Central Washington University
Assessment of Student Learning
Psychology Department and Program Report
Please enter the appropriate information concerning your student learning assessment activities for this year.
Academic Year of Report: 2011-12
Department: Psychology
College: COTS
Program: B.A. Psychology
1. What student learning outcomes were assessed this year, and why?
In answering this question, please identify the specific student learning outcomes you assessed this year, reasons for assessing these
outcomes, with the outcomes written in clear, measurable terms, and note how the outcomes are linked to department, college and
university mission and goals.
Our department continues to believe it is important to assess all ten of our Student Learning Objectives (SLOs) so we can keep track
of whether PSY 200, PSY 489 and the End-of-Major Survey are meeting our assessment needs and whether there is a good match
between PSY 200, PSY 489, the End-of-Major Survey and our Assessment Plan. Please see Appendix 1 “Psychology Student
Learning Outcomes Assessment Plan” for a list of these SLOs and a summary of the related department, college and university
mission and goals. We implemented these revised SLOs for the first time in 2011-12.
In addition to our program SLOs, we were required to assess the following General Education Goal: 3.A Students will achieve
fluency in reading.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing student learning. Please also specify
the population assessed, when the assessment took place, and the standard of mastery (criterion) against which you will compare your
assessment results. If appropriate, please list survey or questionnaire response rate from total population.
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
Psychology Major SLOs: Please see Appendix 1 “Psychology Student Learning Outcomes Assessment Plan” for a summary of the
methods of assessment employed, classes in which students were assessed, and when the assessments took place. We first
implemented the new program assessment rubrics in Spring 2012, marking a significant assessment change in the psychology major.
We worked on developing and revising these rubrics for over a year prior to their implementation. In Spring 2012, we also moved to a
fully online electronic portfolio for our psychology majors. A total of 96 graduating psychology majors submitted their portfolios
between the beginning of Spring 2012 and the end of Summer 2012. However, most of the students who graduated in Spring and
Summer of 2012 had already completed most, if not all, of the classes in which there is a rubric. Therefore, we have minimal rubric
results for SLOs 2, 3, 4, 5, and 8. We are looking forward to next year when we have a much higher proportion of our students
evaluated using these rubrics.
This was the second year that we offered our PSY 200 Introduction to the Psychology Major course. This course is required the first
quarter that students declare their major in psychology. A total of 280 students enrolled in this introductory course in 2011-12 (Fall
2011-Summer 2012). Out of the 280 students, 16 students withdrew from PSY 200 and 21 students failed the class. A total of 154
students enrolled in the PSY 489 Senior Assessment class in 2011-12. This class is intended for the last quarter before a student
graduates. This is the fifth year that this class has been offered and the fourth year where it was a required class for the majority of the
students enrolled (as opposed to an elective class for students under the old major). Of the 154 students, 6 students withdrew from the
class and 5 students failed the course. The MFT was administered to a total of 143 graduating seniors between Fall 2011 and Summer
2012 (Ellensburg = 101, Des Moines = 33, Online Major = 9). One hundred and thirty nine graduating seniors took the End-of-Major
Senior Survey (Ellensburg = 113, Des Moines = 13, Online = 5, Other CWU Center = 8). However, not all of the respondents
answered every question so the total number of respondents on each item varied slightly.
General Education Goal – Reading: In Winter, 2012, 43 students from two psychology classes (PSY 301 =22, PSY 303 = 21)
participated in the General Education Reading Assessment for students within the major (the department does not have any General
Education classes with a specified reading goal). Students were assessed individually and were asked to read a 500+ word journal
article in psychology. The students were directed to stop reading after 1 minute and circle the last word they read. Then the students
March 22, 2016
1
were given three minutes to write a summary of what they just read, without looking back at the article. The College Reading Rubric
was used to rate students pass/fail on four elements of reading: Reading Rate, Summary-Details, Summary-Discipline Specific
Vocabulary, and Summary-Author’s Intent. Students were judged to pass the Reading Rate portion if their reading rate was ≥ to 190
words per minute. General criteria for passing the three summary items are included on the rubric.
3. What was learned?
In answering this question, please report results in specific qualitative or quantitative terms, with the results linked to the outcomes
you assessed, and compared to the standard of mastery (criterion) you noted above. Please also include a concise interpretation or
analysis of the results.
