2: Faculty Appointments on Editorial Boards ........................................................................... 41
Appendix 3: Psychology Grants Awarded 2005-2006................................................................................ 42
Appendix 4: Undergraduate Curriculum [Advising Sheet] ........................................................................ 44
Appendix 5: Undergraduate Student Learning Outcomes .......................................................................... 47
Appendix 6: Bachelor’s Recipient Exit Survey ......................................................................................... 50
Appendix 7: Brochure for Master’s Program Outreach (Professional Counseling Psychology)................ 54
Appendix 8: Sample of Undergraduate Institutions for Entering Masters Students- Fall 2006.................. 56
Appendix 9: Master’s Program Curriculum................................................................................................ 57
Appendix 10: Sample of Thesis Titles for Students Completing the M.S. Degree (Thesis Option) .......... 60
Appendix 12: Learning Outcomes for Master’s Program........................................................................... 62
Appendix 13: Doctoral Program Brochures................................................................................................ 63
Appendix 14: Undergraduate Institutions of Entering Doctoral Students- Fall 2006................................. 65
Appendix 15: Diversity of Students in the Doctoral Program ................................................................... 66
Appendix 16: Doctoral Program Curriculum.............................................................................................. 67
Appendix 17: Doctoral Degrees Awarded and Dissertation Titles ............................................................. 68
Appendix 18: Doctoral Job Placements 2005-2006.................................................................................... 70
Appendix 19: Learning Outcomes for Doctoral Program.......................................................................... 72

Psychology Program Review, 5/14/07, p. 1
I. EXECUTIVE SUMMARY
The Department of Psychology occupies a critical niche within the College of Arts and Sciences. Given the challenging societal problems of today, research that examines, predicts, and changes human behavior is crucially important. Solutions call for greater integration of life science and behavioral research, as well as its application to institutional structures such as business and law. The Department’s strengths are aligned with four of the University’s strategic themes, including local and economic development (III), health (IV), diversity (V), and learning opportunities (VI). Faculty specializations are allied with Themes
III, IV, and V via research and doctoral programs in three areas, including Lifespan Developmental,
Legal, and Industrial Organizational Psychology, and master’s programs in Lifespan Developmental,
Industrial Organizational, Counseling Psychology, Behavioral Analysis and a joint Legal
Psychology/Law program. Psychology serves 197 doctoral and master’s students, as well as more than
2,400 declared and intended undergraduate majors. Both the undergraduate and graduate programs are consistent with FIU’s mission to provide learning opportunities (VI).
The Department of Psychology has many strengths. We have a significant core of faculty members who are highly productive, and many are well funded. Most faculty research, as well as the training emphasis of the doctoral program, focuses on three areas. The Lifespan Developmental Science faculty conduct both basic and applied research related to the lifespan, including research on intersensory perception, cognition, aging, social development, child anxiety and phobias, and the mental health of youth. A second area of specialization is Legal Psychology. This area capitalizes on FIU's location in the major litigation center of the Southeast United States. Research in Legal Psychology focuses on jury decision-making, jury selection, witness memory, alternative dispute resolution, and forensic psychology. The
Department’s third area of specialization concerns Industrial-Organizational Psychology, particularly issues related to human resource management, group behavior, leadership, cultural diversity in organizations, and training and development. I-O faculty also collaborate with local businesses and the
FIU School of Business Administration.
The department is in the process of a demographic transition with a high number of recent and imminent retirements and faculty turnover due to attrition that creates an enormous opportunity to achieve excellence and shape the future of our department with outstanding talent. Our department will be facing several challenges as we move forward. First, our most important challenge is faculty recruitment -- sometimes into existing strengths in the department and sometimes to expand our intellectual boundaries in emerging areas. Our department is at an important crossroad with high faculty turnover that means our faculty recruitment will define the direction and quality of the department for the future. Successful recruitments of high caliber candidates will require assiduous effort on the part of search committees to identify outstanding candidates and then provide competitive set-up packages, salaries, and laboratory space, and, in some cases, access to childcare, to obtain our top choices. These recruitments offer an opportunity to improve the diversity of our faculty, but effectiveness in this arena will also require diligence. Our second challenge is to continue to build the caliber of our graduate program, both by attracting a high quality applicant pool and by providing a high quality graduate education. We have made large strides on both fronts, but the goals of improving graduate support packages and improving the graduate experience are still in progress. Third, we are committed to offering a high quality undergraduate program to our majors. This goal requires a revision of the curriculum to be undertaken in
2007-08, because we are not able to meet the current undergraduate demand with the number of faculty lines we now have.
Our department is extremely optimistic about our future plans. Through a strategic hiring plan and a modest increase in assigned space, we believe that the prospects for an exciting and highly regarded department are strong. We have concluded that we have important existing strengths that must be enhanced and pursued through intersections between psychology and medicine, law, and business.

Psychology Program Review, 5/14/07, p. 2
Self Study Prepared by:
Suzanna Rose, Chair
Ronald Fisher, Program Director, Legal Psychology
Leslie DeChurch, Program Director, Industrial Organizational Psychology
Leslie Frazier, Director, Undergraduate Studies
William Kurtines, Program Director, Lifespan Developmental Psychology
Jonathan Tubman, Associate Vice President for Research
Vish Viswesvaran, Director, Graduate Studies

Psychology Program Review, 5/14/07, p. 3
II. RESPONSE TO THE RECOMMENDATIONS FROM PREVIOUS REVIEWS
The 1996 review of the FIU Department of Psychology indicated that the Department was experiencing
“a pivotal moment in its development. Accomplishments accrued during the past ten years have moved the group to within reach of achieving deserved recognition as a center of unquestioned excellence.” Two obstacles to reaching an ultimate level of excellence were identified, including (a) the absence of sufficient autonomy for the department and particularly the Chair to move quickly and efficiently toward achieving goals, and (b) a chronic shortage of office and research space for faculty and graduate students.
In addition, eleven specific recommendations were made regarding ways to improve the program, including increasing computer literacy, establishing a computer lab, improving undergraduate advising, obtaining additional physical space for laboratories and graduate students, greater use of computer technology to alleviate space problems, an increase in faculty FTE of two or more faculty hires per year for the next three or four years, the use of technology to alleviate increased headcount and student FTE, increased support for graduate students, improvements in helping graduate students meet the state requirements for certification, additional program development if given appropriate resources, and to change the designation of the doctoral degree from Development Life Span to General Psychology to more accurately reflect course offerings.
Nine of the eleven recommendations have been addressed fully. (See Appendix 1.) One of the remaining recommendations concerning increasing support to graduate students has been improved to some extent.
In 2006-07, the University Graduate School began to provide tuition-waivers for all doctoral students supported by a graduate stipend for both in state and out of state or international students. However, doctoral students in Psychology continue to receive only nine months of support, whereas doctoral students in other Science departments receive twelve months of support.
The department has not been able to address the recommendation that faculty FTE be increased. The
Department consistently has requested replacement and incremental faculty lines from the College of Arts and Sciences, but the faculty lines that have been allocated have not kept pace with faculty losses. In fact, tenure-track faculty FTEs in Psychology have regressed from 26 faculty in 1996 to 21 faculty beginning in Fall 2007, even though, during the same period, the number of undergraduate majors has increased from 1,300 to 2,400 and the number of graduate students is now 197. Three instructors hired from 2005 to 2007 have not been able to meet the department’s growing need for additional faculty. Two of the three instructors have part-time administrative responsibilities. Clearly, the most pressing need facing the
Department at this juncture is to increase faculty FTEs, particularly tenure-track research faculty.
III. PROGRAM DESCRIPTION
A. OVERVIEW
1. Environmental Scan
The Department of Psychology covers a wide range of basic and applied psychology that meets local, national, and international needs for employment and training:
•
At the undergraduate level, Psychology students are taught the fundamentals of psychological science, are prepared for careers in education, social service, government, health, and business, and learn to understand diverse cultures.
•
Non-psychology undergraduates are taught the basics of the scientific method as well as the relationship between brain function and behavior and environment and behavior among humans and animals. Furthermore, the coupling of science and practice in Psychology prepares students

Psychology Program Review, 5/14/07, p. 4 to understand and develop solutions to problems that will affect their lives and that of future generations.
•
Master’s, doctoral, and post-doctoral students are trained to become research scientists or applied professional psychologists.
•
The demand for psychologists at every level will continue to increase over the next decade according to the U.S. Bureau of Labor Statistics. The current training programs within
Psychology are aimed at providing highly trained psychologists to meet that demand.
•
Advances in the areas of (a) health psychology, including mental health, (b) cognitive and social processes across the lifespan, and (c) applied psychology focusing on business and law will call for Psychology to capitalize on its strengths in these areas through aggressive recruitment of faculty and collaboration with colleagues in public health, biology, business, education, law, medicine, and social work.
•
Increasing immigration and urbanization will expand the demand for professionals who are knowledgeable about child and youth development, aging, mental health, the biological bases of behavior, forensics, human interactions and organizations, and cultural diversity.
2. Mission
The mission of the Department of Psychology at Florida International University is to create new knowledge about human behavior, apply what is known to improve the human condition, and educate, train, and humanize students. The Department also serves the University and the discipline by attracting and retaining top scholars and emerging as nationally competitive department with local relevance.
3. Vision
The FIU Department of Psychology aims to be nationally recognized for providing high quality research and educational programs in behavioral and applied psychology at both the undergraduate and graduate level. The FIU Department of Psychology emphasizes research themes that build on connections with medicine, law, and business and that utilize the unique urban environment of the region.
B. DEPARTMENT DESCRIPTION AND ORGANIZATION
The Department of Psychology includes nationally and internationally recognized faculty. The majority of faculty are grouped into one of three major areas, including lifespan developmental science, legal psychology, and industrial-organizational psychology. Other faculty members add expertise in terms of basic or interdisciplinary research. Our faculty publish in leading journals within psychology, including
APA journals and high profile interdisciplinary and specialty journals. They are active on editorial boards, APA, NSF, and NIH committees, and advisory boards locally and nationally. The level of research activity among our faculty is high and the level of research funding is strong. The faculty in the
Lifespan Developmental program have obtained significant funding from NIH and NSF. Legal
Psychology faculty also been funded by NSF. In addition, the Industrial-Organizational program in 2004-
2005 was ranked among the top 25 I-O programs in the U.S. by the Society for Industrial-Organizational
Psychology. The Department also houses two research Centers, including the Child and Family
Psychosocial Center and the Infant Development Center.
The department highly values teaching, as demonstrated by the number of recent local, and national awards received for teaching and mentoring. Our commitment to undergraduate education is evidenced by current plans to revise the curriculum and by recent improvements in the criteria for selecting adjunct faculty. The department has a strong commitment to cross-campus engagement, including collaborations with the Colleges of Business Administration, Law, Medicine, Social Work, and Education; the Centers

Psychology Program Review, 5/14/07, p. 5 for Women’s Studies, Labor Studies, Title V (Mentoring), Statistical Coordination, and Spirituality; and the Leadership Institute in the College of Business Administration; and the Department of Biological
Sciences. Engagement with the community occurs through research, field placement, and internships programs offered through the Youth Development Project, the Community Based Intervention Project (C-
BIRG), the Parents as Teachers program, and the Counseling Psychology and Behavioral Analysis programs.
In 2005-2006, the Department of Psychology was the third largest unit in the College of Arts and
Sciences in undergraduate FTE’s and first in the production of Bachelor’s degrees, graduate FTE’s, and graduate degrees. Psychology is among the most productive units in the Sciences along all measures of performance. (See Table 1.)
Table 1. Summary Data, Psychology (CIP Code 42.0101), 2002-2006
Unique Annual
Headcount 2002-03 2003-04 2004-05 2005-06
4 Year
Average
2002-2006
Undergraduate* 1775 1792 1883 1842 1,823.0
GRAD I (M.S.) 76 75 85 103 84.8
GRAD II (Ph.D.)
Grand Total
FTE
Lower
Upper
Grad 1
Grad 2
Grand Total
59
1,910
236
641
28
34
951
62
1,929
272
743
47
32
1,094
64
2,032
322
735
52
32
1,141
53
1,998
293
748
59.5
1,967.3
282
716
B.A. Degrees
M.S. Degrees
328
10
366
17
380
30
403
19
369
19
Ph.D. Degrees
Grand Total
11
349
4
387
13
423
5
426
8
396
Tenure-Track
Faculty 22 24 25 25 24
C&G Funding $1,784,107 $1,033,58 $916,311 $2,159,93 $1,473,484
Data from Office of Planning & Institutional Effectiveness
*Combined number of declared and intended majors
1. The Psychology Faculty (as of Fall 2007)
Size of active faculty . In Fall 2007, there will be 22 tenure line faculty in the Department of Psychology, plus three instructors, and one emeritus professor. Three full professors have major administrative

Psychology Program Review, 5/14/07, p. 6 appointments outside the department. Three faculty are assigned to the Biscayne Bay Campus. The current FTE tenure line faculty are listed below. Their CVs are available upon request.
Lorraine Bahrick, Professor (Ph.D., Cornell University)
Steve Charman, Assistant Professor (Ph.D., Iowa State University)
Joan Erber, Professor (Ph.D., St. Louis University)
Gordon Finley, Professor (Ph.D., Harvard University)
Ronald Fisher, Professor (Ph.D., Ohio State University)
Leslie Frazier, Associate Professor (Ph.D., Syracuse University)
Jacob Gewirtz, Professor (Ph.D., University of Iowa)
Nathan Hiller, Assistant Professor (Ph.D., Pennsylvania State University)
James Jaccard, Professor (Ph.D., University of Illinois)
William Kurtines, Professor (Ph.D., Johns Hopkins University)
Mary Levitt, Professor (Ph.D., Syracuse University)
Robert Lickliter, Professor (Ph.D., University of California, Davis)
Kevin O'Neil, Assistant Professor (Ph.D., University of Nebraska)
Janat Parker,
1,2
Suzanna Rose,
3
Professor (Ph.D., University of California-Berkeley)
Professor & Chairperson (Ph.D., University of Pittsburgh)
Nadja Schreiber, Assistant Professor (Ph.D., Westfaelische Wilhelms-Universitaet)
Bennett Schwartz, Associate Professor (Ph.D., Dartmouth College)
Wendy Silverman, Professor (Ph.D., Case Western Reserve University)
Jonathan Tubman,
4
Professor (Ph.D., Pennsylvania State University)
Chockalingham Viswesvaran, Professor & Director of Graduate Studies (Ph.D.,
University of Iowa)
Ryan Winter, Assistant Professor (Ph.D., University of Nebraska)
______________________
1
Administrative appointment: Director, Liberal Studies Program
2
Tentative retirement in 2008
3
Administrative appointment: Director, Women’s Studies Center
4
Administrative appointment: Associate VP for Research
Psychology departments across the U.S. typically include several distinct program areas. Faculty in our department represent four major categories, including three program areas. Some faculty are affiliated with more than one area, as illustrated below.
Lifespan
Developmental
Program*
Lorraine Bahrick,
Prof.
Joan Erber, Prof.
Gordon Finley, Prof.
Jacob Gewirtz, Prof.
William Kurtines Prof.
Mary Levitt
Prof.(BBCampus)
Robert Lickliter, Prof.
Wendy Silverman,
Prof.
Jonathan Tubman,
Prof.
Legal Psychology
Program
Steven Charman, Asst.
Prof.
Ronald Fisher,
Prof.(BBC)
Kevin O’Neil, Asst
Prof. (BBC)
Janat Parker, Prof.
Nadja Schreiber, Asst.
Prof.
Ryan Winter, Asst.
Prof.
Industrial-
Organizational
Program
Nathan Hiller, Asst.
Prof.
Vish Viswesvaran,
Prof.
Cross-Disciplinary
Group Psychology
Leslie Frazier, Assoc.
Prof.
James Jaccard, Prof.
Bennett Schwartz,
Assoc. Prof.
Suzanna Rose, Prof.
Administrative and Lecturer
Positions (nontenure track
Lisa Lewis Arango,
Counseling
Psychology
Maria Shpurik,
Undergraduate
Program
Dionne Stephens,
Associate Chair

Psychology Program Review, 5/14/07, p. 7
*Includes Counseling Psychology and Behavioral Analysis
Non-tenure line faculty . As of Fall 2007, the department will have three permanent Instructors who will contribute to the teaching mission and administration of the department. The Instructors are:
•
Lisa Lewis Arango, Instructor & Coordinator, Counseling Psychology Masters Program (Ph.D.,
Florida International University)
•
Dionne Stephens, Instructor & Associate Chairperson (Ph.D., University of Georgia- Athens)
•
Maria Shpurik, Instructor (Ph.D., Florida International University); appointed for Fall 2007
Emeritus faculty . The department has one emeritus faculty, Dr. Gary Moran (Legal Psychology). Dr.
Moran is not actively engaged in teaching and does not maintain an office on campus.
Recruitment and Retention . Since 1995, the department has hired 21 faculty, including 18 tenure line faculty (3 Professors and 15 assistant professors) and three instructors. During the same period, 20 faculty left FIU for various reasons, including nine assistant professors and eleven tenured faculty.
One professor (Lickliter) was hired to increase strength in basic research in the developmental area; another (Jaccard), a nationally known methodologist, was hired to contribute to the to-be-established
Clinical Program as well as to contribute to all program areas. One Professor (Rose) serves as Chair of
Psychology and also is assigned 1.0 FTE to another unit (Women’s Studies). Of the 15 assistant professors hired, one was intended to enhance the Developmental program (Frazier), five were to build the Industrial-Organizational program (Aditya, DeChurch, Hiller, Marks, & Resick), six strengthened the
Legal program area (Charman, Kovera, Meissner, O’Neil, Schreiber, Winter), one was hired to support a promised Clinical Psychology Program (Ham) that was not launched, and two were hired to support the
Counseling Psychology Master’s program (Montgomery, Felix-Ortiz).
During the past decade, nine of the assistant professors resigned, including two Legal, five I-O, one
Clinical, and one Counseling Psych faculty. One left academe and the others took academic jobs elsewhere. Other Assistant Professors were then hired over the years to replace the Legal and I-O resignations. In 2005, one Instructor was hired for the Counseling Psychology program (Lewis Arango) and one Instructor was hired to serve as Associate Chair (Stephens). A third Instructor (Maria Shpurik) was hired to begin in Fall 2007 to coordinate the Introductory Psychology courses.
Also since 1995, eleven tenured faculty left FIU, i.e., three Associate Professors resigned to take another position (Sanchez; Kovera; Montgomery), six retired (Dunn, Escovar, Flexser, Moran, Regiosa-Gonzalez,
& Saper), and two were deceased (Fraser, Rotton).
Faculty Diversity . FIU is a Hispanic-majority institution (70% of students are Hispanic) with good representation of African Americans as well (10-15% of students). As of Fall 2007, the faculty will be comprised of twenty White and one Asian tenure line faculty members and two White and one Black
Instructors. A guaranteed five year hiring plan would be required in order to implement a plan to diversify the faculty.
Attrition . One of the major challenges and opportunities for the department is its demographic transition.
Since 1995, eight faculty have retired or died (Dunn, Escovar, Flexser, Fraser, Moran, Regiosa-Gonzalez,
Rotton, Saper), and several may retire within the next 2-4 years. A second challenge has been to retain
Assistant Professors in the Legal and Industrial-Organizational areas. Exit interviews with departing
Assistant Professors indicated several main reasons for leaving FIU, including the high cost of living in
Miami, better job opportunities elsewhere, difficulties in obtaining lab space at FIU in a timely manner, and insufficient resource allocation to their program area. Three solutions have been pursued. The department annually requests 2-3 new faculty positions from the College of Arts & Sciences, but has not

Psychology Program Review, 5/14/07, p. 8 been successful in receiving replacement lines for retiring faculty or sufficient incremental lines for new program development. Second, in terms of junior faculty, in the past two years, the Department internally reallocated space and also obtained significant new space to provide all research active faculty with adequate lab space. Third, departmental funds have been allocated to provide resources across all doctoral program areas.
2. Teaching
The Department of Psychology is committed to excellence in teaching and recognizes that tenure track faculty hold the responsibility of creating and implementing the department’s curricular goals. The
Department enrolls about 2,400 intended and declared undergraduate majors, 133 Master’s students, and
64 doctoral students. Formal instruction – including classroom teaching, supervision of teaching assistants, and supervision of graduate and undergraduate students – accounts for 45% of a faculty member’s departmental responsibilities. The remaining 45% to 55% is devoted to research, scholarly activities, campus administrative responsibilities, and public service.
Departmental Annual Basic Teaching Requirement . Regular tenure line faculty are expected on average to teach four courses per year, two in Fall and two in Spring (total teaching commitment from tenuretrack faculty = 88 courses). Faculty with administrative assignments may opt to receive a one course reduction (Director of Graduate Studies, Director of Undergraduate Studies, Associate Chair at BBC).
Assistant Professors receive a one course release for Year 1 and also for Year 2. Editors of a Journal are also offered a one-course reduction per year. The department has not had a policy concerning the types of courses that faculty are expected to teach. Very few faculty teach at the lower division level and some faculty teach only at the graduate level. Part-time (adjunct) instructors and graduate students are hired to teach the bulk of undergraduate courses.
Buyouts from Extramural Funds . The College of Arts & Sciences allows faculty to buy out of a maximum of two courses per year for research purposes. The research assignments of faculty with buyouts are adjusted to reflect the greater research assignment. Faculty buying out of one course are given a 55% research assignment and those buying out of two courses are given a 65% research assignment. On average, about five faculty per year buy out of from eight to ten courses.
Additional Teaching Responsibilities . All faculty with active research programs are expected to supervise graduate students and undergraduate independent studies. This is in addition to the formal course workload described above, and is a significant part of the teaching effort of faculty.
Sabbatical . One year at half pay is automatic for faculty every six years. One semester full pay sabbaticals are competitive and are awarded through the Provost’s office. Generally, one faculty member per year receives a one semester full pay sabbatical (2 course reduction).
Research/Creative/Scholarly Inactivity . If a regular faculty member does not maintain a substantial research record, additional teaching may be assigned beyond the guidelines set above.
Evaluation of Teaching . The evaluation of instruction is conducted by Institutional Research. Each instructor is evaluated by his or her students for every undergraduate and graduate course that is taught.
Each instructor is responsible for conducting the evaluation and for turning the data into the department.
In addition, each course taught by adjunct (part-time) faculty is evaluated in Fall and Spring semesters. A team of graduate students is trained to conduct the evaluation. Each class is visited on two different days and is evaluated by two different raters. Evaluation of teaching assistants by the department has been inconsistent.