PSYCHOLOGY BACHELOR OF ARTS MAJOR ASSESSMENT
Student Learning Outcomes
Knowledge Base of
Psychology: Demonstrate
familiarity with the major
concepts, theoretical
perspectives, empirical findings,
and historical trends in
psychology.
March 22, 2016
Criterion of Mastery
CWU averages on MFT total and content areas
are consistent with national averages.
Assessment Results
47th percentile rank overall on MFT (subscale
range from 46th to 50th)
50th percentile rank for Ellensburg majors
overall (N=101; subscale ranges from 49th to
56th)
th
39 percentile rank for Des Moines majors
overall (N=33; subscale ranges from 33rd to
47th)
th
37 percentile rank for Online majors overall
(N=9; subscale ranges from 28th to 43rd)
The average score for graduating psychology
majors on the Psychology Major Test will be at
least 65%.
Ninety-eight graduating psychology majors
took the Psychology Major Test. The average
score on this exam was 31.76 out of 50 (64%).
Average post-test scores on the Psychology
Major Test (PSY 489) will be significantly
higher than the same students’ average pre-test
scores (PSY 200), as evidenced by a t-test.
Only 22 students took the Psychology Major
Test in both PSY 200 and PSY 489. The
resulting t-score was 5.171, which is significant
at the .001 level (with a 95% confidence
interval).
2
Research Methods in
Psychology: Apply basic
research methods in psychology,
including research design, data
analysis, and interpretation.
In the End-of-Major Survey, 95% of
psychology majors will report that they
developed a research project.
In the End-of-Major Survey, 135 out of 139
(97.1%) graduating psychology majors who
responded to this item reported they had
developed a research project. Results by
campus: Ellensburg (109 out of 113, 96.5%),
Des Moines (13 out of 13, 100%), Online (5
out of 5, 100%), Other CWU campuses (8 out
of 8, 100%).
In the End-of-Major Survey, 95% of graduating
psychology majors report that they have
completed a human subjects protection
certification course.
In the End-of-Major Survey, 111 out of 139
(79.9%) graduating psychology majors who
responded to this item reported they had
completed a human subjects protection
certification course. Results by campus:
Ellensburg (91 out of 113, 80.5%), Des Moines
(11 out of 13, 84.6%), Online (5 out of 5,
100%), Other CWU campuses (4 out of 8,
50%).
Ninety-five percent (95%) of psychology
majors will include in their portfolio at least
one research proposal or research study that
they completed in a PSY 300 that was rated
satisfactory (75% of higher) by a faculty
member on the criteria on the Research
Methods in Psychology rubric.
Of the 96 graduating psychology majors who
submitted an electronic portfolio, 3 submitted a
research proposal from PSY 300 that was
evaluated using the new Research Methods in
Psychology rubric. Two of the 3 students
(67%) received satisfactory ratings. The
average score for these students was 6.7 on this
9-point scale.
Critical Thinking Skills in
Psychology: Respect and use
critical and creative thinking,
skeptical inquiry, and, when
possible, the scientific approach
to solve problems related to
behavior and mental processes.
Ninety-five percent (95%) of psychology
majors will include in their portfolio at least
one paper that they completed in a Group IV
major class that was rated satisfactory (75% or
higher) by a faculty member on the criteria in
the Critical Thinking Skills in Psychology
rubric.
Of the 96 graduating psychology majors who
submitted an electronic portfolio, 5 students
submitted a paper from a Group IV class that
was evaluated using the new Critical Thinking
Skills in Psychology rubric. All of the 5
students (100%) received satisfactory ratings.
The average score for these students was 4 on
this 4-point scale.
Application of Psychology:
Apply psychological principles
to personal, social, and
organizational issues.
Ninety-five percent (95%) of psychology
majors will provide evidence in their portfolio
that they engaged in some formal application of
principles to personal, social, and organization
issues. Evidence of at least 10 hours of
participation in service learning activities
and/or research assistant experience will be
documented by Affirmation of Service or
Research Assistant documents, signed by
supervisors of the applied experience.
Of the 96 graduating psychology majors who
submitted an electronic portfolio, 30 students
provided evidence of 10 or more hours of
service learning and/or research assistant
experience. The remaining 66 students reported
that the requirement was established after they
completed PSY 200 and they were therefore
exempt.