Psychology Program Review, 5/14/07, p. 9
3. Publications and Funding
Our professors are extremely productive and publish regularly in the top journals, such as Psychological
Science, American Psychologist, Developmental Psychology, Journal of Counseling and Clinical
Psychology, Journal of Applied Psychology, Journal of Experimental Social Psychology, and
Psychological Review . Our faculty members also are represented in numerous other high quality journals with more focus, but also with low acceptance rates and broad readership, such as Developmental
Science, Journal of Gerontology, Journal of Community Psychology, Journal of Social Issues, Applied
Cognitive Psychology, Psychology of Addictive Behaviors, Journal of Clinical Child and Adolescent
Psychology, Journal of Adolescence, Sex Roles, The Leadership Quarterly, Journal of Labor Research, and the Journal of Applied Social Psychology . Our faculty are well represented in these and other highly selective subdisciplinary journals and are frequent authors of invited book chapters. (See Annual Reports for 2005-2006 and 2006-2007.)
The psychology faculty are nationally recognized as evidenced by appointments to editorial positions and roles reflecting their national and international stature. In 2005-06, eight faculty served as editors or on the editorial boards of 33 journals and three faculty were consulting editors of journals. (See Appendix
2.) A number of faculty also serve on panels for the National Academy of Sciences and NIH review panels; others have received national awards for mentoring and highly competitive career development awards, and been elected president or served on the Executive Boards of major divisions of APA or other national or international organizations. Several graduate programs also have received national awards.
(See Psychology Annual Reports 2004-05 and 2005-06.)
The funding level in our department is very good for the fundable sub-areas of basic research and mental health/health. Currently, eight faculty members have 13 new and ongoing external grant awards and contracts for research and parent education. The total amount of funding from those awards is ~
$2,159,930, adding across the years of their terms. (See Appendix 3.)
4. Administration and Support
Governance and Reporting Structure. The Chair of the department (Dr. Suzanna Rose) is assisted by two
Associate Chairs, one assigned to UP (Dr. Dionne Stephens) and one to BBC (alternating years, Dr. Mary
Levitt or Dr. Ronald Fisher), a Director of Graduate Studies (Dr. Vish Viswesvaran), a Director of
Undergraduate Studies (Dr. Leslie Frazier), and a Head Advisor (Dr. Fred Bouma). Dr. Viswesvaran also co-Chairs the Graduate Education Committee (with Dr. Jonathan Tubman, former graduate director) and
Dr. Joan Erber chairs the Undergraduate Curriculum Committee. An Advisory Committee provides recommendations to the Chair and serves as a sounding board and planning committee. Composition of the Advisory Committee includes representatives from each program area and faculty group, the Graduate and Undergraduate Directors (who automatically serve as the representative of their program/faculty group), and one at large member appointed by the Chair (e.g., currently Drs. Vish Viswesvaran, Leslie
Frazier, William Kurtines, Nadja Schreiber, & Jonathan Tubman). Academic Personnel matters are handled by the Personnel Practices Committee (PPC), a three member elected committee of tenured faculty members who serve three year, rotating terms. The PPC conducts the third year, tenure, and promotion reviews for faculty. According to the 2006 Bylaws, the Chair has the prerogative to appoint chairs for many committees and to assign their area of focus. The department also has a number of standing committees that conduct the business of the department and conduct faculty tenure decisions.
All department decisions are discussed at monthly faculty meetings. The department Chair reports to the
Dean of the College of Arts & Sciences (Dr. Mark Szuchman).

Psychology Program Review, 5/14/07, p. 10
Administrative support. The department receives marginal administrative support. Responsibilities of the department include financial management, facilities and operations, computing/technical support, and student advising. There are two Associate Chairs, one at UP assigned .5 FTE (Dr. Dionne Stephens) and one at BBC assigned .10 FTE to administrative tasks (Dr. Mary Levitt). The Department has an
Undergraduate Advisor on a .5 FTE assignment (Dr. Fred Bouma). The department the size of
Psychology is targeted to have four full-time secretarial/staff positions at UP and one full-time senior secretary at BBC. For the past two years at UP, the department has had only two full-time staff, including one Office Manager (Ms. Barbara Manzano), one Graduate (senior) Secretary (Ms. Luz Aviles), and two part-time secretaries (Ms. Arlene Rove and Ms. Ariana Diaz). A new Senior Secretary was hired to begin working at BBC in Spring 2007 (Ms. Hortensia Cadavid).
Financial Management. The Office Manager, Barbara Manzano, currently is responsible for the departmental operating and auxiliary budgets and some aspects of grant budgets and management. Ms.
Manzano maintains and conducts departmental budget analyses, as well as assists investigators with proposal budgets and submission and with fund management and purchasing on sponsored research awards.
Payroll/Personnel also is the responsibility of Ms. Manzano. The Graduate Secretary, Ms. Luz Aviles also handles some aspects of graduate student contracts. Many aspects of payroll previously were handled at the College level, however, in 2006-07, a new system was established that decentralizes payroll matters and requires Ms. Manzano to administer staff, faculty, adjunct faculty, graduate assistants personnel and personnel and payroll for federal, state, private and other funding.
Facilities Management is the responsibility of the Chair (Dr. Suzanna Rose), the Office Manager, Ms.
Manzano, and the Building Managers at UP and at BBC. This team oversees the facilities management of more than 6,551 square feet of building space at UP and 2,412 at BBC, including faculty research laboratories, academic services (including materials receiving, the storeroom and the copier facility), the advising and student resource centers, and faculty offices and provides for the coordination of major capitol projects (i.e., renovation of the advising center) and remodeling from PECO funds.
Psychology Main Office Operations. Ms. Manzano is the lead person for managing the staff in the main office at UP, which receives 90% of undergraduate, graduate, and faculty inquiries and for handling 90-
95% of all advising appointments. She is responsible for hiring and supervising the staff as well. A Senior
Secretary manages the main office at BBC and is responsible for helping students and faculty at that campus.
Course Scheduling. The Associate Chairs, Dr. Dionne Stephens and Mary Levitt are responsible for developing the course schedule with input from the Chair and College of Arts & Sciences. Ms. Manzano is the lead person for entering the course schedule into the university’s computer system and resolving all problems related to the schedule such as room assignments, etc.
Computer and Technical Support. The Department has one Computer Technology Specialist (Mr. Craig
Anderson) who is assigned .90 FTE to Psychology and .10 FTE to the College of Arts & Sciences. Mr.
Anderson provides desktop support to faculty, staff, teaching assistants, and student resources laboratories and is responsible for the planning, purchase, and maintenance of videoconferencing and media equipment.
Undergraduate Advising at University Park handles most of the advising for the 2,400 psychology majors. Advising is supported by a .5 FTE Advisor (Dr. Fred Bouma), who supervises three graduate assistants that are assigned part-time to the Advising Center each semester. Due to the high turnover of graduate assistants, Dr. Bouma must handle a very large proportion of advising appointments himself,

Psychology Program Review, 5/14/07, p. 11 because many student inquires require deep knowledge of undergraduate advising and the FIU Registrar’s bureaucracy. Two Graduate Student Advisors at BBC also provide about 25 hours of advising per week to several hundred majors.
Graduate Student Admissions and Personnel is supported by a 1.0 FTE senior secretary (Ms. Luz Aviles) who is responsible for handling the database and other paperwork for graduate admissions, appointments, and teaching assistants for 197 enrolled students annually.
5. Operating Budget
Exclusive of academic, staff and adjunct faculty salaries, Psychology receives an annual operating budget of $86,735 to support its departmental mission. From this budget, the department pays for faculty travel
(generally $500 per faculty per year, total ~ $11,000) research laboratory, facilities expenses, office supplies and equipment, and staff and faculty telephones.
In addition to the operating budget, instructional assistance support is provided through a variety of mechanisms. Approximately 39 TA positions are supplied to the department each year and are exclusively allocated to Ph.D. or Master’s students. In addition, up to six additional positions are usually available for teaching assistants for the upper level core psychology courses, Research Methods and
Senior Lab.
The University Graduate School supplies unrestricted tuition waivers to all full-time students receiving teaching or research assistantships. Several graduate students each year typically obtain Fellowships, including the FIU Presidential award, or fellowships from the American Psychological Association and the National Science Foundation or Minorities in Science Program. At present, the department does not have any endowed fellowships.
The Department also is able to earn approximately $50,000 annually through its participation in tuitionplus programs, including Online courses and the Professional Counseling Psychology (PCP) program.
The online funds are used to support online teaching (e.g., graduate student support, laptops for online classes). The PCP funds, beginning in 2007-08, will fund one faculty line for the PCP program.
The Department for the last two years received a portion of course buyout funds. In 2005-06, the funds were used to upgrade computers for the department. In 2006-07, 10% of the department’s share of the returned buyout funds was returned as an extra bonus to the faculty members generating the buyout monies. The remainder of the funds was used for graduate student recruitment and travel, furniture and other upgrades, departmental equipment, and computers. In 2006-07, for the first time in many years, the
Department also received a portion of the indirect costs (IDC) from external grants. The bulk of the IDC return was set aside to provide small internal research grants to faculty (up to 2K).
6. Physical Plant
The Department is housed in the Deuxieme Maison (DM) building at University Park Campus and in
Academic I (ACI) at Biscayne Bay. Components of the department include main offices, advising centers, faculty offices, and research laboratories at both campuses. Generally, the space assigned to a faculty member includes a faculty office and research lab space. Graduate and undergraduate students advised by a faculty member must be accommodated within the assigned space. The current space is not adequate according to Arts & Sciences formulas for office and research space (see Table 2 below). With the present faculty, staff, adjunct and graduate student population, an additional 19,000 square feet of space is justified. There is not sufficient space to provide offices and labs for new faculty hires.

Psychology Program Review, 5/14/07, p. 12
The two buildings are more than 30 years old and much of the infrastructure is in need of major repairs.
Some of the major deficiencies are:
•
Inadequate space and configuration of the Advising Center to provide privacy for students concerning their academic records.
•
Insufficient electrical power to the individual floors. The department cannot run a copy machine without unplugging something else; this problem is endemic throughout the building.
•
Lack of computer access through laptops. There is no router installed in the building to enable students to have internet access from their laptops.
•
Faculty offices have not been upgraded and carpeting has never been replaced in most offices or labs.
•
There currently is no space for new faculty hires.
Progress has been made to correct some of these deficiencies.
•
There is now a building plan in place to upgrade the exterior of the building and improve the electrical supply.
•
Some carpeting was replaced with tile due to damage caused by hurricanes in 2005.
•
Architectural plans have been drawn up for renovation of the Advising Center but funds have not been allocated yet to proceed. The College has not been able to guarantee additional space for the renovation and plans for expansion of Advising currently are on hold.
Table 2. Space Allocated and Additional Space Justification
No. of Faculty Offices Labs
25 FTE 2,590 3,125
Total
(square feet)
5,715 Deuxieme Maison Building,
University Park
Academic I, Biscayne Bay 3 305 1,636 1,941
Current administrative/advising/class lab/ technical assignments:
University Park Campus
Main Office
Undergraduate Advising Center (serving 2,400 declared & intended majors)
Class Resource Labs (2 labs)
Computer support & technical services
Adjunct faculty = 18
Graduate students = 60
Biscayne Bay Campus
Main Office
Undergraduate Advising Center
Adjunct faculty =10
Total Administrative Space
TOTAL DEPARTMENT SPACE AVAILABLE
Additional Space Justified by Arts & Science calculations
Office Space
Research Lab Space
Teaching Lab Space
Department Space
104
367
0
1,357
0
0
183
152
278
273
9,013
6,560
10,909
1,957
19,426

Psychology Program Review, 5/14/07, p. 13
C. THE UNDERGRADUATE PROGRAM
The Department of Psychology offers a Bachelor of Arts degree program that prepares students for careers in education, social service, government, health, and business. The goal of the undergraduate degree program is to provide high-quality general education in the psychological sciences that is broad, methodologically rigorous, and scientifically-based. The baccalaureate degree also satisfies the requirements for admission to graduate study in psychology, social work, education, and public health, as well as to colleges of law and business. Students may complete the major at both University Park and
Biscayne Bay campuses. Courses also are taught at the Pines Center and online.
1. Enrollment, Course Offerings, Staffing, & Curriculum
Annual enrollment in psychology courses for 2005-2006 was 14,167. At the undergraduate level, 262 lecture and lab courses were taught. The teaching force is composed of faculty, instructors, graduate teaching assistants, and adjuncts. Full-time faculty taught about 27% of undergraduate courses, including
15% of lower division courses and 29% of upper division courses.
2. Psychology Majors, Minors, Degrees
Psychology Majors. The total enrollment of intended and declared majors in our department reached a peak in Spring 2007 with over 2,400 declared and intended psychology majors .
This was a major increase from 2005-06 and previous years. These enrollment figures have triggered a crisis in terms of student access to courses and ability to graduate in an expeditious manner. The Psychology
Undergraduate Curriculum Committee is considering a number of changes to reduce overcrowding in our major.
The Psychology Minor requires that students take 15 credit hours of upper division psychology courses and earn grades of “C” or higher. Annually, about 250 to 300 students from other departments/majors pursue a minor in psychology. This adds enrollment of 750 to 900 students to psychology classes and generates from 3,750 to 4,500 credit hours in psychology over the course of their academic careers.
Degrees. Graduation figures mirror the enrollment figures with a high of 403 graduates in 2005-06. The
Department is a significant producer of Baccalaureate degrees among ethnic minority students. The FIU
Department of Psychology led the nation in graduating Hispanic students with a bachelor’s degree in psychology and ranked 53rd in graduating African American psychology majors (Source: Black Issues in
Higher Education, 20, June 2002).
3. The Undergraduate Psychology Curriculum
The undergraduate curriculum prepares students to meet the typical requirements for graduate and professional schools, as well as the workplace. Students must earn 36 credits for the B.A. with a grade of
C or better. (Undergraduate Curriculum profile may be found in Appendix 4.) The lower division requirements include one semester each of General Psychology, Human Biology, Statistics I, and a choice of one other specified lower level psychology course. At the upper division level, students must also complete Statistics II, Research Methods, a Senior Laboratory course (5 credits), required distribution courses in five areas (i.e., experimental, applied, developmental, social, and personality psychology), and three elective Psychology courses. To complete the B.A. in Psychology, students must take an additional
24 credit hours of practica, independent study, honors thesis project, field experience, or other psychology electives, and also three elective courses outside the Department.

Psychology Program Review, 5/14/07, p. 14
Psychology Upper Division Core Courses. Psychology is the largest producer of Bachelor’s degrees of any of the departments in the College of Arts and Sciences, graduating three times as many B.A. students as the other highest producing departments (e.g., 403 in 2005-06). This places a greater upper level course burden on psychology faculty than on other units with similarly large numbers of majors but with a lower completion rate. Graduate students or adjuncts teach a majority (71%) of the upper level courses. In the meantime, short-term solutions have been pursued. In 2004-05, a number of poor performing adjuncts were released and a Director of Undergraduate Studies, Professor Leslie Frazier, was appointed. One of her responsibilities was to evaluate the credentials and quality of adjunct instructors on an annual basis.
Required Research Methods and Senior Lab Courses. A course in Research Methods (3 credits) and a
Senior Lab or Field Experience course (5 credits) are required of all Psychology majors. Annually, about
17 sections of Research Methods and 15 Senior Lab/Field Experience courses are offered with an enrollment cap of 40 students for each course. (The cap was raised from 30 to 40 in 2004-2005 to meet increased student demand.) Both courses include significant writing assignments to teach students standard scientific reporting and to improve their writing skills. In 2003, the Research Methods course was placed under the supervision of a full-time faculty member, Prof. Leslie DeChurch, who was charged with standardizing and coordinating the courses. Profs. Ham and Hiller jointly coordinated the Research
Methods courses. In Fall 2006, a similar supervisory appointment was initiated to monitor the Laboratory courses, with Profs. Resick and Winter jointly coordinating and standardizing those courses.
A second Psychology Resource Laboratory also was built and furnished on the second floor of DM where students can receive instruction from teaching assistants for the Research Methods and Senior Lab courses. In addition, the department has made a commitment to provide full summer GA stipend for four to six doctoral students who will commit to teaching Research Methods or Senior Lab courses on a regular basis. These students will be carefully selected and mentored.
Area Requirements for the Major. The remaining requirements for the Psychology major include five area requirements (Experimental, Social, Applied, Personality/Abnormal, and Developmental); three
Psychology electives (3000 or 4000 level courses excluding Honors Research, Independent
Study/Reading/Field Experience) and 24 credits of general electives (including 9 credit hours outside of psychology during the last 60 hours of study for the degree).
The Psychology Honors Program. The Psychology Honors Program was begun in the 1970s. Students must apply for and receive departmental approval to undertake an independent project under the supervision of a faculty member. Upon completion of the study, a satisfactory oral defense of the work must be presented to a Department committee. An independent study course may be taken to fulfill this requirement that will also fulfill an elective requirement for the major. During 2005-06, there were 21 students enrolled in the Honors course. The Department is reviewing the status of the program. Many students appear to be unaware of the program or the advantage of graduating with honors, or perhaps do not complete the paperwork for the Honors designation.
Undergraduates in Faculty Labs. Psychology faculty very actively engage undergraduate students in research.
•
During 2005-2006, about 140 students participated in laboratory research with faculty.
•
The Psychology Research Initiatives Mentorship Experience (PRIME) program also supports undergraduate student research. Since 1999, about forty students have participated. The PRIME program is funded by a grant to the American Psychological Association from National Institute for
General Medical Sciences (NIGMS). Six to ten PRIME students annually enroll in independent research with their mentors and receive a $2000 stipend. Nearly 50% of the PRIME students are in

Psychology Program Review, 5/14/07, p. 15 graduate school within two years after graduation. These graduate schools include Yale, NYU,
Cornell, FSU, UCF, and FIU, among others. The PRIME program funding has been continued until
2009.
•
The Minority Biomedical Research Support (MBRS) program funded through a grant from NIH to the Department of Biological Sciences also supports psychology majors.
Field Experience. PSY 4941: Field Experience provides experience for students in an applied setting, such as high schools and transitional programs for prisoners being released. Annually, about 30 to 45 students participate under the direction of three to five faculty.
Psi Chi. Psi Chi, the Psychology Honors Society, is quite active at FIU. A Faculty Sponsor (Prof. Ham) mentors about 40 to 65 student members annually. Admission criteria include completion of at least 3 semesters of college, completion of 9 semester hours of psychology, 3.0 overall GPA and 3.0 GPA in
Psychology. For the past three years, Psi Chi co-sponsored the annual Undergraduate Research
Conference for Florida universities, typically hosting about ten presentations and twenty poster presentations. Research awards are given to participants based on faculty judges’ evaluations. FIU students won first place in both the presentation and poster categories last year. Psi Chi also sponsors a
“Meet the Grads” workshop about the graduate school admission process and research lab opportunities and an “Undergraduate Info Fair” to provide information about other graduate schools. In Spring 2007, the Psychology Department cosponsored an undergraduate student conference with Psi Chi called Careers in Psychology. More than 250 students attended the day long event.
Undergraduate Advising. Academic Advising for psychology majors prior to 2004 required 22 faculty on the UP campus to advise about 831 majors annually, or 38 students per faculty. At the Biscayne Bay
Campus, two faculty advised about 100 majors annually, or 50 students per faculty member. The quality of advising under this system was inconsistent. In 2004, the Department hired a half-time Undergraduate
Advisor at UP, former Assistant Dean Fred Bouma. Anecdotal evidence indicates that the improved quality of advising has increased student retention and satisfaction. The Department’s goal is to have a full-time Advisor for the UP campus by 2007.
4. Service Courses
University Core Curriculum . All four-year degree students at FIU must complete a University Core
Curriculum (UCC) that requires students to take six credits of Social Inquiry courses. Psychology offers five courses that fulfill the Foundations of Social Inquiry component of the Social Inquiry requirement.
The courses and enrollment figures for 2003-2006 are shown in Table 3.
Table 3: Enrollments in UCC Courses, 2003-2006
PSY 2020: Intro Psych
DEP 2000: Human Growth & Dev.
INP 2002: Intro I/O Psych
2,806
531
140
2,773
609
173
2,703
652
48
SOP 3004: Intro Social Psych
SOP 3015: Social & Personality
451
235
582
377
684
258
TOTAL 4,163 4,514 4,345
Nearly every student at FIU takes one of the Psychology courses above or an elective course in
Psychology at some point in their academic career.

Psychology Program Review, 5/14/07, p. 16
Other Service Courses. The Department also offers courses required for degrees in nine fields within the
Colleges of Arts & Sciences, Education, Nursing and Health Sciences, and Social Work, Justice, & Public
Affairs. It also offers courses required by seven Certificate programs. (See Table 4.)
Table 4: Degree and Certificate Programs Requiring Psychology Courses
PSYCHOLOGY COURSE(S)
PSY 2020 Introduction to Psychology Occupational Therapy (NHS)
Nursing (NHS)
Exercise and Sport Science (ED)
Freshman Interest Group (FIG)
Social Work, Policy, & Management* (SWJPA)
Dietetics & Nutrition* (NHS)
DEP 2000 Human Growth and
Development
Occupational Therapy (NHS)
Nursing (NHS)
Social Work, Policy, & Management* (SWJPA)
Parks & Recreation Management (ED) CLP 4144 Abnormal Psychology
INP 2002 Intro. To Industrial
Organizational Psychology
SOP 3742 Psychology of Women
Dietetics & Nutrition* (NHS)
Liberal Studies* (CAS)
Women’s Studies* (B.A. degree,CAS)
Women’s Studies* (B.A. degree,CAS) SOP 4774 Female Sexuality
PSYCHOLOGY COURSE REQUIRED CERTIFICATE PROGRAMS REQUIRING
DEP 4468 Psychology of Aging
CYP 3003 Community Psychology
INP 2002 Intro Industrial Organiz.
Psych.
PSYCHOLOGY COURSE(S)
Gerontology
Public Policy Studies* (CAS)
Labor Studies & Labor Relations (ED)*
SOP 3742 Psychology of Women
SOP 4774 Female Sexuality
SOP 4842 Legal Psychology
Women’s Studies* (CAS)
Women’s Studies* (CAS)
Forensic Science* (CAS)
Law, Ethics, and Society* (CAS)
*Other courses may substitute for the requirement in this department/program.
Analysis of UCC and Service Courses.
General Psychology (PSY 2020). Annual enrollment in the Introductory Psychology course is about
2,700. This course fulfills a UCC requirement, satisfies a core requirement for psychology majors, and is required by several other degree programs. It is the most popular course for non-majors as well. In 2002, two full-time faculty members, Professors Leslie Frazier and Christian Meissner, assumed responsibility for teaching the largest sections of the Introductory course and revamped it to provide a higher quality and greater uniformity of instruction. A problem that was occurring in this course concerned the large number of failing grades each semester. In response, the course was upgraded using tablet PCs for instructors and WebCT, problem-based learning assignments, and tutoring programs. Prof. Frazier assumed responsibility for hiring and evaluating adjuncts teaching the course and also began to offer the course online in 2005. Prof. Nadia Schreiber taught the course in Spring 2007. Prof. O’Neil has been

Psychology Program Review, 5/14/07, p. 17 responsible for coordinating the Psychology Human Subject Pool for the past three years, which provides students with experience as a participant in psychological research.
In 2005-06, the Department implemented some further changes to maintain a high standard of teaching for this course, including hiring a full-time Visiting Instructor to teach the course, Mr. Jeremy Holm. A new permanent instructor (Dr. Maria Shpurik) was hired to replace Mr. Holm beginning in Fall 2007. An
Introductory Psychology Learning Resource Center was built and furnished on the second floor of DM
(one of two undergraduate student labs on that floor) that is staffed by teaching assistants. TAs are assigned to each section to aid instructors.
Human Growth and Development (DEP 2000) fulfills a UCC requirement and is required for majors in
Occupational Therapy; Social Work, Policy, & Management; and Nursing. In 2003-04, the Department developed an online version of DEP 2000. In 2005-06, there were 652 students enrolled in this course, including 221 enrolled in the online courses. The Department at present does not have enough full-time faculty or adjuncts with the specialized training required to meet the student demand for the online version of the course.
Introduction to Industrial Organizational Psychology (INP 2002) satisfies the Psychology core requirement, the UCC requirement, and is required for degrees in Dietetics & Nutrition; Labor Studies; and Liberal Studies. However, due to a shortage of staff to teach the course in 2005-06, the course was only offered twice with 48 students enrolled.
Introduction to Social Psychology (SOP 3004) fulfills a UCC requirement. The enrollment cap for this course is 90 students. In 2005-06, there were nine sections of this course offered, with an enrollment of
684 students. The average class size was 76, somewhat below the cap, suggesting that the number of sections being offered has been meeting the demand for the course.
5. Faculty-Student Ratio
The number and quality of undergraduate course taught by non-regular faculty is a serious departmental concern, particularly upper level and core courses. It is possible that a student can graduate with a degree in psychology from FIU without ever taking a class taught by a full-time faculty member. In terms of the core upper level requirements, full-time faculty taught four sections (23%) of Research Methods and nine lab/field experience courses (60%) courses during 2005-06. However, the retirement in Fall 2006 of one faculty member who taught three field experience courses yearly has created a staffing shortfall for the
Senior Lab course.
A goal of the Department is to have 50% of all upper level courses taught by regular faculty. This would require the addition of 12 faculty and 3 instructor lines.
Adjunct faculty . Adjunct instructors are used to replace course offerings from faculty who are on sabbatical, who have bought out of teaching to do research, or for additional course offerings. During
2005-06, the number of undergraduate courses taught by adjunct faculty was 121 (45%) of 270 courses offered. The number of graduate courses taught annually by adjunct faculty was 59 (25%) of 81 courses taught last year. Our practice has been to hire on an ad hoc basis, but it would be preferable if 3-5
Instructor positions were created to handle these recurrent needs, particularly since it is difficult to find qualified adjuncts for this number of courses.
Graduate Teaching Assistants . Graduate Teaching Assistants also are used to provide additional course offerings. TAs with a Masters degree are eligible to assume full responsibility for teaching undergraduate courses. During 2005-06, TAs taught 59 (22%) of 270 courses.

Psychology Program Review, 5/14/07, p. 18
In sum, in the 2005-06 year, 67% of the undergraduate offerings and 25% of the graduate offerings were taught by non full-time faculty (i.e., adjuncts or graduate student). These findings illustrate the significant need the Department has to increase the number of tenure-track faculty positions.
6. Student Learning Outcomes
Academic Learning Compacts.
The department recently revised the Academic Learning Compacts for the
Bachelor’s degree program. (See Appendix 5.) Explicit criteria were developed in 2005-06 for implementation in 2006-07 to assess the three core psychology courses for the major, including
Introduction to Psychology, Research Methods, and the Senior Lab. Data pertaining to these courses is being collected in Spring 2007. The Learning Compacts will be revised based on outcome of the assessment.
Exit Survey for Bachelor’s Recipients. The results of the first exit survey given to graduating seniors in
Fall 2006 were very positive. (See Appendix 6.) About 90 percent of the 63 graduates responding rated their academic experience at FIU as “excellent” or “good.” In general, a large majority of graduating seniors indicated on a variety of questions that they strongly agreed (10-22%) or agreed (33-71%) that the content of courses and teaching quality was excellent. The exit survey suggested that there was room for improvement in terms of improving teaching methods, improving feedback on exams, and upgrading the department website.
7. Major Changes in the Program
The most important major changes in the undergraduate program were the standardization of the core psychology courses (Intro, Research Methods, and Senior Lab) and the complete revision of the Learning
Outcomes. In addition, the Department implemented a highly successful Careers in Psychology conference aimed at providing undergraduates with more information about career options that was attended by more than 250 students.
Other major changes in the undergraduate program will occur in Fall 2007 when (a) FIU moves from a
Monday-Wednesday and Tuesday-Thursday class schedule to a 5 day per week schedule (MWF and
Tues-Thurs.) and (b) also will allow students to register for two semesters (Fall and Spring) simultaneously. This change will provide students with more predictability concerning what courses will be offered each semester and may also shorten time to degree completion. However, this change also will place a large burden on faculty and on the dozens of adjunct faculty who teach at FIU. It is expected that it will be more difficult to retain adjuncts if they have to come to campus three times per week instead of two and if there is less flexibility in scheduling classes to fit their schedules. In addition, more Teaching
Assistants will be required to provide instruction for review sessions, etc.
A major change in the undergraduate curriculum also is being considered by the Undergraduate
Curriculum Committee to limit the number of majors. Other departments of psychology nationally likewise have done so by putting a pre-major requirement(s) in place.

Psychology Program Review, 5/14/07, p. 19
8. Strengths, Opportunities, Challenges, and Future Plans
Strengths
•
The department provides a broad curriculum to its majors, enabling students to benefit from the range of subdisciplines and academic experiences available at FIU.
•
A second strength is undergraduate research opportunities for students. Psychology has a reputation for encouraging undergraduate research. Many students work in the laboratories or field sites of our department. Many professors are delighted to have undergraduates in their laboratories.
Opportunities
•
Collaborations with the FIU medical, law and business schools and local institutions provide unique opportunities for our pre-professional students for field placements and internships. They volunteer in the laboratories, clinics, and offices and obtain valuable experience and personal connections that prepare them for their careers in behavioral health, counseling, business, education, and law.
•
The Miami location and its cultural diversity position Psychology to be a major producer of
Hispanic and African-American pre-professionals who can contribute to their community.
Challenges
•
A big challenge for the department is the academic staffing of courses. With the large number of majors and high student enrollment, it is essential that we maintain our level of course offerings.
•
The future of the required Senior Lab courses may have to be reconsidered. Regrettably, a number of these courses have been taught primarily by temporary adjuncts over the last decade.
The long term future staffing of these courses has not been resolved, but is likely to become an issue for serious debate in the near future.
Future Plans
•
Temporary faculty . The number of retirements we have experienced and are still facing has presented us with an unusually strong need for part-time adjunct instructors. We have instituted a greater degree of long-term planning for our teaching assignments, so that we can foresee our needs two to three years into the future. We would like to convert this course-by-course hiring into ten to twelve tenure-track faculty positions and three to four full time lecturer positions to assist in our teaching mission.
•
The Bachelor of Science degree. Because Psychology is attracting a very large number of undergraduate majors, we are considering adding a B.S. degree and revising the curriculum such that B.S. students will have a more academic program of study that would include the Senior Lab course. The B.A. degree would be revised to have a more applied focus, and possibly even have tracks within it, e.g., counseling, legal, I/O, social, etc. Students planning to go to graduate school would be encouraged to get the B.S. degree.

Psychology Program Review, 5/14/07, p. 20
D. OVERVIEW OF THE GRADUATE PROGRAMS
The Department of Psychology offers a terminal Master of Science degree as well as a Ph.D. in psychology organized into the following concentrations:
Terminal Master’s Program Areas
Lifespan Developmental Science
Industrial-Organizational Psychology
Counseling Psychology (completion of degree leads to eligibility to take the Florida State
Exam for licensing as a Mental Health Counselor)
Behavior Analysis (completion of degree meets the course and practice requirements for the National Board Certification in Behavior Analysis)
Legal Psychology and Law (M.S./J.D.)
Doctoral Program Areas
Lifespan Developmental Science
Legal Psychology
Industrial-Organizational Psychology
The goal of the graduate program is to train leaders in their chosen fields by immersing them in a dynamic research environment, teaching them required skills, and providing ongoing seminars, research experience, and opportunities in applied settings in which graduate students can interact with recognized experts in the field. Maintaining intellectual excellence is an important goal that requires admitting a strong cohort of students each year, supporting them, and mentoring them to completion. Graduates from our program have gone on to postdoctoral fellowships and tenure-track positions at a variety of institutions. Others have gone on to work in hospitals and health care settings, private industry, government institutions, and private practice. Our students are particularly marketable because many academic research projects emphasizing basic science also have an applied focus. We are actively engaged in improving our graduate training and are making good progress. The educational trajectory of recently enrolled students is on track and we are recruiting more nationally competitive prospective students than previous cohorts.
The Department’s doctoral program initially developed within the Lifespan Developmental Science area, focusing on both basic and applied research related to the lifespan. Research areas include intersensory perception, cognition, aging, social development, child anxiety and phobias, and the mental health of youth. A second area of specialization for the Ph.D. is Legal Psychology, This area capitalizes on FIU's location in the major litigation center of the Southeast United States. Research in Legal Psychology focuses on jury decision-making, jury selection, witness memory, alternative dispute resolution, and forensic psychology. The Department’s third Ph.D. specialization concerns Industrial-Organizational
Psychology, particularly issues related to human resource management, group behavior, leadership, cultural diversity in organizations, and training and development. I-O faculty collaborate with local businesses and the FIU School of Business Administration.
Psychology offers both M.S. and Ph.D. degrees, but the doctoral program is emphasized in terms of admissions and financial support. About 32% (N=64) of our graduate students are Ph.D. degree students
(133 students of 197 are Master’s students, or 68%). We admit a mix of students with and without
Master’s degrees to the PhD program (1 of the 14 students offered admission for the Fall semester of
2006 had a Master’s degree). A few prospective PhD students leave with a terminal Master’s degree (10%
[N=4] of students entering from 2002 to the present).

Psychology Program Review, 5/14/07, p. 21
In the past five years, graduate student production has increased in the Master’s category, coinciding with the launching in Fall 2005 of a Professional Counseling Psychology M.S. program at the Pines Center
Campus. This 18 month, tuition-plus weekend program attracts working professionals who seek advanced training.There were 24 full-time M.S. students in the inaugural class, which is due to graduate in Spring
2007. The second cohort of 25 full-time students was begun in Fall 2007. As the program continues, 50 students will be enrolled each semester in two cohorts.
Doctoral student production has remained steady in the Ph.D. category. (See Table 5.) In Spring 2005, there were 19 doctoral degrees granted in the College of Arts and Sciences, of which 47% (N=9) were psychology graduates. This is a high rate of Ph.D. production given there are only 25 full-time active faculty members in Psychology. This outcome in Spring 2005 is not an outlier as can be seen from the following table that summarizes the graduate degrees granted since 1999.
Table 5: Number of Psychology M.S. & Ph.D. Degrees, 2000 to Present
2000-01 16 11 27
2001-02 10 9 19
2002-03 10 11 21
2003-04 17 4 21
2004-05 17 13 30
2005-06 29 4 33
Source: College of Arts & Sciences
Evidence indicates that the quality of the graduate program has been increasing. One indicator of the quality of the graduate students is their success in winning the competitive FIU Presidential Fellowships or enhancements. In 2006, one Psychology applicant was awarded the FIU Presidential Fellowships and one received an enhancement. Graduate students also recently won four awards for dissertation fellowships from the National Science Foundation, American Psychological Association, and the
American Psychology & Law Society. One received a highly competitive placement and scholarship at the Woods Hole Biological Summer Institute. Research by graduate students has also been nationally recognized. One student, David Van Rooy, won the best research paper award from the International
Personnel Management Association-Assessment Council (IPMAAC). The paper (co-authored by his dissertation advisor, Dr. Viswesvaran) is the most cited from the Journal of Vocational Behavior . Also, a group of students won the Wherry Award for the best graduate student paper from the Society for
Industrial and Organizational Psychology.

Psychology Program Review, 5/14/07, p. 22
E. THE MASTER OF SCIENCE PROGRAM IN PSYCHOLOGY
1. Enrollment, Degrees, Course Offerings and Staffing
The terminal Master’s program enrollment for Fall 2006 was 133 students. The majority of students (N=
97) were enrolled in the Counseling Psychology program (see Table 6), with from six to sixteen students enrolled in the I/O, Developmental and Behavioral Analysis programs. About 8% of the students enrolled were pursuing a thesis option.
Table 6. Enrollment in the Master’s Program, 2006-2007
Master’s Students 2006-2007
Total enrolled
I/O
14
Developmental
6
Counseling
Psychology
97
Behavioral
Analysis Total
16 133
Thesis Track 0 3 0 7 10
Annually, about fifty courses are offered for Master’s students, excluding Master’s thesis supervision. Of these, about 60% are taught by full-time faculty; 37% are taught by affiliated faculty (i.e., full-time FIU employees with Ph.D.s and expertise in the area); and 3% are taught by Ph.D. adjuncts/part-time faculty not otherwise affiliated with FIU.
The Master’s program in Professional Counseling Psychology is facing a serious shortfall of full-time faculty to teach in the program due to faculty attrition. There is quite a high demand for the program as indicated by enrollment, but the lack of full-time faculty to supervise the practica and internships required for the program is a great area of concern. The faculty members supervising this program have been considering whether to close the program unless additional faculty lines are approved and forthcoming.
The Master’s program in Behavioral Analysis likewise has a faculty shortfall. There is only one full-time faculty member with a specialization in this area (Dr. Gewirtz). In addition, behavioral analysis students take several courses taught by Developmental faculty.
2. Recruitment and Admissions
An active recruitment campaign for the Professional Counseling Psychology program was launched in
2005-2006. Newspaper and radio advertising were undertaken to ensure that the first two cohorts met a minimum enrollment of 25, a goal that was met successfully. A separate brochure also was developed
(See Appendix 7.) Recruitment for the other Master’s programs has focused on word of mouth and improving the website. The Industrial-Organizational regularly attracts students locally and from out-ofstate due to a strong academic reputation and excellent job placement outcomes. The Behavioral Analysis program primarily attracts local students that wish to meet the requirements for Board certification as a
Behavior Analyst, a certification that also has strong job prospects.
The university minimum GRE requirement for Master’s students is 1000. The average for students admitted to the Master’s program has been slightly below the required minimum but is expected to increase as the reputations of the various program areas become more widely known and attract more competitive candidates. (See Table 7.)