March 22, 2016
3
Values in Psychology: Value
empirical evidence, tolerate
ambiguity, act ethically, and
reflect other values that are the
underpinnings of psychology as
a science.
In the End-of-Major Survey, 95% of
psychology majors will report that they have
completed a human subjects protection
certification course.
In the End-of-Major Survey, 95% of
psychology majors will report that they learned
about ethical standards in research in at least
one psychology class.
Information and Technological
Literacy: Demonstrate
information competence and the
ability to use computers and
other technology for many
purposes.
March 22, 2016
In the End-of-Major Survey, 111 out of 139
(79.9%) graduating psychology majors who
responded to this item reported they had
completed a human subjects protection
certification course. Results by campus:
Ellensburg (91 out of 113, 80.5%), Des Moines
(11 out of 13, 84.6%), Online (5 out of 5,
100%), Other CWU campuses (4 out of 8,
50%).
In the End-of-Major Survey, 139 out of 139
(100%) graduating psychology majors who
responded to this item reported they learned
about ethical standards in research in at least
one psychology class.
Ninety-five percent (95%) of psychology
majors will include in their portfolio a
Controversial Issues in Psychology paper that
they completed in a Group II major class that
was rated satisfactory (75% or higher) by a
faculty member on the Values and Cultural
Awareness in Psychology rubric.
Of the 96 graduating psychology majors who
submitted an electronic portfolio, 3 students
submitted a paper from a Group II class in their
portfolio. All of the 3 students (100%) were
rated satisfactory on the Values and Cultural
Awareness in Psychology rubric. The average
score for these students was 4 on this 5-point
scale.
In the End-of-Major Survey, 95% of
psychology majors will report they used
databases for literature reviews in at least one
psychology class.
In the End-of-Major Survey, 139 out of 139
(100%) graduating psychology majors who
responded to this item reported they used
databases for literature reviews in at least one
psychology class.
In the End-of-Major Survey, 95% of
psychology majors will report they used
Blackboard in at least one psychology class.
In the End-of-Major Survey, 139 out of 139
(100%) graduating psychology majors who
responded to this item reported they used
Blackboard in at least one psychology class.
The average score for graduating psychology
majors on the Technology Skills Self-Efficacy
Scale will be 70% or higher.
Seventy-three graduating psychology majors
completed the Technology Skills Self-Efficacy
Scale. The average score on this measure was
44.7 out of 60 (74%).
Average self-ratings of graduating psychology
majors on the Technology Skills Self-Efficacy
Scale will be significantly higher than these
students’ self-ratings as new psychology
majors, as evidenced by a t-test.
Not able to assess. No students have completed
the Technology Skills Self-Efficacy Scale in
both PSY 200 and PSY 489.
4
Communication Skills:
Communicate effectively in a
variety of formats.
In the End-of-Major Survey, 95% of
psychology majors will report they wrote a
paper in APA style in at least one psychology
class.
In the End-of-Major Survey, 139 out of 139
(100%) graduating psychology majors who
responded to this item reported they wrote a
paper in APA style in at least one psychology
class.
Ninety-five percent (95%) of psychology
majors will include in their portfolio at least
one research proposal or research study that
they completed in a PSY 300 that was rated by
a faculty member as satisfactory on the correct
use of APA style on the Research Methods in
Psychology rubric.
Of the 96 graduating psychology majors who
submitted an electronic portfolio, 3 students
submitted a research proposal from PSY 300
that was evaluated using the new Research
Methods in Psychology rubric. Two of the 3
students (67%) earned a satisfactory rating on
correct use of APA style.
In the End-of-Major Survey, 95% of
psychology majors will report they gave an oral
presentation in at least one psychology class.
Ninety-five percent (95%) of psychology
majors will independently research either (1)
job listings for positions related to an
undergraduate psychology degree OR (2)
graduate programs in their intended area of
specialization and give at least one oral
presentation in PSY 489, summarizing their
research. Students will earn satisfactory (75%
or higher) ratings on the criteria for
Communication Skills in Psychology rubric.
Sociocultural and
International Awareness:
Recognize and respect the
complexity of sociocultural and
international diversity.