Psychology Program Review, 5/14/07, p. 23
Table 7. Mean GRE Scores for Master’s Students, 2003-2007
Number of GRE Test Takers
Mean Score, Verbal GRE
Mean Score, Quantitative GRE
Total GRE Score
2003-04 2004-05 2005-06 2006-07
6
470
560
1030
21
400
490
890
49
450
530
980
51
470
510
980
Students admitted to the Master’s program have undergraduate degrees from a broad variety of institutions. (See Appendix 8.) Of the 21 students entering the Master’s program in Fall 2006, 67% received degrees from universities nationally or internationally.
3. The Master’s Curriculum
The Master’s of Science in Psychology Program at the University is designed to train practitioners and researchers who can function in a variety of applied settings. Students applying for the Masters of Science in Psychology can choose to specialize in different areas including counseling psychology, life-span developmental, behavior analysis, and industrial-organizational psychology. Legal psychology.
Psychology also offers a dual MS/JD degree. (See Appendix 9.)
The core curriculum and admission prerequisites are intended to provide students with a base of knowledge in psychology. The curriculum consists of 36 semester hours of graduate study in which the exposures focus specifically on training the student to perform the skills mentioned above. Students are expected to select electives, project/thesis topics, and supervised field experiences that meet not only the degree requirements, but also their academic interest and particular profession objectives. Six of the 36 semester credit hours consist of Master’s thesis credits. The area courses in Behavior Analysis allow students to meet university requirements plus the course and practice requirements for the National Board
Certification in Behavior Analysis (BCABA, BCBA). The Counseling Psychology track is a 60 credit
Master’s degree program that allows students to meet university requirements plus the requirements for the State of Florida Mental Health Counseling license.
4. Faculty-Student Ratio
The number of Master’s students per faculty member ranged from 0-4 for students pursuing the thesis option. The thesis titles of recent graduates of the Master’s program are included in Appendix 10.
Students completing a non-thesis Master’s complete a case conceptualization paper under the supervision of a faculty member. A graduate thesis committee is not required for this option.
5. Master’s Job Placement
Graduates of the Master’s program are very successful at obtaining employment related to their degree.
Master’s students typically go on to doctoral programs in psychology, to careers in mental health or counseling settings, or jobs in business and government. (See Appendix 11.)
6. Major Changes in Program
Major changes to the Master’s program over the past two years include greater publicity efforts regarding student recruitment, a revised website that contains more information about the program, and a major effort to track alumni. In terms of curriculum, the Graduate Education Committee currently is reviewing the Student Learning Outcomes; additional assessment procedures are likely to be forthcoming.

Psychology Program Review, 5/14/07, p. 24
7. Student Learning Outcomes
Student Learning Outcomes for the Master’s program are reported in Appendix 12. The sole criterion in the past has been the proportion of students successfully defending their thesis proposal. During the past three years, all students choosing the thesis option successfully defended their thesis proposal on the first attempt. The Graduate Education Committee is revising the Learning Outcomes to include other indicators of performance for the Master’s degree program.
8. Strengths, Opportunities, Challenges and Future Plans
Strengths. The Master’s program in Psychology is in high demand and leads to important credentials
(i.e., licensure) and to good job prospects. Practica and internship placements for students in the
Behavioral Analysis, Counseling Psychology, and Industrial-Organizational areas contribute the
Psychology’s strong ties with the community.
Opportunities. Professional programs in Industrial-Organizational Psychology and Behavioral Analysis comparable to the Professional Counseling Psychology program most likely would attract students and be profitable.
Challenges: Psychology does not have enough full-time faculty to adequately support the Master’s program. To some extent, the effort to maintain the Master’s program detracts from the doctoral program in terms of course offerings and faculty supervision.
Future Plans. At present, there are no plans to expand the Master’s program. The Department has not yet fully absorbed the impact of increasing the Master’s students by 50 full-time students per semester in the
Professional Counseling Psychology program. Solutions to the faculty shortfall are being sought.
Reducing the size of the program and/or eliminating the Professional Counseling Psychology program are strategies under consideration.

Psychology Program Review, 5/14/07, p. 25
F. THE DOCTORAL PROGRAM IN PSYCHOLOGY
1. Enrollment, Degrees, Course Offerings and Staffing
Enrollment & Degrees. Currently, the doctoral enrollment for Fall 2006 is 64 PhD students. Support is guaranteed for four years for a maximum of 43 doctoral students per year. Almost all doctoral students are admitted with full support (a minimum of $11,500 plus tuition over fall and spring semesters; tuition remission for 3 credits is provided in the summer, but no stipend). All out-of-state and international students are classified as in-state and receive full tuition waivers. Doctoral students receive this level of support for four years based on satisfactory progress. The department does not provide funding if students receive external support from elsewhere on campus or from non-FIU sources (e.g., APA Fellowships).
Funding for graduate students is derived from several different sources, including instructional budget for teaching assistants provided by Arts & Sciences, individual faculty grants, foundation grants, and department generated funds from lab fees and auxiliary (tuition-plus) programs. An application for a 5 year training grant from NIH has been submitted by Drs. Kurtines and Silverman.
Course Offerings and Staffing
In 2006-07, more than fifty courses were offered for doctoral students. Of those, 99% were taught by regular faculty. The number of doctoral students per faculty ranges from 0-4.
2. Doctoral Student Recruitment and Admissions
Recruitment. Program areas typically recruit students independently. Recently an effort has been made by the department to create a unified recruitment strategy for the graduate program. A brochure advertising the graduate programs was developed in Fall 2006 and the Developmental program also developed a separate brochure. (See Appendix 13.) A Recruitment Weekend is planned for February
2007. Top doctoral applicants will be provided with a $300 travel award to attend the Recruitment weekend or to visit another time. A new website was launched in Spring 2007 as well to enhance graduate student recruitment. An analysis of the applicant pool from Fall 2006 indicates that 53 completed applications were received to compete for sixteen open positions (3 in I-O, 4 in Legal, 9 in
Developmental and one in General Psychology). Fifteen of the applicants (28%) had Master’s degrees.
Admissions.
The University Graduate School (UGS) application process is conducted partly online. Applicants apply directly online to the Graduate Admissions application website, http://gradschool.fiu.edu/ admissions.html. Students send their official GRE scores and two copies of official transcripts from other institutions directly to the Graduate Admissions office (and, for foreign students, their TOEFL score). A statement of purpose, a resume or CV, and three letters of recommendation are submitted by regular mail to Psychology. In Spring 2007, the Psychology website was upgraded and the department is exploring the possibility of having online submission for these materials.
The tradition in Psychology has been for program areas to conduct admissions independently. TA lines were allocated to specific program areas. At present, Psychology has 43 teaching assistant lines, of which 39 are provided by the College of Arts & Sciences and four are funded by department-generated revenues. The formula for distribution of the TA lines to support doctoral students currently is eighteen to the Developmental program, eleven to Legal, eleven to Industrial-Organizational, and three to the Crossdisciplinary faculty group.

Psychology Program Review, 5/14/07, p. 26
A number of the Developmental faculty consistently have been very successful in obtaining grants from NSF, NIH or NIMH and have had the ability to support additional students on grant-funded projects.
This has contributed greatly to the department’s ability to fund some students beyond the fourth year.
Legal and Industrial-Organizational faculty typically had fewer grant opportunities and less grant funding to support students. Beginning in 2004, faculty in the Legal and I-O programs assumed responsibility for teaching and supervising core required courses in the undergraduate degree program. Department generated funds were committed to fund an additional four TA lines to support the supervising faculty and to prepare those students to assume responsibility for teaching those courses, as well. Also, in 2004-
05, the College of Arts and Sciences allocated an additional three TA lines to support doctoral students working with faculty that were not affiliated with a specific program (i.e., the Cross-Disciplinary group).
In 2005-2006, the College of Arts and Sciences recommended that departmental review of graduate admissions be instituted. In Fall 2006, Psychology established Bylaws authorizing the Graduate
Education Committee (GEC) to review and recommend applicants for admissions. The GEC is a five member department-wide committee comprised of the Graduate Director, a representative from each of the four faculty subgroups, and one At Large member appointed by the Chair.
Beginning Spring 2007, graduate admission was conducted using a two-part process. First, each program area evaluated students independently and ranked the recommended applicants. The program area faculty determined how many new students can be accepted, given the allotment of students to that program, and whether to nominate any candidates for additional support (i.e., Presidential Fellowship).
The top candidates then were forwarded to the Graduate Education Committee (GEC) for review and a final recommendation.
Typical selection criteria include undergraduate GPA, GRE scores (combined), letters of reference, student statement, previous research experience, and student awards and publications. The University minimum GRE for doctoral students is 1120. The median GRE scores for doctoral students enrolled from
2003-2006 is shown in Table8 below. The undergraduate institutions of entering doctoral students may be found in Appendix 14.
Table 8. GRE scores of Admitted Doctoral Students, 2003-2006
Number of GRE test takers
Median score, Verbal GRE
Median score, Quantitative GRE
16
530
585
18
590
610
14
550
620
Total GRE score 1115 1200 1170
Some faculty members have taken strong exception to the Graduate School requirement that the GRE minimum be applied to all admissions without exception. In the past, the department had the option to waive the requirement for up to 10% of all admissions to the university. Reasons for requesting an exception to the GRE requirement for an applicant generally included high undergraduate GPA, publications or research experience, professional experience, or Master’s degree. As a result, a number of minority students with high grades and recommendations but low GRE scores have completed the program and gone on to considerable professional success. The Developmental program as well as one of the faculty, Dr. Wendy Silverman, have received national recognition and funding for their accomplishments in training minority students. Many faculty are concerned that a rigid rule that exceptions will be given to only those students who make at least 90% of the score of those who completed comps will seriously disadvantage talented Hispanic and African American students from being admitted to the doctoral program.

Psychology Program Review, 5/14/07, p. 27
In the past, efforts to recruit top candidates were informal. However, for the first time, students selected during the admission process were invited to visit FIU in February 2007. This was the first formal recruitment weekend that Psychology had planned. The motivation for the recruitment weekend was to enable us to recruit the best students. Candidates were offered up to $500 to cover travel expenses. About twelve candidates accepted the invitation. Feedback from candidates about the recruitment effort was very positive.
The timeline for Fall 2007 admissions was:
Dec. 15 Graduate application deadline
Jan. 15
Jan. 31
Program area committees review applications of students
Program area faculty select top applicants and waitlist
Feb. 5
Feb. 10
Feb. 23
March 1
Graduate Education Committee reviews and recommends admission
Top-ranked doctoral students invited to Recruitment Day
Recruitment Day
Letters of offer sent
Student Diversity. The diversity of students in the graduate program is exceptionally high. (see Appendix
15). FIU is a Hispanic majority institution, with strong representation from African Americans as well.
Thus, academically strong minority undergraduates comprise a solid pool of applicants to the graduate master’s and doctoral programs. FIU Psychology is ranked 1 st
in the nation in terms of Hispanic BA production and 3 rd
in terms of all minorities. It is ranked 27 th
and 11 th
respectively in terms of Hispanic
Masters and PhD production nationally (Issues in Higher Education, June 2006). A number of minority graduate students have been supported by fellowships ($20,000 annually) from the American
Psychological Association’s Minorities in Psychology program. In addition, in August 2006, the Life
Span Developmental Science Program was awarded the 2006 Suinn Minority Achievement Awards
Graduate Programs in Psychology with Demonstrated Excellence in the Recruitment and Retention of
Ethnic Minority Students by the American Psychological Association. The NIH Award (T32) training grant that has been submitted by Kurtines & Silverman builds on this strength. If funded, the training grant will facilitate the transition of pre-doctoral and post-doctoral minority trainees (Hispanic and
African American) into careers in behavioral health and mental health by providing intensive training and funding for their education.
3. PhD Curriculum
Once arriving at FIU, students attend a Graduate Student Orientation session where they meet other students and the faculty and are informed concerning graduate procedures and TA and GA responsibilities. The guidance committee reviews undergraduate coursework and experiences as well as desired research and career goals, and determines what courses the student should take in the first year of study.
Formally, PhD students must complete 90 credit hours, including 9 credits of Statistics and/or
Methodology courses, 21 credits of graduate level coursework (Proseminars or Seminars), 12 credits of supervised research, practicum or teaching, successfully defend a Masters thesis, pass a two part
Comprehensive exam (Part 1: Qualifying Paper/Specialty exam; Part 2: Theory/Method exam (goal: 3rd year); 24 credits of doctoral dissertation research, and complete a doctoral dissertation. (See Appendix
16.)
Generally, doctoral students complete two years of coursework, the Master’s thesis, and pass the
Comprehensive Exam before beginning the dissertation proposal. The next step to achieve candidacy is a formal dissertation proposal and oral defense. Conceptual thinking is encouraged in the proposal, as well

Psychology Program Review, 5/14/07, p. 28 as controlled experiments and laboratory or field observations. A specific page limit is not required. The goal is for students to advance to candidacy by the end of the third year of study, but no later than the first semester of their fourth year. The median time to completion of the Ph.D. is five years.
4. Graduate Support
In Fall 2006, 64 doctoral students received full support for 9 months from a variety of sources (below). In addition to internal funding, we have been successful in helping students obtain Fellowships or extramural support.
•
39 TA lines provided by the College of Arts and Sciences
•
4 TA/GA lines funded by department revenues
•
2 TA/GA lines funded by other departments
•
8 GA lines supported on psychology grants
•
3 GA lines supported by grants in other departments
• one FIU Presidential Fellowship ($20,000 for three years)
• one enhanced FIU Presidential Fellowship ($10,000 per year for four years)
• one FIU Dissertation Fellowship (amount?).
• two American Psychological Association Minority Fellowship awards ($20,000 for one year)
• five MBRS-RISE fellowships (Biomedical research) ($20,000 per year for four years)
• two McKnight Fellowships ($12,000 for two years)
•
Prof. Kurtines & Silverman have applied for an NIH training grant aimed at supporting minority graduate students (pending)
Tuition and fees for full-time graduate enrollment for 2005-06 are shown in Table 9:
Table 9. Tuition and Fees for Full-Time Graduate Students
Tuition & fees for full-time enrollment
In-State students
$5,009
Out-of-state students
$18,247
Health insurance premiums 362 362
The recruitment packages offered for 2005-06, including summer 2006, is summarized in Table 10:
Table 10. Recruitment Package for Doctoral Students Entering in Fall 2005
Academic year support (stipend/salary)
Tuition & fees for full-time enrollment
In-State students
$11,000
4,294
Out-of-state students
$11,000
$4,294
Health insurance premiums
Summer support (tuition)
362
604
362
604
TOTAL $16,260 $16,260
The department also administers a limited number of Departmental Conference Travel Grants
(maximum $300) for partial reimbursement of travel expenses to a scientific meeting in which the applicant gives a presentation. All graduate students are encouraged to apply for summer fellowships, research grants, and travel awards.
The recruitment package for psychology is well below that provided by the College of Arts and
Sciences for graduate students in the sciences. In contrast, graduate students in Biology, Chemistry,
Physics, and Earth Sciences receive a guaranteed 12 months of support per year ($17,000 + tuition

Psychology Program Review, 5/14/07, p. 29 waivers valued at ~$21,650 yearly) for four years. Peer institutions also offer better packages. Students with TA-related responsibilities may not be able to focus on their research immediately. In addition, many students are engaged in adjunct teaching in the summer because the department does not provide stipends to students during the summer. Having year-round teaching responsibilities may slow their progress towards degree completion.
Two major goals of the department concerning graduate support are: (1) to receive comparable funding for Psychology students as is awarded to graduate students in the other Science departments; and
(2) to provide one semester of fellowship support to incoming students so they can become active in research immediately.
5. Faculty-Student Ratio
Faculty on average supervise from two to three doctoral students each, with a range of from 0 to four.
Doctoral students work intensively with major professors in their laboratories.
6. Graduate Environment
Attrition and time-to-degree . Most students entering the doctoral program over the past ten years have completed their degree. For doctoral students graduating from 2002-2006, the median time-to-degree was
5.0 years; the range was from 4 to 10 years. Time-to-completion has varied somewhat by program area; doctoral students in the Developmental, I/O, and Legal Psychology programs completed the doctorate, on average, in 5.9, 6.0 and 4.8 years, respectively. One goal of the faculty is to improve the time-to-degree by closely monitoring student progress and providing annual evaluations of students. Time-to-degree also could be improved by providing students with 12 months of support annually, rather than nine months. A higher percentage of support coming from research assistantships rather than teaching assistantships also would improve time-to-degree.
Graduate Academic Advising . Graduate students are engaged actively in their own education once they arrive at FIU. Within each program area, faculty strive to create a collegial and supportive atmosphere and encourage students to excel. Students typically rely on their major professor for guidance. However, students sometimes change major advisors within the first year without any stigma attached. A number of students are co-advised, and many have close professional relationships with faculty other than their formal major professor. Until recently, interdisciplinary collaboration was limited by the autonomy of the doctoral specialty areas. In order to foster more inter-group interaction, several activities were launched in
Fall 2006 to promote greater department-wide interaction, including a brown bag seminar series, a new graduate student orientation, and several social events.
Graduate student participation in departmental activities . Graduate students have not usually been given a role in departmental affairs. Graduate students have not been asked to serve on search, seminar, or the
Graduate Education Committee. Within program areas, graduate students tend to be more actively engaged. Graduate students in the Lifespan Developmental program have a formally recognized graduate student association, the DMHA, that annually organizes several events to which all psychology graduate students are invited.
7. Doctoral Student Job Placement
Doctoral students from all program areas have been highly successful on the job market. Of the Ph.D. graduates (N=49) from 2000 to Fall 2006, about 58% were employed in academic tenure-track jobs, research scientist positions, or as postdoctoral fellows at universities nationally and locally. (See
Appendix 18). Others were employed in consulting firms (14%) (e.g., trial consulting and assessment

Psychology Program Review, 5/14/07, p. 30 firms), management positions in government agencies or businesses (12%), as staff in mental health agencies (10%), or in full or part-time teaching roles at universities or high schools (6%).
8. Major Changes in Program
Major changes in the doctoral program that have occurred recently have pertained to more active recruitment of applicants due to increased publicity and the funding of Recruitment Day visits; more programming across program areas;
9. Student Learning Outcomes
Student learning outcomes for the doctoral program are included in Appendix 19. In terms of the first criterion, more than 90% of doctoral students in the past three years passed their comprehensive examination on the first attempt. The second criterion also was met; all doctoral students who graduated in the past three years were successful at presenting their work at national and regional peer-reviewed conferences. Third, all doctoral students graduating in the past three years successfully defended their dissertation on the first attempt. The Graduate Education Committee is revising the outcomes to include publication record and job placement as outcomes. For instance, in the past three years, about 90% of the graduating students published a journal article or book chapter with their major advisor or with other faculty collaborators. In addition, all obtained professional level jobs commensurate with their training
(See Appendix 18).
10. Strengths, Opportunities Challenges, and Future Plans
Strengths
•
A recently established strength is the guaranteed tuition waivers provided by the University
Graduate School for both in-state and out-of-state students.
•
Academically, our graduate program is strong in the program areas, lifespan developmental science and industrial-organizational psychology.
Opportunities
•
If funded, the proposal of Prof. Silverman & Kurtines to the NIH National Research Service
Award (NRSA) Training Grants will provide an excellent chance to recruit ethnic minority students to the program The grant will enable us to accomplish recruitment goals with incentives not previously available. It also motivates more active recruitment of students.
Challenges
•
The inadequacy of the graduate student support package will continue to be a challenge. The goal is to support doctoral students for 12 months for five years, similar to the other sciences, as well as to increase the number of students admitted. The cost of living in Miami puts tremendous pressure to offer awards that exceed the amounts offered in less expensive areas. We also need to decrease reliance on the teaching assistance component so that students have more time to devote to research. To accomplish these two goals, we need more faculty members to support students on their grants, we need to have training grants, and we need to use our department funds efficiently. The Graduate Division does not have many pockets of funding, so there is not much university support beyond those provided by teaching assistantships. In short, it is a major challenge for us to offer good support for graduate students.