In the End-of-Major Survey, 95% of graduating
psychology majors will indicate they learned
about sociocultural or human diversity themes
in at least one of their psychology classes.
Ninety-five percent (95%) of psychology
majors will include in their portfolio a
Controversial Issues in Psychology paper that
they completed in a Group II major class that
was rated satisfactory (75% or higher) by a
faculty member on the Values and Cultural
Awareness in Psychology rubric.
March 22, 2016
In the End-of-Major Survey, 128 out of 139
(92%) graduating psychology majors who
responded to this item reported they gave an
oral presentation in at least one psychology
class. Results by campus: Ellensburg (104 out
of 113, 92%), Des Moines (12 out of 13,
92.3%), Online (5 out of 5, 100%), Other CWU
campuses (7 out of 8, 87%).
Of the 96 graduating psychology majors who
submitted an electronic portfolio, 90 (93%)
gave at least one oral presentation in PSY 489.
All of the 90 students (100%) earned
satisfactory ratings on the criteria for
Communication Skills in Psychology rubric.
The average score for these students was 3.99
on this 4-point scale.
In the End-of-Major Survey, 138 out of 139
(99.3%) graduating psychology majors who
responded to this item reported they learned
about sociocultural or human diversity themes
in at least one psychology class.
Of the 96 graduating psychology majors who
submitted an electronic portfolio, 3 students
submitted a paper from a Group II class in their
portfolio. All of the 3 students (100%) were
rated satisfactory on the Values and Cultural
Awareness in Psychology rubric. The average
score for these students was 4 on this 5-point
scale.
5
Personal Development:
Develop insight into their own
and others’ behavior and mental
processes and apply effective
strategies for self-management
and self-improvement.
Career Planning and
Development: Pursue realistic
ideas about how to implement
their psychological knowledge,
skills, and values in occupational
pursuits in a variety of settings.
In the End-of-Major Survey, 95% of graduating
psychology majors will rate how well their
psychology major helped them develop insight
into their own and others’ behavior and mental
processes, resulting in an average rating of 5 or
higher on a 7-point scale.
In the End-of-Major Survey, 139 graduating
psychology majors rated how well their
psychology major helped them develop insight
into their own and others’ behavior and mental
processes, resulting in an average rating of 5.71
on a 7-point scale. Results by campus:
Ellensburg (average = 5.65), Des Moines
(average = 5.69), Online (average = 6.60),
Other CWU campuses (average = 6.12).
In PSY 489, graduating psychology majors will
self-assess their intellectual growth,
development of self-management and
professional behavior, and enhanced selfawareness and personal growth on the Personal
Development Self-Assessment Scale, resulting
in average self-ratings of 6 or higher on a 9point scale.
Of the 96 graduating psychology majors who
submitted an electronic portfolio, 83 selfassessed their intellectual growth, development
of self-management and professional behavior,
and enhanced self-awareness and personal
growth on the Personal Development SelfAssessment Scale, resulting in average selfratings of 7 on a 9-point scale. In the area of
intellectual growth, the average self-rating was
2.23 out of 3. In self-management and
professional behavior, the average self-rating
was 2.31 out of 3. Finally, in self-awareness
and personal growth, the average self-rating
was 2.48 out of 3.
Out of the 96 graduating psychology majors
who submitted an electronic portfolio, 95
(99%) included a current resume or vita in their
portfolio.
Ninety-five percent (95%) of graduating
psychology majors will include a current
resume or vita in their portfolio.
In PSY 489, 95% of graduating psychology
majors will prepare a personal statement of
career purpose that would be suitable to include
in a job or graduate school application that was
rated satisfactory (75% or higher) by a faculty
member on the Career Planning and
Development rubric.
March 22, 2016
Of the 96 graduating psychology majors who
submitted an electronic portfolio, 86 students
prepared a personal statement of career purpose
that would be suitable to include in a job or
graduate school application. Eighty-five of the
86 students (99%) earned satisfactory ratings
on Career Planning and Development rubric.
The average score for these students was 3.95
on this 4-point scale.