Psychology Program Review, 5/14/07, p. 31
•
A second major challenge is to continue to implement changes in our graduate program curriculum and structure. We are in the midst of a change in graduate culture as we move towards more interaction among the program areas. The faculty also have considered the possibility of adding one or two common courses to the curriculum.
•
A third challenge pertains to the admissions process. The newly adopted bylaws established a
Graduate Education Committee to review and recommend candidates for admissions.
Previously, admissions was handled by program areas with no departmental review. An advantage of the GEC structure is to bring more coherence to the graduate admissions process and enable us to attract our top candidates.
Future Directions
Our faculty are committed to a high quality graduate program that offers an exciting intellectual climate and a congenial atmosphere. The time we have spent reviewing and revising the graduate program is impressive. We are now taking our faculty recruitment plan very seriously to enhance the depth and breadth of a modern graduate program in behavioral science and health, and lifespan developmental, industrial-organizational, and legal psychology.
III. STRENGTHS, OPPORTUNITIES, CHALLENGES, & FUTURE PLANS
A. ACADEMIC STRENGTHS
The department is comprised of several core areas that have achieved excellence within them and interact synergistically with each other. These areas include faculty who are nationally prominent and highly productive, and who attract excellent graduate students who enhance the profile of our department. We have many professors whose fields fall into more than one area, which enhances the intellectual cohesion of the department.
Lifespan Developmental Science (includes Counseling Psychology and Behavioral Analysis) (Bahrick,
Erber, Finley, Gewirtz, Kurtines, Levitt, Arango, Lickliter, Montgomery, Silverman, Tubman). The department has a blend of excellent faculty who examine basic developmental processes and lifespan development, including child anxiety, adolescent behavior, immigration and acculturation, parenting, and aging. Many in this group are well-funded (Bahrick, Kurtines, Levitt, Lickliter, Montgomery, Silverman,
Tubman) and play national and international leadership roles in professional organizations and highly ranked journals. The program is a major producer of doctoral students. The faculty have identified two key needs for this area: basic cognitive research and developmental neuroscience.
Industrial Organizational Psychology . The industrial-organizational psychology faculty provide valuable expertise to our undergraduate and graduate programs (Hiller, Resick, Viswesvaran) The I/O faculty conduct research on personnel selection, leadership, work team effectiveness, and organizational climate.
I/O faculty interact regularly with faculty in the School of Business Administration, the FIU Center for
Creative Leadership, and the National Hurricane Center. This area is one with a great deal of graduate student interest nationally. The faculty are extremely productive, attract outstanding graduate student applicants, have a high rate of doctoral student production, and place students in well-paying academic and business jobs.
Legal Psychology . (Charman, Fisher, O’Neil, Parker, Schreiber, Winter) Research in legal psychology focuses on jury decision-making, jury selection, witness memory, and other social psychological issues in the legal system. The legal psychology program is highly competitive and is well-respected nationally. It

Psychology Program Review, 5/14/07, p. 32 capitalizes on FIU’s location in the major litigation center of the Southeastern U.S. and also is strengthened by ties to the FIU Law School. The graduate applicant pool for the program is very strong and doctoral graduates are quickly placed into academic and consulting jobs.
Cross-Disciplinary Group.
(Frazier, Jaccard, Schwartz, Stephens, Rose) The cross-disciplinary faculty conduct research that is eclectic, with individual faculty lending expertise to the formal programs when appropriate. The research areas of faculty in this group include cognition (comparative, older adults), social development, parenting, gender roles, and ethnicity and culture.
B. OPPORTUNITIES
Demographic Turnover and Attrition . Our department is at a crossroads due to faculty retirements and attrition. The intellectual evolution of our department has motivated careful reflection on future directions that may be implemented due to faculty turnover, if sufficient faculty lines are provided. Recruitment should be successful because we have a core of energetic faculty and we have enhanced graduate student recruitment and solidified our graduate program.
Lifespan Developmental Science: The Behavioral Science & Health Initiative.
This initiative builds on the strengths of the Lifespan Developmental Science faculty. Many in this group are well-funded and play national and international leadership roles in professional organizations and highly ranked journals. The core scientific mission of this initiative is to address significant health and mental health problems in infants, children, adolescents and adults, with an emphasis on translating behavioral science into action through clinical trials and community interventions. The initiative is highly congruent with the funding priorities of the National Institutes of Health. The behavioral health initiative would enhance the biomedical research mission of the University by integrating psychology with University Medical School programs and departments across multiple fundable research domains (e.g., public health, preventive medicine, maternal health care, autism, child anxiety, child health, etc.). Funding proposals are likely to be strengthened by FIU’s status as a Hispanic majority university, its new medical school, and access to a culturally diverse community. Additional faculty hires in the areas of developmental neuroscience and health psychology would build towards the goals of this initiative.
Industrial-Organizational Initiative.
The most recent national ranking (2002) of Industrial-
Organizational (I/O) Psychology Graduate Programs placed the FIU I/O program as 4th in the United
States in terms of research productivity. The I/O faculty conduct research on personnel selection, leadership, work team effectiveness, and organizational climate. The faculty attract outstanding graduate student applicants, have a high rate of doctoral student production, and place students in well-paying academic and business jobs. This area is one with a great deal of graduate student interest nationally. The current group of I/O faculty has research programs with some application to the medical field, including personnel selection, leadership, decision making with distributed expertise, and work-family conflict.
Connections with the medical school also could be built by hiring a senior I/O scholar with direct interests in areas such as workplace health issues or the selection and training of personnel for medical response teams. Cross-fertilization with the Business school could be enhanced by an additional hire in Industrial
Psychology.
Legal Psychology Initiative.
Thematic faculty hires in the areas of clinical forensic and law and psychology are proposed. Clinical forensic psychology is an area that constitutes more than half of the published research within legal psychology. Hires in this area, perhaps in conjunction with the Medical school, would complement the strong research already being done in the program in terms of eyewitness identification, jury decision-making, and juvenile issues. Clinical forensic faculty could work with a nearby forensic hospital (e.g., the South Florida Evaluation and Treatment Center) or focus on research issues involving juvenile delinquents or domestic violence treatment programs. A second component of

Psychology Program Review, 5/14/07, p. 33 the legal psychology initiative would be to create a joint J.D.-Ph.D. program that would position the
Legal Psychology program to become a premier program in the United States, as well as attract interest from the legal (and perhaps policy-making) community. Increased overlap with the College of Medicine and College of Law also will create more funding sources and opportunities.
C. CHALLENGES
Diversity.
Recruiting more colleagues from underrepresented groups is critically important to our department. Because the availability pool is small, we need to find creative solutions to accomplish this strategic goal of our department along with our academic programmatic goals. It is possible to achieve excellence in both goals, but it will be a challenge that we need to pay attention to and which will require support from the Dean’s office.
Strategically locating faculty in high quality space is a challenge for the future intellectual environment of the department and our competitiveness for future recruitment. Faculty productivity has been enhanced since all faculty labs were moved into DM in 2005-06. The department is strongly committed to keeping all faculty offices and laboratories in the same building. Accomplishing this goal will be a challenge, and will require that additional space in DM is forthcoming.
Advancement. The department has not yet developed any formal advancement initiatives, but some groundwork has been laid for a future campaign. For the last two years, an Annual Report has been produced to reflect departmental activities and to serve as a publicity tool. Psychology is one of only two departments in the College of Arts and Sciences to produce such a report. In addition, one feature of the
Annual Report is the activities of Master’s and Doctoral alumni, which has led to the development of a database of alumni from whom funds may be solicited in the future. A modest goal for the future is to attempt to establish one or more scholarships for students.
D. FUTURE PLANS
Our department is in the midst of tremendous turnover in full-time, tenure track faculty, which provides an opportunity for hiring that builds on existing strengths and that adds faculty from emerging disciplines.
The hiring strategy must address the needs of our undergraduate program, while at the same time positioning our department to offer a high quality and highly competitive graduate program. It is our goal to be a top department in research on behavioral science and health, lifespan development, industrialorganizational and legal psychology, and we pursue each new position with this goal in mind. The department has identified twelve positions that will arise through faculty replacements and new positions.
Table 11 below summarizes our hiring proposal.

Psychology Program Review, 5/14/07, p. 34
Table 11: Summary of proposed five-year recruitment and hiring plan
Year of Plan
Year 1
Year 2
Position
1. Industrial Organizational
2. Legal (senior level)
3. Child Cognitive Development
2
4. Developmental Neuroscience
3
5. Industrial Organizational
6. Behavioral Analysis
Year of search
Year of hire
Replacement* or
New
2007-08 2008-09 R
1
DeChurch
2007-08 2008-09 R
1
Parker
R
1
Flexser
2008-09 2009-10 R
1
Aditya
2008-09 2009-10 R
1
Rotton
Year 3
Year 4
Year 5
7. Industrial Organizational
8. Clinical Forensic
9. Behavioral Science & Health
10. Social Psychology
11. Clinical Forensic
2009-10 2010-11 N
2009-10 2010-11 R
1
Dunn
2010-11 2011-12 R
1
Ham
2010-11 2011-12 R
1
retirement TBA
2011-12 2012-13 R
1
retirement TBA
12. Behavioral Science & Health 2011-12 2012-13 N
1
These appointments are based on announced retirements, effective no later than Fall 2007. One faculty has indicated likely retirement on this timeline but others are probable within five years.
2
Position in Child Cognitive Development at the rank of Assistant Professor. Preference given to candidates with an emphasis on basic research in child development, including aspects of social cognition, perception, learning, memory, or language development.
3
Position in Developmental Neuroscience at the rank of Assistant or Associate Professor. Preference given to candidates with an emphasis on aspects of cognitive, social, and/or behavioral developmental neuroscience.
IV. BUDGET
A. STEADY STATE
At present, Psychology receives about 87K annually to pay for all faculty travel, research supplies, facilities expenses, office supplies and equipment, and staff and faculty telephones. The Department currently has only 21 tenure track faculty and three instructors, reflecting a loss of five faculty in the
2006-07 alone. The Department budget has been reduced for the past two years, even though undergraduate enrollments have increased by more than 50% in the same period. Psychology received a slight increase in Teaching Assistant lines in 2005-2006 (three additional TA positions for a total of 39 positions). The department has further increased the number of teaching assistant positions by four positions using department generated funds (lab fees, online funds). Additional TA positions will be required to meet current enrollments and the likely continued growth of the undergraduate major.
B. PROPOSED INCREMENTS
The bulk of the proposed increments are for additional faculty positions, research support, and expenses for faculty offices. Summer support for doctoral students is requested to bring the level of support to one comparable to other science departments at FIU and nationally. Additional expense budget is requested to support faculty offices, telephones, and supplies.

Psychology Program Review, 5/14/07, p. 35
Table 12: Aspirational Budget and Resources 2007-2012
Budget Item
Faculty Lines
9 month appointments
(includes one full professor) and 27.5% fringe benefits
Graduate Stipends and
7.65% fringe benefits (8 summer stipends added per year; 40 total)
*
Expense (travel, phones, etc.)
2007-08 2008-09 2009-2010 2010-2011 2011-2012
326,400 252,450 175,950 191,250 201,450
50,360 52,122 53,946 55,834 57,788
10,000 10,000 8,000 8,000 8,000
Totals
*
3.5% annual inflation factor
386,760 314,572 237,896 255,084 276,238
C. RATIONALE
The Department of Psychology contributes to the reputation of FIU as a research-intensive university through the efforts of its highly productive and nationally known faculty and its strong external funding record. The Department is known for its excellent graduate student training and placement and outstanding undergraduate student training and accomplishments. Psychology is one of the largest majors on campus and one of the largest graduate programs. Its graduation rates are among the highest at all levels, including undergraduate, M.S., and Ph.D. Psychology also contributes extensively to the
University Core Curriculum and general undergraduate mission. More than 14,000 students annually enroll in psychology courses.
A substantial increase in tenure-track faculty positions is required to enable the FIU Department of
Psychology to meet its academic and research mission. An increase in tenure-track faculty will contribute to productivity, prestige, and research dollars, as well as move the Department closer to the level of peer institutions. Members of research-extensive institutions attending the Chairs of the Graduate Departments of Psychology (COGDOP) meeting held in February 2007 indicated that departments with similar size enrollments have from 35 to 45 faculty (e.g., ASU, UCLA, UF, USF, U Michigan). A ratio of 110 undergraduates, seven Master’s students and three doctoral students per each of 21 tenure-track faculty is far from acceptable. More tenure-track research faculty would increase the quality of education and also serve to enhance the Department’s focus on research themes that build on connections with medicine, law, and business and that utilize the unique urban environment of the region.

Psychology Program Review, 5/14/07, p. 36
Table 13: Projected Revenues and Resources
Budget Item
Tuition
*
Contracts and Grants
Development Funding
Auxiliaries
Actual
2006-07 2007-08 2008-09 2009-2010 2010-2011
19,000 20,000 35,000 50,000 60,000
50,000 50,000 50,000 50,000 50,000
Totals
*
3.5% annual inflation factor for tuition and 3.5% annual increase in enrollment
V. MAJOR FINDINGS AND RECOMMENDATIONS
A. Major Findings
•
The faculty and institutional resources required to maintain such a huge undergraduate and graduate and more than 64 doctoral students.
•
Substantial faculty attrition and retirements provide the opportunity to reshape the department to build on institutional strengths, including collaborations with the Medical, Law, and Business schools.
• program are in short supply. Beginning in Fall 2007, the Department will have 21 tenure track faculty members for more than 2,400 intended and declared majors, more than 130 Master’s students,
Psychology is a major producer of doctoral students at FIU. The high quality of training is reflected in students’ job placements in tenure-track academic and professional jobs and success at publishing and receiving external grant awards.
•
The stipend for psychology doctoral students is below that for Psychology departments at other universities and below that for other sciences at FIU. FIU has not been able to compete with other universities for top candidates. Time to the completion of the degree for psychology doctoral students at FIU also may be longer than that for students in science departments due to the lack of 12 month funding.
•
The Master’s program in psychology attracts considerable student interest. This Professional
Counseling Psychology program alone enrolls fifty full-time Master’s students each semester.
Additional faculty will be required to maintain the Master’s program and meet teaching standards for the state eligibility requirement, however.
•
The undergraduate program attracts a large number of majors and provides numerous service courses to other majors and programs. Very few lower level courses and an only slightly higher proportion of upper level courses are taught by regular faculty (15% and 29%, respectively). Due to faculty shortages, the department is not able to adequately support the core courses, including Introduction to
Psychology, Research Methods, and Senior Lab.
•
Institutional changes at FIU resulting in a five-day per week teaching schedule and the option for two-semester registration for undergraduates will further stress the limited full and part-time faculty resources available.

Psychology Program Review, 5/14/07, p. 37
B. Recommendations
RECOMMENDATION 1
That a five-year hiring plan be put in place (12 hires in 5 years) along with sufficient resources to fund faculty startup and the provision of laboratory space. This would result in substantial growth in terms of external funding, publications, and doctoral student production. The immediate focus should be on shoring up the Industrial Organizational doctoral program, reinforcing the Legal Psychology program by adding faculty with an expertise in forensic psychology, hiring basic science and applied researchers to enhance the Lifespan Developmental program to develop a new initiative on Behavioral Science &
Health.
RECOMMENDATION 2
That doctoral students be provided with 12 months of support, comparable to other science departments at
FIU. This would enhance doctoral student production, provide students with more opportunities to publish while completing their degree, and improve students’ competitiveness on the job market.
RECOMMENDATION 3
That one additional permanent Instructor be hired using department generated funds for the Professional
Counseling Psychology (PCP) Master’s program. Furthermore, that this Instructor-level position not be counted against the Department’s request for tenure-track faculty positions. If additional faculty support is not approved by Academic Affairs, or if Instructor lines for this program are used to replace tenure-track faculty lines, the PCP program be discontinued.
RECOMMENDATION 4
That the undergraduate curriculum be revised to reduce the number of majors by requiring a minimum
GPA to declare a major or by adding pre-requisites to the major. Also, that a B.S. track be proposed and the curriculum revised so that not all students are required to take the Senior Lab, thus reducing the staffing required for teaching this 5 credit course.
RECOMMENDATION 5
That eight to ten additional Teaching Assistant lines be provided to the Psychology to promote a smooth transition to the five day per week, two semester undergraduate course schedule that will be implemented in Fall 2007.

Psychology Program Review, 5/14/07, p. 38
Appendix 1: Recommendations and Response to 1996 Board of Regents Report
RECOMMENDATION 1:
The Department should evaluate computer literacy among all its students and then insure that they have opportunities to become computer literate if they are not. Computer literacy should not be too narrowly defined, i.e., it should be more than simply entering data and retrieving statistical summaries or test results.
RESPONSE TO REC 1:
All Introductory Psychology courses are administered through WebCT, requiring all lower division/intended majors to gain limited computer literacy. About one-half of Psychology courses are administered using WebCT, as well. In addition, all undergraduate majors must complete two core courses, Research Methods (3 credits) and a Senior Lab (5 credits), that require the attainment of significant computer literacy regarding statistical analyses and use of library resources and research databases. The Department also offers six to ten online courses per semester and a similar number of hybrid courses.
RECOMMENDATION 2:
In support of recommendation one, the Department should establish a computer lab dedicated to its own students or, in cooperation with other units in the College, insure that students have ready access to a computer lab. A well-equipped and staffed computer lab(s), if properly used for teaching relatively standard courses, could also release faculty time for more individualized instruction and student mentoring.
RESPONSE TO REC 2:
In 2006, two undergraduate computer and research/resource labs were established on the second floor of DM to support the Introduction to Psychology course and Research Methods and Senior Lab courses.
Two computers are available in each Resource room, as well as additional computer drops for laptop use.
Also in 2006, a graduate computer lab housing three workstations was established on the second floor of
DM. Statistical software for which the university did not have a site license (i.e., AMOS) also was purchased for the computers.
RECOMMENDATION 3:
The Department should either devise a means of providing, at the department level, or lobby for a better formal mechanism of undergraduate student advising at the college level. Whether the mechanism resides at the departmental or college level, it should be designed so as not to conflict with or impede faculty achievement of high quality research and publication since these activities contribute to faculty providing students with the highest quality of instruction.
RESPONSE TO REC 3:
Until 2005, undergraduate students were assigned to a faculty advisor for advising. The ratio of undergraduate students to faculty was very high and the accuracy of advice was spotty. In 2005, the Department obtained permission to hire an undergraduate advisor for 20 hours per week. Former
Associate Dean Fred Bouma agreed to serve in this role, resulting in a major improvement for undergraduate advising. The department also assigns several graduate student assistants to the Psychology
Advising center.The Department has been authorized to hire an Instructor with a .5 assignment as an
Advisor to replace Dr. Bouma. However, since 2005, the number of intended and declared undergraduate majors has increased from 1,883 to 2,400. The advising burden is too great to be covered by a .5FTE advisor. The department has requested to retain Dr. Bouma once the Instructor/Advisor is hired in order to provide the department with a lead advising staff for 40 hours per week.

Psychology Program Review, 5/14/07, p. 39
RECOMMENDATION 4:
Physical space for laboratories and graduate students represents pressing needs that have been unmitigated during the past ten years. The space needs should be assigned the highest level of priority for the department since many, if not most, of its other problems arise from this one.
RESPONSE TO REC 4:
In 2005-2006, the Department had a significant gain in space and also was successful in having all faculty and research labs housed in one building. Assistant professors arriving in 2006-07 immediately received research space, unlike previous years in which some new faculty were not assigned their own research space for many years.
RECOMMENDATION 5:
Considerations should be given to ways in which demands on space might be mitigated using TV and computer technologies to provide virtual versus tactile contact with some laboratory experiences.
RESPONSE TO REC 5:
The Department purchased significant amounts of technology to improve communication between faculty and students at the two campuses. In 2005-2006, a videoconferencing unit was purchased and in
2006-07, a web-camera system was purchased to enable individual faculty to communicate with each other and/or participate in colloquia and meetings via videoconferencing.
RECOMMENDATION 6:
An increase in faculty FTE of, perhaps, two or more per year for the next three or four years is required to meet the growing demands associated with rapidly increasing undergraduate major headcount and FTE and maintenance of quality in the doctoral program.
RESPONSE TO REC 6:
The Department has had significant loss of faculty due to attrition, retirements, and deaths. Replacements have not been forthcoming and no plan for growth for the department has been approved by the higher administration despite significant growth in the undergraduate and graduate student body. In fact, in
2005-06, the Psychology department was informed by Academic Affairs that it was “overstaffed.”
RECOMMENDATION 7:
The Department should address the question of whether some demands on faculty arising from increased headcount and FTE can be mitigated using modern computer and communications technologies, under the assumption such technologies could be properly developed and supported by university resources allocations needed to acquire equipment and the staff required to implement and support equipment and program maintenance.
RESPONSE TO REC 7:
A Computer Technology Specialist was hired in 2004 to improve the technology aspect of the department. Since then, a considerable amount of computer and technology equipment has been purchased. Beginning in Spring 2007, both regular and part-time faculty are provided with WebCT training and pre-designed “shells” to allow course materials to be posted online and to streamline administrative teaching tasks. In addition, in Spring 2007, the Department website was upgraded and a system of online advising is expected to launch in Summer 2007.
RECOMMENDATION 8:
Increased support for graduate students continues to be recommended. They should be allocated research space, a combination work area and lounge, better library support, up-to-date computers, and computer facilities, and access to computer networks. Stipends for graduate students should be

Psychology Program Review, 5/14/07, p. 40 administered n a manner that insures them a reliable and continuous flow of funds as long as they remain in good standing academically and meet obligations upon which funding may depend.
RESPONSE TO REC 8:
At present, most graduate students have access to research space within faculty labs. All labs are equipped with one to three or more computers and are networked with the university system. All doctoral students are funded for nine months of the year and are guaranteed support for four years if in good standing. A few doctoral students receive 12 months of funding for their participation in teaching the two required upper level core undergraduate psychology courses. In addition, generally five to ten students per year are supported on grants to faculty. Generally, about five or six Master’s students also receive funding each year. Many students receive travel grants from the Department to present their work at professional conferences. However, graduate students do not have access to a combination work area and lounge due to lack of space.
RECOMMENDATION 9:
Some attention should be directed at identifying whether obstacles to graduate students’ access to and completion of experience requirements for state certifications exist and, if so, whether they can be relaxed by action taken within the department or elsewhere in the state system.
RESPONSE TO REC 9:
In 2006, the Counseling Psychology Master’s program was proposed to the University Curriculum
Committee for approval as a separate track. The CP program prepares students to have the credits and internship and experience hours required to be eligible to take the Florida State exam in Mental Health
Counseling. In addition, the Department launched an 18 month Professional Counseling Psychology program that has been highly successful. The program now has two cohorts and is able to be selfsupporting as well as to generate additional revenues for the Department.
RECOMMENDATION 10:
Additional program elaboration at this time, in the absence of an initiative to support their excellence and given the chronic lag of state funding increases behind enrollment increases, could weaken programs that are currently growing in strength. Elaborations should occur, if at all, only after the most critical analyses and review of their anticipated consequences.
RESPONSE TO REC 10:
The Department offers the following degrees: Bachelor of Arts, Master of Science and the Doctor of
Philosophy. The degrees and program areas have remained stable since 1996, with further elaboration occurring for the Counseling Psychology Master’s Program (see Response to Recommendation 9 above).
RECOMMENDATION 11:
The designation of the doctoral degree granted by the Department should be changed from
Development Life Span to General Psychology, to more accurately reflect the current offerings.
RESPONSE TO REC 11:
The Department offers all Master’s and Doctoral degrees under the CIP code: 41.0101 reflecting a degree in (General) Psychology. Separate tracks have not been pursued for the program areas. In 2006-
07, the common core curriculum for the Master’s and Doctorate was put forward to the University
Curriculum Committee and will be included in the 2007-08 Graduate Course Catalog.

Psychology Program Review, 5/14/07, p. 41
Appendix 2: Faculty Appointments on Editorial Boards
(New and Continuing Appointments 2006-07)
Editors
Dr. Chocklingham (Vish) Viswesvaran, International Journal of Selection and Assessment
Dr. Wendy Silverman, Journal of Clinical Child and Adolescent Psychology
Associate Editors
Dr. Robert Lickliter, Developmental Science
Dr. Marilyn Montgomery, Identity : An International Journal of Theory and Research
Dr. Bennett Schwartz, Comparative Cognition and Behavior Reviews
Dr. Wendy Silverman, Journal of Consulting and Clinical Psychology
Co-Editors and Assistant Editors
Dr. William Kurtines, Co-Editor, International Journal of Theory and Research
Dr. Jonathan Tubman, Assistant Editor, Journal of Adolescence
Editorial Board Members
Dr. Lorraine Bahrick, Infancy
Dr. Joan Erber, Journal of Experimental Aging Research
Dr. James Jaccard, Journal of Clinical Child and Adolescent Psychology
Dr. Mary Levitt, Developmental Psychology
Dr. Robert Lickliter, Developmental Psychobiology, Journal of Developmental Processes, Integrative
Psychological and Behavioral Science, and Council for Human Development Monograph Series
Dr. Suzanna Rose, Sex Roles and The Psychology of Women Quarterly
Dr. Bennett Schwartz, Animal Cognition and The Korean Journal of Thinking and Problem Solving.
Dr. Wendy Silverman, Behavior Therapy, Child and Family Clinical Psychology Review, Clinical
Psychology Review, Cognitive and Behavioral Practices, In Session: Psychotherapy in Practice,
Journal of Anxiety Disorders, Journal of Consulting and Clinical Psychology, Psychotherapy
Dr. Jonathan Tubman, Journal of Clinical Child and Adolescent Psychology, Social Work Research,
Developmental Psychology , and Applied Developmental Science
Dr. Chocklingham (Vish) Viswesvaran, Educational and Psychological Management , The Journal of
Applied Psychology , the Journal of Clinical Child and Adolescent Psychology and The Journal of
Business and Psychology
Consulting Editors
Dr. Gordon Finley, International Journal of Intercultural Relations; The Psychology of Men and
Masculinity , and Adoption Quarterly
Dr. Jacob Gewirtz, The Journal of Early and Intensive Behavior
Dr. Jonathan Tubman, Journal of Experimental Psychology: General

Psychology Program Review, 5/14/07, p. 42
Appendix 3: Psychology Grants Awarded 2005-2006
Lorraine E Bahrick (04/01/06- 03/31/07) Audiovisual Interactions in Categorization . Department of
Health & Human Services/National Institutes of Health- $69,200.00.
Lorraine E Bahrick (08/1/00-07/31/07). Intersensory Redundancy and the Development . National
Institute of Health- $154,665.00.
Lorraine E Bahrick (02/01/2006-01/31/07). Intersensory Perception of Children with Autism and
Typically Developing Children. University of Miami- $16,800.
James Jaccard (05/15/2006-03/31/07).
Religion and Sexual Risk Taking in Youth. National Institute of
Health- $203,350.
James Jaccard (05/19/2006-03/31/07).
Religion and Sexual Risk Taking . National Institute of Health-
$51,145.
James Jaccard (09/30/2006-08/31/07). Parenting and Latino Adolescent Sexual Risk Taking . National
Institute of Health- $239,674.00
Robert Lickliter (05/01/2005-04/30/07). Perinatal Determinants of Intersensory Perception . National
Institute of Child Health and Human Developoment- $350,284.00.
Robert Lickliter (05/28/2004-07/31/07). South Florida Consortium on Development . National Science
Foundation- $25,000.
Marilyn Montgomery (09/05/05- 08/31/07). Treating Girls/ Problems with Alcohol and Other Drugs .
Department of Health & Human Services/NIH/National Institute on Alcohol Abuse and
Alcoholism- $208,906.00.
Marilyn Montgomery (09/05/2005-08/03/07). Treating Girls/ Problems with Alcohol and Other Drugs .
National Institute of Health - $380,405.00.
Suzanna Rose (04/01/06- 07/31/07). Parents as Teachers (PAT) for Miami-Dade . The Children's Trust-
$338,176.00.
Bennett Schwartz (07/01/04- 07/31/07). APA Minorities in Psychology. American Psychological
Association- $24,300.00.
Wendy K Silverman (07/09/02-06/30/07). Therapy Specificity and Mediation in Family and Peer CBT.
Department of Health & Human Services/NIH/National Institute of Mental Health- $418,136.00.
Wendy K Silverman (07/09/02- 06/30/07). Therapy Specificity and Mediation in Family and Peer CBT.
Department of Health & Human Services/NIH/National Institute of Mental Health- $205,813.00.
Wendy K Silverman (07/01/02- 06/30/07). Therapy Specificity and Mediation in Family and Peer CBT .
(Support for student Ximena Franco) Department of Health & Human Services/NIH/National
Institute of Mental Health- $35,862.00.
Wendy K Silverman (07/01/02- 06/30/07). Therapy Specificity and Mediation in Family and Peer CBT.
( Support for student Ximena Franco) Department of Health & Human Services/NIH/National
Institute of Mental Health- $17,563.00.

Psychology Program Review, 5/14/07, p. 43
Wendy K Silverman (05/01/05-02/28/06). Psychosocial Mediation Trials and Minority Trainees.
Department of Health & Human Services/NIH/National Institute of Mental Health- $112,148.00.
Wendy K Silverman (10/01/04- 09/29/05). Developing and Evaluating Resilience Screen . National
Center for Child Trauma Stress- $10,509.00.
Wendy K Silverman (07/01/02- 06/30/07). Sub-account for Institution # 3078 . Department of Health &
Human Services/NIH/National Institute of Mental Health- $35,496.00
Wendy K Silverman (07/09/2002- 06/30/07) Therapy Specificity and Mediation in Family . National
Institute of Health- $1,024,687.00.
Wendy K Silverman (05/01/2005-02/28/07 ). Psychosocial Mediation . National Institute of Health-
$221,417.00.
Jonathan Tubman (05/015/03- 03/31/08).
HIV Risk Reduction for Teens in Alcohol Treatment – FDP .
Department of Health & Human Services/NIH/National Institute on Alcohol Abuse and
Alcoholism- $507,837.00.
Jonathan Tubman (05/15/2003-03/31/07). HIV Risk Reduction for Teens in Alcohol Treatment . National
Institute of Health- $964,639.00.

Psychology Program Review, 5/14/07, p. 44
Appendix 4: Undergraduate Curriculum [Advising Sheet]
UNDERGRADUATE ADVISING FORM FOR PSYCHOLOGY MAJORS
(Rev. 5/ 06)
CRITERIA FOR ENTRY INTO THE PSYCHOLOGY MAJOR (must be admitted to FIU)
_____ A.A. or Core Curr./Gen. Ed. requirements met (any deficiencies noted)
_____ Intro to Psychology: “C” or better in PSY-2020 or equivalent at another University (MDC = PSY-2012)
_____ Another lower division Psychology course “C” or better (Take ONE of the following: DEP-2000 Human Growth &
Development, or DEP-2001 Psychology of Infancy & Childhood, or INP-2002 Introduction to I/O Psychology, or SOP-2772
Psychology of Sexual Behavior, or CLP-2001 Personal Adjustment) or equivalent at a Junior College
_____ STA-2122 Introduction to Statistics I “C” or better or equivalent at a Junior College (MDC = STA-2023)
_____ BSC-2023 Human Biology “C” or better or equivalent at a Junior College
COURSEWORK FOR THE MAJOR: 36 credits are needed (all grades must be “C” or better)
Courses are grouped into Research Sequence, Area Requirement, and Psychology Electives
RESEARCH SEQUENCE : (12 credit hours) Take three courses starting with STA-3123, followed by PSY-3213 and a Senior Lab.
_____ 4 STA-3123 - Introduction to Statistics II
_____ 3 PSY-3213 - Research Methods
_____ 5 Senior Lab - ( one of the following) - NOTE: you must take STA-3123 & PSY-3213 before you take a Senior Lab.
*Students must enroll in both lecture and lab.
DEP-4720: Psychosocial Interventions
EXP-4005: Advanced Experimental
EXP-4404: Learning & Remembering
EAB-4034: Advanced Behavior Analysis
EXP-4214: Human Perception
CLP-4315: Experimental Health SOP-4714C: Environment & Behavior
AREA REQUIREMENTS: (15 credits total) Take one course in each of the five areas, A to E, listed below:
_____(3) - Area A: Experimental
EXP-3523: Memory & Memory Improvement
EXP-4204: Sensation & Perception
EXP-4604: Cognitive Processes
EAB-3002: Intro to Expt. Analysis of
Behavior
PSB-4002: Intro to Bio Psychology
_____ (3) - Area B: Social
SOP-3004: Intro to Social Psychology
SOP-3742: Psychology of Women
SOP-4522: Social Motivation
SOP-4525: Small Group Behavior
SOP-4414: Attitudes & Social Behavior
_____(3) - Area C: Applied
CYP-3003: Community Psychology
INP-4203: Personnel Psychology
PSY-4302: Psychological Testing
SOP-4712: Environmental Psychology
INP-4313: Organizational Psychology
CLP-4314: Health & Illness
SOP-4842: Legal Psychology
EAB-4794: Behavior Modification
_____(3) - Area D: Personality/Abnormal
CLP-4144: Abnormal Psychology
CLP-4374: Psychotherapy
CLP-4134: Childhood Psychopathology
EXP-3304: Motivation & Emotion
PPE-3003: Theories of Personality
EAB-3765: Behavior Analysis to Child
Behavior Problems
______(3) - Area E: Developmental
DEP-3115: Development in Infancy
DEP-3305: Adolescence
DEP-3404: Adulthood
DEP-4014: Parenting & Parenthood
DEP-4164: Children’s Learning
DEP-4464: Aging
SOP-3015: Social & Personality
Development
DEP-4046: Psychology of Adoption
PSYCHOLOGY ELECTIVES : (9 credit hours) Take three elective Psychology courses (MUST be 3000 or 4000 level courses) .
Honors Research, Independent Study/Reading/Field Experience do not count for this requirement.
_____ (3) _____________________________________________________ Psychology Elective 1
_____ (3) _____________________________________________________ Psychology Elective 2
_____ (3) _____________________________________________________ Psychology Elective 3
You will need electives to reach the total of 120 credit hours needed to graduate. If you have an AA degree or if you started as an FIU freshman, you will probably need 60 hours once you become an upper division student (36 hours for the major and 24 hours of electives).

Psychology Program Review, 5/14/07, p. 45
GENERAL ELECTIVES : (24 credit hours) *At least 9 credit hours (typically 3 courses) MUST be taken outside Psychology during your last 60 hours. The remaining 15 credit hours of electives may be taken in the Psychology Department and may include Independent
Study/Research/Field Experience, or they may be taken from other departments at FIU. (SEE OTHER SIDE FOR ADDITIONAL
INFORMATION)
_________________________________________________* ________________________________________________________
_________________________________________________ * __________________________________________________________
_________________________________________________* __________________________________________________________
__________________________________________________ __________________________________________________________
PSYCHOLOGY MAJOR: GRADUATION CHECKLIST AND NOTES
FIU Requirements Summary
University Core Curriculum Completed (UCC) or
General Education Completed or
State of Florida A.A.
Passed all sections of CLAST and
Foreign Language Requirement Met and
Major listed as Psychology
Credit Hour Summary
PSYCHOLOGY
15 Area Requirements
12 Research Sequence
9 Psychology Electives
36 (minimum) Psychology Major (all grades "C" or better, no P/F)
ELECTIVES
9 (minimum) Taken outside Psychology Department
24 General Electives (in last 60 hours)
UNIVERSITY
48 (minimum) Upper Division Credit Hours
60 (minimum) FIU Hours (students with A.A. degree)
120 (minimum) Total Hours (F.I.U + transfer/A.A.)
***NOTE: PEM, PEL, PEN, - 1&2 credit courses do not count towards 120 credits needed to graduate.
GENERAL INFORMATION
1. From FIU and transfer courses you must have 120 total hours and 36 major hours to earn a B.A. in Psychology from FIU. "C-" does not count as a grade of "C" or better.
2. All courses in the major are taught in the Department of Psychology, except Statistics, STA 3123 is taught by the
Department of Statistics and is listed with their courses. Other courses not offered by Psychology do not count toward our major. For example, Education Psychology (EDP 3004) is taught by the College of Education. It is not counted toward the major, although it will count as a General Elective.
3. "Upper division courses" at FIU are those with 3000 and 4000 level course numbers.
For students with an A.A. degree from a State of Florida community college (MDC, BCC, etc.)
1. You fulfilled basic education requirements when you earned an A.A.
2. The maximum number of credits you may transfer into FIU is 60. This means that you now have to earn at least
60 credits at FIU to receive a Bachelor's degree.
3. Introductory (or General) Psychology meets the requirement for entry into the major.
4. Additional Psychology courses taken at the lower division level (at a community college) cannot be transferred to satisfy the Psychology major at FIU.

Psychology Program Review, 5/14/07, p. 46
For students transferring from any college/university without a Florida A.A. degree
1 If you are transferring without a Florida AA Degree, you must meet the requirements of the University Core
Curriculum (UCC) as described in the FIU catalog.
2. University Core Curriculum/ (UCC) may be met by courses transferred into FIU, courses taken from FIU, or a combination of FIU and non-FIU courses. Once you are accepted into FIU, your transfer credits will be evaluated and any
UCC deficiencies will be noted.
For students transferring who have earned upper division university course credits
1 The maximum number of credit hours transferable into FIU is 90. You may transfer up to 60 hours of lower division credit hours and up to 30 hours of upper division.
2. Regardless of the number of upper division credit hours of Psychology that you have taken at another college or university, the maximum number that you may use to meet FIU's requirements is 18. You must take 18 of the 36 required credits for the major at FIU. Additional upper division transfer hours may be counted as general electives.
All students with fewer than 60 transferred credits must have 9 summer credit hours prior to graduating.
NOTE: It is every student’s responsibility to make sure they have 120 credits, 48 of which MUST be upper division, prior to graduation.