6
GENERAL EDUCATION: READING ASSESSMENT
Student Learning Outcome for
General Education Goal 3A:
Students will achieve fluency in reading
Criterion of Mastery:
See Element column in Table 1 below
Assessment Results:
See Table 1 below:
Table 1. Pass rates in reading, based on students in PSY 301 and PSY 303 in Winter, 2012 using the
CWU Reading Rubric
N=43
PSYCHOLOGY 301
Native Students
Elements
Reading Rate
Pass = Reading
Rate > 190 wpm
Fail = Reading
Rate < 190 wpm
Summary—
Details are
included in
sufficient amounts
and correctly
Summary—
DisciplineSpecific
Vocabulary
Is used in
sufficient amounts
and correctly
Summary—
Author’s Intent is
communicated in
the summary.
ALL STUDENTS1
PSYCHOLOGY 303
Pass
4/5
(80%)
Fail
1/5
(20%)
Transfer
Students
Pass
Fail
11/17
6/17
(65%)a (35%)
Native Students
Fail
3/8
(37%)
Transfer
Students
Pass
Fail
9/13
4/13
(69%) (31%)
Pass
5/8
(63%)
Native Students
Pass
9/13
(69%)
Fail
4/13
(31%)
Transfer
Students
Pass
Fail
20/30 10/30
(67%) (33%)
Pass
29/43
(67%)
Fail
14/43
(33%)
5/5
(100%)
0/5
(0%)
15/17
(88%)
2/17
(12%)
8/8
(100%)
0/8
(0%)
8/13
(62%)
5/13
(38%)
13/13
(100%)
0/13
(0%)
23/30
(77%)
7/30
(23%)
36/43
(84%)
7/43
(16%)
5/5
(100%)
0/5
(0%)
17/17
(100%)
0/17
(0%)
8/8
(100%)
0/8
(0%)
11/13
(85%)
2/13
(15%)
13/13
(100%)
0/13
(0%)
28/30
(93%)
2/30
(7%)
41/43
(95%)
2/43
(5%)
4/5
(80%)
1/5
(20%)
16/17
(94%)
1/17
(6%)
7/8
(88%)
1/8
(22%)
8/13
(62%)
5/13
(38%)
11/13
(85%)
2/13
(15%)
24/30
(80%)
6/30
(20%)
35/43
(81%)
8/43
(19%)
1
Combined
This sample of 43 students includes 22 students from the W 2012 section of PSY 301 and 21 students from the S 2012 section of PSY 303. The instructions that were read to the
student and the reading materials are attached. Native students performed better on all measures than did transfer students.
March 22, 2016
7
Conclusions based on Assessment Results: BA Psychology
Following is a summary of goals met and not met within each SLO, as well as comments and conclusions regarding the results.
SLO 1: Knowledge Base of Psychology
Goals Met:
 Averages on MFT Total and Subscales1 consistent with national averages:
 Combined campus score on Subscale 1
 Ellensburg score on total MFT and Subscales 1, 2, and 3
 Significant increase in scores on Psychology Major Test (PMT) from pre-test (PSY 200) to post-test (PSY 489)
Goals Not Met:
 Average on MFT Total and Subscales consistent with national averages:
 Combined campus score on Total MFT
 Ellensburg score on Subscale 4
 Des Moines Total score and all Subscale scores
 Online Total score and all Subscale scores
 Average score on PMT at least 65%
Comments/Conclusions: The evidence of student mastery of SLO 1 was mixed, but mostly discouraging. This is the first year
we’ve been able to compare pre- and post-test scores on our department-developed Psychology Major Test because we finally
have a pool of students (albeit small) who have taken the test twice. The significant increase in scores confirms that students are
actually increasing their knowledge base in psychology during their participation in the psychology major. However, we did not
quite reach our goal of graduating psychology majors earning an average of 65% on the PMT, though we did get very close. Our
psychology majors’ performance on the MFT was disappointing. Technically, scores around 48th and 49th percentile could be
construed as “consistent with national averages,” especially if you take into account standard error of measurement. However, we
chose to use 50th percentile as the cut-off for average. Though our students have occasionally received average subscale scores
below 50th percentile on individual campuses, this is the first time that the average Total score was below 50th percentile on both
our combined score and on each separate campus score except Ellensburg. Last year the Des Moines majors performed similarly
to the Ellensburg majors, but that wasn’t true this year. At this point we have no explanation for this decline in performance by
Des Moines majors. The online major is fairly new so this is the first year we’ve tracked their performance separately on the
MFT. Anecdotal reports from faculty suggest that the online majors are entering the major with somewhat low basic skills, which
may account for their below average performance on the MFT. On the other hand, only 9 online majors took the MFT so it’s
difficult to make any definite conclusions with such a small sample.
SLO 2: Research Methods in Psychology
Goals Met:
 Psychology majors’ self-report that they developed a research project:
 Combined campuses
 All separate campuses (Ellensburg, Des Moines, Online, Other)
 Psychology majors’ self-report that they completed a human subjects protection certification course:
 Online majors
Goals Not Met:
 Psychology majors’ self-report that they completed a human subjects protection certification course:
 Combined campuses
 Ellensburg campus
 Des Moines campus
 Other
 Satisfactory score on Research Methods in Psychology rubric
Comments/Conclusions: The evidence for student mastery of SLO 2 is mixed. We have historically had difficulty meeting the
goal of having students reporting completion of a human subject protection certification course, mostly because some have taken
research methods before transferring to CWU. However, we no longer accept substitutions for PSY 300 so the number of students
who report they’ve had this experience should increase over time. The other possibility is that students don’t even remember that
they completed this required component of PSY 300 because they may have taken the class several quarters ago. The online
majors did meet this goal with 100 percent compliance. Because this major is relatively new, all students in the major have taken
our research methods class. We are not concerned about the unmet goal of having 95% of our students earn a satisfactory score on
the Research Methods rubric because the sample size was extremely small (N=3). Next year we should have many more students
who have been evaluated on this rubric and then we will have a better idea of how our students are doing on this goal.
1
Subscale 1: Learning/Cognition; Subscale 2: Perception/Sensory/Physiology/Comparative/Ethology; Subscale 3: Clinical/Abnormal/Personality;
Subscale 4: Developmental/Social
March 22, 2016
8
SLO 3: Critical Thinking Skills in Psychology
Goals Met:
 Satisfactory score on Critical Thinking in Psychology rubric
Goals Not Met: None
Comments/Conclusions: The evidence for student mastery of SLO 3 appears to be positive, but is limited in generalizability. We
technically met this goal but the sample size was very small (N=5). Next year, when more students are evaluated using this rubric,
we will have a better idea of how our students are doing on this SLO.
SLO 4: Application in Psychology
Goals Met or Not Met: Unclear
Comments/Conclusions: The evidence for student mastery of SLO 4 is inconclusive. The goal calls for completion of 10 or more
hours of service learning/research assistant experience for 95% of the graduating psychology majors. We assess this goal with an
affirmation form, which must be signed by the supervisor. Though this requirement wasn’t implemented until Spring 2012, some
students who weren’t bound by this requirement (because they had already taken PSY 200) went ahead and completed it anyway.
However, most of the other students who were technically exempt did not submit a signed affirmation form. Because of the
transition into this new requirement, we can’t easily assess what percentage of the students who were required to complete this
applied experience actually did so. Again, we expect our measurement of this goal to be more accurate and meaningful next year.
SLO 5: Values in Psychology
Goals Met:
 Psychology majors’ self-report that they completed a human subjects protection certification course:
 Online majors
 Psychology majors’ self-report that they learned about ethical standards in research in at least one psychology course:
 Combined campuses
 All separate campuses (Ellensburg, Des Moines, Online, Other)
 Satisfactory score on Values and Cultural Awareness in Psychology rubric
Goals Not Met:
 Psychology majors’ self-report that they completed a human subjects protection certification course:
 Combined campuses
 Ellensburg campus
 Des Moines campus
 Other
Comments/Conclusions: Overall, the evidence for student mastery SLO 5 is encouraging, except in the area of self-reported
completion of the human subjects protection certification course (see comments under SLO 2 regarding this goal). We are pleased
that all of our psychology majors, regardless of campus, said they learned about ethical standards in research in at least one
psychology class. Clearly this topic is being covered in more than one class because not all of our graduating psychology majors
took research methods at CWU. As with the other rubrics, the met goal of satisfactory scores on the Values and Cultural
Awareness in Psychology rubric does not mean much because of the low sample size (N=3). Therefore, we will wait until next
year to draw conclusions about this goal when many more students will have been evaluated using this rubric.