Psychology Program Review, 5/14/07, p. 47
Appendix 5: Undergraduate Student Learning Outcomes
College or School: Arts and Sciences Program Name & CIP Code: Psychology (420101)
Chair: S
Florida International University Outcomes and Assessments (October 1, 2006) uzanna Rose Level: Lower Division
Unit’s Expanded
Statement of
Institutional
Purpose
Departmental/
Program
Intended
Outcomes/
Objectives
Assessment Criteria and
Procedures
Assessme nt
Results
Use of Results
The goal of the undergraduate program at the lower division level is to provide quality general education in the psychological sciences.
Undergraduate psychology majors will exhibit the knowledge, skills, and values in the science and application of psychology that are consistent with a liberal arts education.
Students will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
II. Majors will be able to design and conduct basic studies to address psychological questions using appropriate research methods.
All PSY 2020 (Introduction to
Psychology) students will be given a post- test of general psychological knowledge at the conclusion of the course. At least 70% of students will be expected to score a letter grade of
"B" higher.
Questions will assess students’ knowledge of the following: a.
The nature of psychology as a d.
e.
discipline; b.
The primary objectives of psychology; c.
The concepts, language and major theories and perspectives of the discipline,
The scientific method;
The application of psychology f.
How individual and sociocultural context affect research questions and the applicability of findings.
II. a)The departmental curriculum committee will randomly sample
10% of the required student research papers from all sections of PSY 3213
(Research methods in Psychology).
Papers will be evaluated using a five point scale (1-5; 1= excellent). 70% of the papers should obtain a mean score less than or equal to 2.
Assessment of our
Introduction to
Psychology course using these criteria is taking place during the final week of the Fall
Semester. The results will be reviewed by faculty. If found to be appropriate criteria and the standard will be maintained. Results will be used to ascertain teaching and learning effectiveness for the students entering the
Psychology major.
II. a) Assessment of our Research Methods course using these criteria is taking place during the final week of the Fall Semester.
The results will be reviewed by faculty. If found to be appropriate

III. Majors will be able to use critical and creative thinking and, when possible, the scientific approach to solve problems related to behavioral and mental processes.
Majors will also be able to understand and apply basic research methods in psychology, including research
Criteria include: a.
Locates and uses relevant databases, research and theory to plan, conduct and interpret results from research studies; b.
Formulate testable research hypotheses based on operational definition of variables; c.
Selects and applies appropriate methods. b) All PSY 3213 (Research Methods in Psychology) students will be given a post- test of general psychological research methodology knowledge at the conclusion of the course. At least 70% of students will be expected to score a letter grade of
"B" higher .
Questions will assess students’ knowledge of the following: a.
Basic research methodology concepts b.
Ethnical treatment of research participants c.
Collection and interpretation of data d.
Selection of research strategies
III. The departmental curriculum committee will randomly sample
10% of the required student research papers from all section of the required Senior Laboratory. Papers will be evaluated using a five- point scale (1-5; 1= excellent). 70% of the papers should obtain a mean score less than or equal to 2.
Criteria include. a.
Evaluates the quality and credibility of information; b.
Engages in creative thinking when approaching problems; c.
Uses reasoning to evaluate
Psychology Program Review, 5/14/07, p. 48 criteria and the standard will be maintained. Results will be used to ascertain teaching and learning effectiveness for the students in the
Psychology major. b) Assessment of our
Research Methods courses using these criteria is taking place during the final week of the Fall Semester.
The results will be reviewed by faculty. If found to be appropriate criteria and the standard will be maintained. Results will be used to ascertain teaching and learning effectiveness for the students in the
Psychology major.
III. Assessment of our
Senior Lab courses using these criteria is taking place during the final week of the Fall
Semester. The results will be reviewed by faculty. If found to be appropriate criteria and the standard will be maintained. Results will be used to ascertain teaching and learning effectiveness for the students in the
Psychology major.

Psychology Program Review, 5/14/07, p. 49 design, data analysis, and interpretation.
Majors will demonstrate information and technological literacy.
Majors will be able to communicate effectively in a variety of formats. arguments; d.
Demonstrates knowledge of the appropriate content area of psychology e.
Formulates testable hypotheses; f.
Uses appropriate research methods g.
Collects, analyzes, interprets, and reports data using appropriate statistical strategies; h.
Follows the APA code of ethics in the treatment of human and nonhuman participants i.
Generalizes research conclusions appropriately j.
Locates and chooses relevant database sources k.
Shows proficiency with statistical and qualitative programs; l.
Demonstrates effective writing skills m.
Exhibits quantitative literacy.

Psychology Program Review, 5/14/07, p. 50
Appendix 6: Bachelor’s Recipient Exit Survey
Results Overview (N=63)
1. Please rate your academic experience at FIU.
Excellent 17 27%
Good 40 63%
Fair 4 6%
Poor 2 3%
Total 63 100%
2. ACADEMICS: Please rate each of the following on a 1-5 scale, where (1) is "Strongly Agree," (2) is "Agree," (3) is "Disagree," (4) is "Strongly Disagree" and (5) is "Not Sure ."
Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.
The overall content of the courses in the major was excellent.
The professors in my major courses were good teachers.
The professors in my major were available outside of the formal classroom setting.
The faculty employed effective teaching methods.
Faculty feedback on homework, papers and exams was helpful.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure
15 22%
13 19%
12 17%
9 13%
10
44
64%
47
68%
43
62%
46
67%
49
5 7%
6 9%
9 13%
8 12%
5
4 6%
3 4%
3 4%
6 9%
4
1 1%
0 0%
2 3%
0 0%
1
In my major, there was a good selection of courses available.
In my major, the required courses were offered with reasonable frequency.
15 22%
22
33%
16 24% 12 18% 2 3%
12 27 13 15 2
In general, the advisors in my major were helpful.
The degree I earned met the expectations I had prior to my original enrollment.
My education at FIU has been useful in preparing me for a career or
12 28
17% 41%
16 23%
34
49%
17 25%
36
52%
16
23%
9 13% 6 9%
5 7% 4 6%
8
12%
4 6%
7 10%
5
7%

Psychology Program Review, 5/14/07, p. 51 for advanced study.
My department's website contained useful information.
7
10%
30
43%
17
25%
9
13%
3. Which of the following BEST describes your post-degree employment status?
(check one)
Employed in a position that I think is appropriate for a person with my degree.
Employed, but not a position I think is appropriate for a person with my degree.
9
14
13%
20%
Unemployed, continuing to seek employment. 14 20%
Not seeking employment. 2 3%
Self-employed. 2 3%
28 41% Continuing my graduate/professional education; not seeking full-time employment.
Total
4. If you are employed or have accepted a position after graduation,
69 100%
View 16 Responses
6
9%
5. Are you planning to attend graduate/professional school?
Yes
No
63
6
69 Total
6. If yes, have you been accepted into a graduate/professional program?
Yes 4
No 61
Total 65
7. Please tell us the name of the school you will be attending.
View 23 Responses
91%
9%
100%
6%
94%
100%

Psychology Program Review, 5/14/07, p. 52
8. What was your status when you first entered FIU?
Recent high school graduate
Transfer with an AA degree
Transfer without an
AA degree
Other, Please
Specify View
Responses
Total
29
24
13
3
69
9. What is the highest degree you expect to earn?
Bachelor's
Master's
Law (JD)
Medical (MD or equivalent)
Doctorate (Ph.D. or equivalent)
Other, Please Specify
View Responses
42%
35%
19%
4%
100%
2
28
6
2
28
3
Total 69
1.
2.
3.5-4.0
10. I expect my final GPA to be:
13. What did you like most about your major, and what would you change?
24 35%
3.0-3.4 33 48%
2.5-2.9 9 13%
2.0-2.4 3 4%
Total 69 100%
11. What is your gender?
Male 12 18%
Female 56 82%
Total 68 100%
3%
41%
9%
3%
41%
4%
100%

Psychology Program Review, 5/14/07, p. 53
12. Please indicate your racial/ethnic group.
American
Indian/Alaskan
Native
Asian/Pacific
Islander
Black
Hispanic
White
Other, Please
Specify View
Responses
Total
View 49 Responses
0
2
9
44
10
3
68
0%
3%
13%
65%
15%
4%
100%
We appreciate your taking the time to complete this survey; we will be using the information you provide as we plan for future students.

Psychology Program Review, 5/14/07, p. 54
Appendix 7: Brochure for Master’s Program Outreach (Professional Counseling Psychology)
Reserved for side 1 of brochure

Psychology Program Review, 5/14/07, p. 55
Reserved for side 2 of brochure

Psychology Program Review, 5/14/07, p. 56
Appendix 8: Sample of Undergraduate Institutions for Entering Masters Students- Fall 2006
Barry University, Miami Shores, Florida
Concordia University, Montreal, Quebec, Canada.
CUNY Brooklyn College, Brooklyn, New York
Florida Atlantic University, Boca Raton, Florida
Florida International University, Miami, Florida.
Florida State University, Tallahassee, Florida.
Loyola University of New Orleans, New Orleans, Louisiana
Madonna University, Livonia, Michigan.
Ohr Somayach Institution, Monsay, New York.
Penn State University, University Park, Pennsylvania
Troy State University, Troy, Alabama.
University of Central Florida, Orlando, Florida.
Union Institute and University, Cincinnati, Ohio.
University of Baltimore, Baltimore, Maryland.
University of Florida, Gainesville, Florida
University of Istanbul, Eminonu, Istanbul.
University of Miami, Coral Cables, Florida.
University of Texas at Austin, Austin, Texas.
University of Vermont, Burlington, Vermont.
Wagner College, Staten Island, New York.
Wesleyan University, Station Middletown, Connecticut

Psychology Program Review, 5/14/07, p. 57
Appendix 9: Master’s Program Curriculum
The Masters of Science in Psychology Program at the University is designed to train practitioners and researchers who can function in a variety of applied settings. The core curriculum and admission prerequisites are intended to provide students with a base of knowledge in psychology. A distinctive feature of the program is its emphasis on a close working relationship between student and faculty. Under faculty supervision, students are encouraged to develop individually tailored programs of study that reflect both student interests and program strengths.
The curriculum consists of 36 semester hours of graduate study in which the exposures focus specifically on training the student to perform the skills mentioned above. Students are expected to select electives, project/thesis topics, and supervised field experiences that meet not only the degree requirements, but also their academic interest and particular profession objectives. Six of the 36 semester credit hours consist of
Master’s thesis credits.
Students applying for the Masters of Science in Psychology can choose to specialize in different areas including counseling psychology, life-span developmental, behavior analysis, industrial-organizational psychology, and legal psychology. Psychology also offers a dual MS/JD degree. Prospective students are encouraged to contact the department for additional information.
The area courses in Behavior Analysis allow students to meet university requirements plus the course and practice requirements for the National Board Certification in Behavior Analysis (BCABA, BCBA). The area courses in Counseling Psychology allow students to meet university requirements plus the requirements for the State of Florida Mental Health Counseling license.
Degree Requirements for the Masters of Science in Psychology
Students are required to take 36 semester hours/credits beyond the Bachelor’s degree.
Required Courses:
(a) Two Statistics/Methodology Courses (6 credits minimum)
(b) Six graduate Proseminars/Seminars in specialty area (18 credits minimum)
(c ) Supervised Research, Advanced graduate courses, or Practicum (6 credits minimum)
(d) Master’s Thesis (6 credits) or Master’s Non-thesis option (6 credits)
The Professional Counseling Psychology program format is offered on the FIU Broward-Pines Center campus as an accelerated format of the same Counseling Psychology Masters Program described above.
In this format, the program can be completed within 18 months. The classes are held every other weekend on Friday evening from 6-9pm and all day Saturday.
Counseling Psychology Master’s of Science Track
The Counseling Psychology track requires students to complete 60 credit hours to achieve eligibility to take the Florida state exam for a license in Mental Health Counseling.
Requirements:
(a) Fifteen Required Graduate Courses (45 credits)
CYP 6526 Psychological Methods of Program Evaluation (3)
CYP 6536 Principles and Methods of Psychological Consultation (3)
PCO 6206 Principles an Practices of Counseling and Psychotherapy (3)
PCO 5251Couples and Family Systems (3)
CLP 5185 Current Issues in Mental Health (3)
CLP 5931 Ethical Codes in Psychological Practices (3)

Psychology Program Review, 5/14/07, p. 58
CYP 6766 The Psychology of Crosscultural Sensitization in a Multicultural Context (3)
CYP 5534 Groups as Agents of Change (3)
CLP 5166 Advanced Abnormal Psychology (3)
CLP 6436 Introduction to Psychological Assessment (3)
CYP 6936 Current Issues in Community Psychology (3)
CLP 6498 Diagnosis and Treatment of Sexual Disorders (3)
DEP 5068 Applied Life Span Developmental Psychology (3)
Substance Abuse (3 credits, Choose 1)
MHS 6450 Substance Abuse Counseling (3)
SOW 5710 Current Issues in Addiction Practices (3)
PCO 5311 Theory, Research, and Treatment of Addictive Behavior (3)
Career and Lifestyle Assessment (3 credits, Choose 1)
MHS 5350 Educational-Vocational Counseling (3)
DEP 5405 Proseminar in Psychology of Adulthood & Aging (3)
(b) Masters Thesis Option: Three required courses (9 credits) and thesis (6 credits)
(c ) Masters Non-Thesis Option (four courses, 15 credits) and Qualifying Paper Requirement
Juris Doctor/Master of Science in Psychology Joint Degree Program
Under the joint degree program, a student can obtain both degrees in less time than it would take to obtain each degree if pursued consecutively. Essential criteria relating to the joint degree program are as follows:
1. Candidates for the program must meet the entrance requirements for and be accepted by both
Colleges. Both Colleges must be informed by the student at the time of application to the second program that the student intends to pursue the joint degree.
2. The joint degree program is not open to students who have already earned one degree.
3. For law students, enrollment in the M.S. program is required no later than the completion of 63 credit hours in the J.D. program. For M.S. students, enrollment in the J.D. program is required no later than the third semester after beginning the M.S. program. For purposes of this paragraph, a summer session is counted as half a semester.
4. A student must satisfy the curriculum requirements for each degree before either degree is awarded.
The College of Arts and Sciences will allow 9 credit hours toward the M.S. degree for successful completion of 9 credit hours of upper level law school electives from a list of courses approved by the Chair of the Department of Psychology. These 9 credit hours of law classes will be in lieu of 9 hours of courses required for the M.S. degree with the specialization in Legal Psychology as approved for each student by the Graduate Faculty in the area of Legal Psychology, but not to include the required statistics classes or Proseminars/Seminars. If the student is pursuing a non-thesis
M.S. with the specialization in Legal Psychology, 6 of the 9 credit hours of law classes will be in lieu of the six credit hours normally allotted to the thesis. Reciprocally, law students may receive 9 hours of credit toward the satisfaction of the J.D. degree for courses taken in the M.S. curriculum upon completion of the M.S. degree curriculum with a grade point average of 3.0 or higher.
5. A student enrolled in the joint degree program may begin the student’s studies in either College, but full-time law students must take the first two semesters of law study consecutively and part-time students must take the first three semesters of law study consecutively. Students admitted to one
College but electing to begin study in the other College under the joint degree program may enter the second College thereafter without once again qualifying for admission so long as they have notified the second College before the end of the first week of the first semester in the second College and are in good academic standing when studies commence in the second College.
6. A student enrolled in the joint degree program will not receive either degree until the student has satisfied all of the requirements for both degrees, or until the student has satisfied the requirements of one of the degrees as if the student had not been a joint degree candidate.

Psychology Program Review, 5/14/07, p. 59
7. Students in the joint degree program will be eligible for the graduate teaching assistantships and research assistantships in the College of Arts and Sciences on the same basis as other M.S. students, subject to the guidelines and restrictions set by the College of Arts and Sciences.
Non-Thesis Track with a Specialization in Legal Psychology
The non-thesis track culminating in the award of a Masters in Science in Psychology, with a specialization in Legal Psychology, from the College of Arts and Sciences complements the joint degree program that awards a Masters of Science from the College of Arts and Sciences and a Juris Doctor degree awarded by the College of Law. Essential criteria relating to this non-thesis track are as follows:
1. The non-thesis track is available only to graduate students who are admitted to the joint J.D./M.S. program. Admission requirements to that program are outlined above. Students entering the
J.D./M.S. program will be placed on the non-thesis track.
2. Students on the non-thesis track may change to the thesis track with approval from the Director of
Legal Psychology and the Chair of the Psychology Department.
3. Except for the thesis requirement, the requirements for the M.S. degree, as specified by the
Psychology Department, apply to all students in the non-thesis track. As currently outlined, students must complete 6 hours of statistics/methodology classes, 18 hours of Proseminars/Seminars, and 6 hours of supervised research or advanced graduate courses. Unless otherwise specified, any changes made to the M.S. curriculum in the future will apply equally to thesis and non-thesis track students.
4. As outlined in the joint degree program proposal, 9 hours of credit toward the M.S. degree may be allowed for upper level law school electives from a list of courses approved by the Chair of the
Department of Psychology. These law school classes will be in lieu of 9 hours of credit as approved for each student by the Graduate Faculty in the area of Legal Psychology, but not to include the required statistics classes or Proseminars/Seminars.
5. In lieu of a thesis, students must complete a comprehensive critical review paper that includes both legal and psychological analysis of a chosen topic. Students must complete this paper no later than the last semester of the student’s coursework. Students must have taken all required courses by the end of the term during which they complete the critical review paper. At least two faculty members of either the Department of Psychology or the College of Law will review the paper and must agree on satisfactory completion.
6. Students on the non-thesis track are required to take at least 3 credit hours of Supervised Research
(PSY 5918).