SLO 6: Information and Technology Literacy
Goals Met:
 Psychology majors’ self-report that they used databases for literature reviews in at least one psychology course:
 Combined campuses
 All separate campuses (Ellensburg, Des Moines, Online, Other)
 Psychology majors’ self-report that they used Blackboard in at least one psychology course:
 Combined campuses
 All separate campuses (Ellensburg, Des Moines, Online, Other)
 Psychology majors’ self-ratings on Technology Skills Self-Efficacy Scale
Goals Not Met: None
Goals Not Assessed:
 Self-ratings of graduating psychology majors on the Technology Skills Self-Efficacy Scale will be significantly higher
than their self-ratings when they were new psychology majors
Comments/Conclusions: Our psychology majors demonstrated mastery on every measurable goal under SLO 6. The goal of selfefficacy scores increasing from entering the major to exiting the major could not be assessed this year because there were no
students who completed this self-efficacy scale both when they entered and exited the major. We expect to be able to assess this
goal next year.
March 22, 2016
9
SLO 7: Communication Skills
Goals Met:
 Psychology majors’ self-report that they wrote a paper in APA style in at least one psychology course:
 Combined campuses
 All separate campuses (Ellensburg, Des Moines, Online, Other)
 Psychology majors’ self-report that they gave an oral presentation in at least one psychology course:
 Online major
 Satisfactory score on Communication Skills in Psychology rubric
Goals Not Met:
 Psychology majors’ self-report that they gave an oral presentation in at least one psychology course:
 Combined campuses
 Ellensburg, Des Moines, and Other campuses
 Satisfactory rating on correct use of APA style as part of the Research Methods in Psychology rubric
Comments/Conclusions: The evidence for student mastery of SLO 7 are mixed. It’s interesting that the goal of giving an oral
presentation was not met (except with online majors), based on self-report. Because an oral presentation is a requirement of PSY
489, the above result may be do to the fact that students complete the End-of-Major Survey in the 6th week of the quarter but do
not give their presentations in PSY 489 until the 8 th or 9th week of the quarter. In addition, less than 95% of the graduating
psychology majors who submitted an electronic portfolio were assessed on the Communication Skills in Psychology rubric.
However, almost all the students submitted their required presentation artifact (PowerPoint slides) to the electronic portfolio. The
remaining students either failed to submit the rubric or submitted a rubric signed by the instructor but not filled out. Because the
rubrics and electronic portfolio are new to the faculty and the students, there appears to be some confusion on how to upload
documents and complete the rubrics. We hope to see this confusion minimized in the future as students and faculty learn how to
use the portfolio and instructions for the students become clearer. On a positive note, 100% of the students who were assessed
with the Communications rubric received satisfactory ratings. In terms of written communication, all psychology majors reported
that they wrote a paper in APA style in at least one psychology class. The unmet goal of satisfactory ratings on the APA question
of the Research Methods rubric is relatively meaningless, given the small sample (N=3).
SLO 8: Sociocultural and International Awareness
Goals Met:
 Psychology majors’ self-report that they learned about sociocultural/human diversity in at least one psychology course:
 Combined campuses
 All separate campuses (Ellensburg, Des Moines, Online, Other)
 Satisfactory score on Values and Cultural Awareness in Psychology rubric
Goals Not Met: None
Comments/Conclusions: The evidence for student mastery of SLO 8 is positive. All but one of our graduating psychology majors
reported that they learned about human diversity in at least one psychology class. This result is not surprising, given that almost
all of the classes taught within the psychology department address issues of human diversity. The met goal of satisfactory scores
on the Values and Cultural Awareness in Psychology rubric is encouraging, but not particularly meaningful, given the small
sample size (N=3). We will wait until next year to draw conclusions about this goal when many more students will have been
evaluated using this rubric.