Psychology Program Review, 5/14/07, p. 60
Appendix 10: Sample of Thesis Titles for Students Completing the M.S. Degree (Thesis Option)
Last Name
First
Name MS Program MS Title
Behavior
2002
A Comparative Study of the Knee Jerk and Achilles
Reflexes: Examining Probability of Elicitation and
Acquisition Rate in Respondent Conditioning Paradigm
2003
Phobic and Anxiety Disorders: Treatment Effects and
Maintenance for Hispanic American Relative to Euro-
American Youths
Liu Yen-Ling and Intervention Process Moderators of
Positive Development in a School Based Youth
Development Program
2004
Benchimol Simy Counseling Acculturation and Hispanic Identity/Ethnicity as a
Predictor of Change on the Brief Situational Confidence
Questionnaire
Long Beverly Counseling How Do Managers Judge Young and Older Workers?
Rhodes Elizabeth Counseling Assessing Parent Responsiveness in Hispanic Families.
2005
Lugo
Buss
Martinez
Holly Counseling
Using a Sample of Youths Referred for Anxiety Disorders
How Diagnoses of Comorbid Disorders are Associated with Treatment Engagement and Substance Use Severity among Adolescents in a Substance Abuse Treatment
Eduardo Developmental Peer Influence on the Adjustment of Newly Immigrant
Children
2006
Family Functioning
Among Youths with Anxiety Disorders

Psychology Program Review, 5/14/07, p. 61
Appendix 11: Master’s Student Job Placement
(Areas of Study: CP= Counseling Psychology; BA = Behavioral Analysis;
LDS=Lifespan Developmental Science; I/O=Industrial-Organizational)
2006
Alejandra Amador (I/O, 2006). Exam Developer, Citrix Systems, Miami, Florida.
Eran Arbel (I/O 2006). Test & Measurement Specialist, Uniform and Technical Examining department of the City of New York. Eran develops entry level and promotional exams for the City of New York employees.
Constana Burger (I/O, 2006). Currently continuing in Industrial/Organisational Psychology Doctoral Program.
Laura Batista (I/O, 2006). Coordinator, Research Programs, Florida International University (Infant Development
Laboratory).
Ingrid Campbell (I/O, 2006). Instructor of Reading, Somerset Academy, Miami, Florida.
Sabrina DesRosier (LSD, 2006). Currently continuing in the Life Span Developmental Psychology Doctoral
Program.
Eugenia Perez (I/O, 2006). Human Resource Coordinator, Telemundo Network, Miami, FL.
Kenneth Randall (I/O, 2006). Currently continuing in the Industrial/Organisational Psychology Doctoral Program.
Margaret Reardon (LP, 2006). Currently continuing in the Legal Psychology Doctoral Program.
Tara Sheehan (LSD, 2006). Currently continuing in the Life Span Developmental Psychology Doctoral Program.
Daniel Whitman (I/O, 2006). Currently continuing in the Industrial/Organisational Psychology Doctoral Program.
2005
Karelix Alicea (LSD, 2005) Currently continuing in the Life Span Developmental Psychology Doctoral Program.
Jenean Brown (CP, 2005). Post Graduate Fellowship, FIU- Counseling Center.
Elizabeth Chambliss (CP, 2005). Community Based Research Intervention Group, Florida International University.
Ivy Campos (LSD, 2005) Currently continuing in the Life Span Developmental Psychology Doctoral Program.
Christopher Harshaw (LSD, 2005) Currently continuing in the Life Span Developmental Psychology Doctoral
Program.
Vicky Hausman (CP, 2005). Counseling Center, Florida International University.
Mark Jaime (LSD, 2005) Currently continuing in the Life Span Developmental Psychology Doctoral Program.
Zamira Pla (CP, 2005). Fellowship House.
Bennett Price (I/O, 2005). Associate Managerial Consultant at E. Rogers Associates, Inc., Hempstead, NY Eva
Riera (I/O, 2005). Professional Recruiter, Aerotek Inc.
Tatiana Vasquez (CP, 2005). Bayview Mental Health Center.
Melody Whiddon (LSD, 2005) Currently continuing in the Life Span Developmental Psychology Doctoral
Program.
2004
Khristopher Fritsche (I/O, 2004) City of Miami Beach, Miami, FL
Christina Lalama (CP, 2004). Therapist, Family Counseling Services of Greater Miami.
Molly Modzelewski (CP, 2004). Therapist for Children’s Inpatient Clinic, David Lawrence Mental Health Center,
Naples, FL.
Kerensa Pate (CP,2004). Residential Program Specialist, Fellowship House, Miami, FL.
Elizabeth Rhodes (CP, 2004). Adjunct Instructor, Department of Psychology, Florida International University.
Taya Taube (CP, 2004). Therapist/ Case Manager, PsychSolutions, Inc.
2003
David Berman , M.S
. (CP, 2003). Family Therapist in the ATP Program, Counselor in the Counseling Services
Department, South Miami Hospital.
Tina Burns, M.S.
(I/O, 2003). Currently Pursuing Ph.D. in Industrial/ Organisational Psychology, FIU through distance learning (living in Virginia).
Jennifer Craig, M.S.
(LDS, 2003). Social Insurance Specialist, Social Security Administration.
2001
Holly Buss, M.S.
(CP, 2001). Therapist, Chrysalis Centre.

Psychology Program Review, 5/14/07, p. 62
Appendix 12: Learning Outcomes for Master’s Program
Program Name and CIP code: Psychology-42.0101
Level: Master of Science Year: 1999-2000
Expanded
Statement of
Institutional
Purpose
Mission
Statement:
The MS program of the Department serves two broad goals. First, the program provides a basis for graduate education for some students who will continue their studies at the
Ph.D. level.
Second the program provides professional training for other students who will use the MS as a professional degree to become a practitioner.
Department /
Program Intended
Outcomes /
Objectives
1. Graduates will demonstrate their ability to develop a research project that develops the research skills suitable for a
Master’s Thesis
Assessment
Criteria and
Procedures
Assessment
Results
1. Ninety percent of the students in the
MS program will have their thesis proposal approved by their committees the first time they meet with the full committee.
1. In the Spring term of 2000, over 90% percent of the candidates for the MS degree had their thesis proposal approved.
Use of results
1. Graduate methodology and statistics courses will be reviewed and revised to emphasize research skills.

Psychology Program Review, 5/14/07, p. 63
Appendix 13: Doctoral Program Brochures
Reserved for side 1: General

Psychology Program Review, 5/14/07, p. 64
Reserved for side 2 of General brochure

Psychology Program Review, 5/14/07, p. 65
Appendix 14:
, Bronx, New York.
.
.
, Jackson City, Tennessee.
, Ontario, Canada.
, Boston, Massachusetts.
University at Buffalo, Buffalo, New York.
, Long Island, California.
, Muncie, Indianapolis
, West Lafayette, Indianapolis.

Psychology Program Review, 5/14/07, p. 66
Appendix 15: Diversity of Students in the Doctoral Program
From National Research Council data submitted - to be inserted

Psychology Program Review, 5/14/07, p. 67
Appendix 16: Doctoral Program Curriculum
The doctorate program in psychology has a three-fold focus: (1) life-span development (2) legal psychology, and (3) I/O psychology. The program emphasizes normal development as well as crosscultural and urban perspectives on the life span and legal and industrial/ organizational psychology. The emphasis is on academic quality and the curriculum is designed to foster a commitment both to basic research and to application as an integral part of the individual student’s specialty area development.
Students are expected to master a series of core course requirements designed to facilitate a thorough grounding in theory, methodology, and content both in basic and applied research. In addition, a number of seminars reflecting specialized foci are offered. Students are also required to pursue specific areas of interest through independent study with individual faculty members and through apprenticeship with a primary advisor for the purpose of acquiring direct research experience.
Degree Requirements for the Ph.D. in Psychology
The Ph.D. in Psychology is conferred on individuals in recognition of their demonstrated ability to master a specific field of knowledge and to conduct significant independent, original research. A minimum of 90 semester credits of graduate work beyond the baccalaureate is required, including a dissertation based upon the student’s original research. Six credits of post-baccalaureate course work may be transferred from other institutions, subject to approval by the program committee. A maximum of 36 credits
(including 6 credits of Master’s thesis) may be transferred from an accredited Master’s program with the approval of the Program Committee.
Required courses
(a) Three graduate Statistics/Methodology courses (9 credits minimum)
(b) Seven Graduate Proseminars/Seminars in specialty area (21 credits minimum)
(c) Supervised Research, Practicum, Teaching
(12 credits minimum)
(d) Master’s thesis (6 credits)
(e) Comprehensive Examination:
Part 1: Specialty Exam/Qualifying Paper
Part 2: Theory/Method Exam
(f) Doctoral Dissertation (24 credits minimum)
(e) Electives (up to 18 credits)
Graduation Requirements for the Ph.D.
A grade of “B” or higher must be obtained in all courses with a cumulative average of 3.0 or higher in the
90 credits; the program requirements must be completed, and a dissertation must be completed and accepted by the University.
Graduate Admission Requirements
The following are the University’s Graduate Admission Requirements:
1. A 3.0 or higher GPA during the last two years as an upper division student for both the Master’s and
Doctoral programs.
2. A total score (quantitative plus verbal) of 1,000 or higher on the GRE for the Master’s degree. A 3.5 or higher GPA and a GRE verbal and quantitative of 1120 or higher are required for the Ph.D. degree.
International graduate student applicants whose native language is not English are required to submit a score for the Test of English as a Foreign Language (TOEFL) or for the International English
Language Testing System (IELTS). A total score of 92 on the iBT TOEFL (equivalent to 580 in the
TOEFL) is required.
All applications are reviewed by the Program Area Admission Committee, which makes the final admissions decisions. Admission to the program is competitive.

Psychology Program Review, 5/14/07, p. 68
Last Name
2006-2007
First
Name
Appendix 17: Doctoral Degrees Awarded and Dissertation Titles
Ph. D. Program
Dissertation Title
Danielsen Erin Legal
Between Treatment Completers and Dropouts For A Guided
Self-Change Adolescent Substance Abuse Intervention
Predicting Juror's Decisions: The Effects of Repeated
Expression and Forewarning in Civil Voir Dire
Model of Differentiation of Self among Hispanics
Markham Rebecca Developmental Prenatal Augmented Auditory Stimulation and Visual System
Development: Effects of Timing on Intersensory Organization
2005-2006
Dickinson Jason Legal
Perilous?
Gilbert Julian Legal
Levett Lora Legal
Improving Civil Jury Decision- Making: Evidentiary and
Procedural Issues
Evaluating and Improving the Opposing Expert Safeguard
Against Junk Science
Narchet Fadia Legal Modeling the Role of Investigator Bias, Interrogation
Techniques, and Suspect Decision-Making on the Likelihood of
Confession
Multiethnic Sample of Newly-Immigrated Students
2004-2005
Inventory-III Assessment Feedback
Haas Craig I/O
Adolescent Patterns of Racial Identity Salience: Relations with
Later Identities and Psychosocial Adjustment
Individual Differences Influencing Context Effects in
Responding to Items Assessing Conscientiousness in a
Personality Test
Haw Ryann A Theoretical Analysis of Eyewitness Identification: A Multi-
Process Approach to Understanding Identification Decisions
Leckband Mary I/O
Girls' Well-Being and Achievement in Early Adolescence
Development of a Personality Profile of a Firefighter
Magnus Jessica I/O
Mitchell Tara Legal
Disorders Across the Life Course: Sex and Ethnic Contrasts
A Meta-Analytic Examination of the Impact of Pre-Training
Interventions on Cognitive, Skill, and Affective Learning
Outcomes
The Influenced of the Cross-Race Effect on Lineup
Construction and Fairness

Psychology Program Review, 5/14/07, p. 69
Youths
Saavedra Lissette Developmental Children Who Received Treatment Grow-Up: An 8-to-13 Year
Follow-up
Swenson Sara Developmental In A Positive Youth Development Program And
Multi-Problem Alternative High School Students'
Transformative Goals: An Investigation of the Theoretical and
Methodological Utility and Validity of the Transformative Goal
Attainment Scale (TGAS)
Van Rooy David I/O The Employee Satisfaction-Performance Link: A Unit-Level
Analysis
2003-2004
Krioukova Maria Legal Evaluation of Alibi Evidence as a Function of the Strength of
Incriminating Evidence
Self-Other Rating Discrepancy and Personality Antecedents

Psychology Program Review, 5/14/07, p. 70
Appendix 18: Doctoral Job Placements 2005-2006
(Areas of Study: LDS=Lifespan Developmental Science; I/O=Industrial-Organizational; Legal)
2006
Erin Danielsen , Ph.D. (Legal, 2006). Associate Trial Consultant, Trial Partners, Los Angeles, CA.
Michelle Hospita l, Ph.D. (LDS, 2006). Postdoctoral Fellow, Department of Psychology, FIU.
Rebecca Markham , Ph.D. (LDS, 2006). Post Doctoral Research Associate, Department of Psychology, University of Texas, Austin.
2005
Anthony Burrow, Ph.D.
(LDS, 2005). Post Doctoral Research Fellowship, Department of Psychology, University of Notre Dame, Indiana. Assistant Professor, Developmental Psychology, Loyola University, Chicago, beginning Fall 2007.
Jason Dickenson, Ph.D.
(LP, 2005). Assistant Professor, Department of Psychology, Montclair State University.
Julian Gilbert , Ph.D. (Legal, 2005). Associate Trial Consultant, Trial Graphix, Inc., Los Angeles, CA.
Ryann Haw, Ph.D.
(LP, 2005). Assistant Professor-Criminal Justice and Psychology, Big Bend Community
College. ryanhaw@aol.com. Dr. Haw is the Co-Founder and Current Chair of The American Psychology-
Law Society Mentoring Committee.
Lora Levett Ph.D. (I/O, 2005) Assistant Professor, Department of Criminology, Law, and Society. University of
Florida.
Mary Leckband, Ph.D.
(I/O, 2005). Testing and Validation Supervisor, City of Miami.
Jessica Magnus, Ph.D.
(I/O, 2005). Assistant Professor of Management and Marketing, University of North
Carolina, Wilmington, NC
Tara Mitchell, Ph.D.
(LP, 2005). Assistant Professor of Psychology, Lock Haven University, Lock Haven, PA.
Recipient of the American-Psychology Law Society (Division 41 of APA) Dissertation Award (First Place)
2006. Most recent publications include "Exploring visual metacognition" - Applied Cognitive
Psychology,19, 964-966.
Fadia Narchet , Ph.D
., (Legal, 2005). Professor, Department of Criminal Justice. The University of New Haven,
CT.
Armando Pina , Ph.D
. (LDS, 2005). Assistant Professor of Psychology, Arizona State University, Phoenix, AX.
Lissette Saavedra , Ph.D.
(LDS, 2005). Research Triangle, Legacy for Children Mailman Center for Child
Development, Miami, Florida.
Sara Swenson , Ph.D.
(LDS, 2005). Teacher, University High School, Orlando, FL.
David Van Rooy , Ph.D
. (I/O, 2005). Senior Manager- Talent Selection and Research, Marriott International, Inc.,
Rockville, MD.
Michael Voltair e, Ph.D
. (LDS, 2005). Visiting Professor, Department of Psychology. Nova Southeastern
University.
2004
Andrea Allen, Ph.D.
(LDS, 2004). Assistant Professor of Behavioral Sciences in the Department of Psychology,
Barry University, Miami Shores, Florida.
Craig Haas, Ph.D.
(I/O, 2004). Consultant, Hogan Assessment Systems.
Barbara Lopez, Ph.D.
(LDS, 2004). Research Assistant Professor, Center for Family Studies, University of Miami.
Melissa Russano, Ph.D.
(LP, 2004). Assistant Professor of Psychology, Roger Williams University- School of
Justice Studies, Bristol, RI.
2003
Alexander Alonso , Ph.D.
(I/O, 2003). Research Scientist, American Institute of Research. Dr. Alonso is a member of the research team that has won the 2007 Scott Myers Award for applied research in the workplace.
Maria Krioukova-Shpurik, Ph.D
. (Legal,2003). Adjunct Instructor, Department of Psychology, FIU.
Lisa Lewis-Arango, Ph.D.
(LDS, 2003). Lecturer/ Coordinator-Professional Counseling Psychology Program,
Florida International University.
Nila Sinha, Ph.D.
(I/O, 2003). Manager of Consulting Services, Bigby Havis and Associates Inc, Dallas, TX.

Psychology Program Review, 5/14/07, p. 71
Lisa Waid, Ph.D.
(LDS, 2003). Assistant Professor, Department of Psychology, Nova Southeastern University, Ft.
Lauderdale, FL.
2002
Gaston Bustos, Ph.D.
(LSD, 2002). Child and Adolescent Therapist, The Chrysalis Center.
Amy Cooper-Hakim, Ph.D.
(I/O, 2002). Manager of Employee Programs, Office Depot Corporation, Miami,
Florida.
Noel Crooks, Ph.D.
(LDS, 2002). Treatment Team Leader, Liberty Healthcare Corporation/ Florida International
University.
Leslie DeChurch, Ph.D.
(I/O, 2002). Assistant Professor in the Department of Psychology, Director of The
Industrial and Organisational Psychology Program, Florida International University.
Kellye Herbert, Ph.D
. (LP, 2000). Trial Consultant, Dispute Dynamics, Inc.
Eyran Kraus, Ph.D.
(I/O, 2002). Acting Testing Validation Supervisor, City Of Miami.
Avidan Milevsky, Ph.D.
(LDS, 2002). Chairperson, Department of Psychology, Touro College South, New York,
New York. Dr. Milevsky was an Assistant Professor in the Department of Psychology at Kutztown
University of Pennsylvania, and assumed his current position as Department Chair for Psychology at Touro in the Fall of 2006.
Chiang Yuan-Yu, Ph.D
. (LDS, 2002). Assistant Professor, Department of Psychology, Tzu-Chi University in
Hualien, Taiwan- Department of Human Development.
2001
Emily Branscum, Ph.D
(LSD, 2001). Assistant Professor of Psychology, California State University
Steven Berman , Ph.D
(LSD, 2001). Assistant Professor of Psychology, University of Central Florida.
Marisa Collett-Burke, Ph.D.
(LP, 2001). Adjunct Professor, Department of Psychology, Florida International
University.
Tracey Carpenter, Ph.D.
(LP, 2001). Trial Consultant in Texas.
Laura Ferrer-Wreder, Ph.D.
(LDS, 2001). Assistant Professor of Psychology, The Pennsylvania State University.
Hiselgis Perez, Ph.D.
(LDS, 2001). Director of Planning and Institutional Effectiveness, Florida International
University.
Mark Phillips, Ph.D.
(LP, 2001). Senior Trial Consultant, Dispute Dynamics, Inc.
Seth Schwartz, Ph.D.
(LDS, 2001). Research Associate Professor, University of Miami- School of Medicine,
Department of Psychiatry and Behavioural Sciences.
Paige Telan, Ph.D.
(LDS, 2001). Child Therapist, Children’s Psychiatric Center, Miami, FL.
2000
Brooke Butler, Ph.D.
(LP, 2000). Assistant Professor, Department of Psychology for University of South Florida.
Janene Bussell, Ph.D.
(LSD, 2000). Assessment Coordinator, Kids In Distress, Fort Lauderdale, Florida.
Kendra Brennan , Ph.D.
(LP, 2000). Consultant in Miami, Florida.
Carolyn Cass Lorente, Ph.D.
(LDS, 2000). Adjunct Professor, Department of Counseling/ Human and
Organisational Studies, Graduate School of Education and Human Development, George Washington
University, Washington, DC.
Kellye Herbert, Ph.D
. (LP, 2000). Trial Consultant, Dispute Dynamics, Inc.
Bradley McAuliff, Ph.D.
(LP, 2000). Assistant Professor, California State University, Northridge, CA.

Psychology Program Review, 5/14/07, p. 72
Expanded
Statement of
Institutional
Purpose
Mission Statement:
The Ph.D. program of the Department trains students to be social scientists involved in basic research and / or to become professionals who apply psychological principles and methods to practical problems.
Goal Statement:
At the Ph.D. level
The Department emphasizes training in scientific and applied Psychology that emphasizes research analysis and design skills that will be useful in the laboratory and in the field.
Appendix 19: Learning Outcomes for Doctoral Program
Department /
Program
Intended
Outcomes /
Objectives
1. Graduates will demonstrate an in-depth knowledge of their specialty area and of basic research design and analysis techniques.
Assessment
Criteria and
Procedures
1. Eighty percent of the students in the Ph.D. program will pass the required
Comprehensive
Examination on the first attempt.
Assessment Results Use of results
1. In the Spring term of 2000, 90 percent of the candidates for the Ph.D. passed the examination on the first attempt.
1. Criteria met. Faculty will continue to monitor and consider revising standard.
2. Ph.D. candidates will be active in research and will present their work at regional and national conferences.
2. Eighty percent of Ph.D. candidates will author or coauthor at least one conference presentation while they are in the program.
2. Of the 21 Ph.D. candidates who completed the degree in the past three years, 100 percent presented at least one paper or poster at a national or regional conference.
2. Criteria met. Faculty will continue to monitor.
All Ph.D. students will be given the opportunity to be involved in research at the beginning of their first semester in the program.
Conference deadlines and submission requirements will be posted the department and on the web site to inform students of opportunities to submit their research.

Psychology Program Review, 5/14/07, p. 73
Expanded
Statement of
Institutional
Purpose
Department /
Program
Intended
Outcomes /
Objectives
Assessment
Criteria and
Procedures
Assessment Results Use of results demonstrate competency in summarizing and presenting research results in a public forum. required to present their Dissertation research to their committee and to other interested members of the department. At least 90 percent of dissertations will be successfully defended on the first attempt.
3. Of the 18 dissertation defenses conducted over the past year, 100 percent were successfully defended on the first attempt.
3. Criteria met.
Faculty will continue to monitor and advisors will provide feedback to
Ph.D. students throughout the dissertation process.
Lists of faculty members in various specialty areas who can serve as an information resource to a student will be maintained.