SLO 9: Personal Development
Goals Met:
 Psychology majors’ rating on how well their psychology major helped them develop insight into their own and others’
behavior and mental processes
 Combined campuses
 All separate campuses (Ellensburg, Des Moines, Online, Other)
 Psychology majors’ self-rating on the Personal Development Self-Assessment Scale
Goals Not Met: None
Comments/Conclusions: The evidence of student mastery of SLO 9 is positive. Because the students themselves are the best ones
to assess their own personal development, both of these measures are based on self-report. Regardless of campus, our majors
reported that their psychology major helped them develop insight into their own and others’ behavior and mental processes. Since
that is the reason that many students major in psychology, we are pleased that we helped them meet this goal. It was interesting to
see student responses on the Personal Development Self-Assessment Scale because they appeared to take this measure quite
seriously. Few students (14%) gave themselves the maximum self-rating on all of the three personal development areas. About
25% took the safe middle ground of ratings of 2 on all three areas. Instead, most students gave them selves the full range of
ratings from 1 to 3. The lowest total score on this measure was 5 out of 9 (N=8%). The personal development area with the lowest
mean was Intellectual Growth (74th percentile), followed by Self-Management and Professional Behavior (77th percentile), and
then Self-Awareness and Personal Growth (83rd percentile).
March 22, 2016
10
SLO 10: Career Planning and Development
Goals Met:
 Current resume/vita included in electronic portfolio
 Satisfactory score on Career Planning and Development rubric
Goals Not Met: None
Comments/Conclusions: The evidence for mastery of SLO 9 is positive. All except one student who submitted an electronic
portfolio included a current resume or vita. Also 99% of the students who prepared a personal statement of career purpose
received satisfactory ratings on the Career Planning and Development rubric.
Overall Comments/Conclusions
Because the electronic portfolio and assessment rubrics are new, some of the rubric data we collected is limited in usefulness due
to extremely small sample sizes. In addition, there was some confusion on the part of faculty and students on their responsibilities
regarding rubrics and the portfolio as well as mechanics of using the electronic portfolio. There were also many disgruntled
students because the portfolio format and expectations had changed from the time they took PSY 200 (where they learn about the
portfolio) and when they took PSY 489 (where they complete the portfolio). Because it wasn’t fair or practical to change the rules
in mid-stream for these students, many were exempt from the majority of the portfolio requirements. As more students take PSY
200 under the new assessment plan, we should start getting more useful data on student mastery of our SLOs. Finally, those of us
responsible for collecting and evaluating assessment data realized that aspects of the electronic portfolio are impossible or
impractical to evaluate in the way we intended. We plan to make the necessary modifications so that this assessment process
proceeds more smoothly in the coming year. Now we just have to find a way to deal with the disgruntled faculty members who do
not want to participate in the department’s assessment plan (fortunately they are in the minority).
We are generally pleased with how our students performed on the various assessment measures. Interestingly, the most puzzling
and discouraging results were on SLO 1: Knowledge Base. This is the most global and non-specific of our SLOs so we are
stymied at how to improve mastery in this area. Our initial plans based on these assessment results are presented in section 4
below.
Conclusions based on Assessment Results: General Education Reading Goal


On all four of the reading elements, our native students performed higher than our transfer students. These results are
reassuring because they suggest that our native students are benefiting from their participation in our General Education
program and our psychology major. However, another likely interpretation of these results would be that CWU is more
selective in their freshman admissions than they are in their transfer admissions. Therefore, the transfer students may have
entered the major with less developed reading skills.
We are pleased to see the overall high pass rate on the three reading summary items, especially the use of discipline specific
vocabulary (95% pass rate). However, the overall pass percentage for reading rate was disappointing, with only 67% of the
students reading at or above 190 wpm.
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect student learning, and as they are related to
results from the assessment process. If no changes are planned, please describe why no changes are needed. In addition, how will
the department report the results and changes to internal and external constituents (e.g., advisory groups, newsletters, forums, etc.)?
Plans based on Assessment Results: BA Psychology




First of all, these results have not been viewed by the department faculty because they were just finalized. One of our first
steps will be to discuss these results in detail at one or more department meetings during Winter and/or Spring quarter and
seek suggestions and recommendations from all of the faculty. In addition, the department’s Undergraduate Curriculum
Committee will be asked to review the assessment results and provide recommendations.
We currently do not see the need to make immediate changes in our curriculum in regards to SLOs 3, 4, 6, 8, 9, and 10.
Evidence of student mastery on these SLOs was mostly positive or inconclusive.
We plan to continue to fine-tune our entry class into the major (PSY 200) so that students better understand our expectations
and goals related to their learning.
We will be changing the minimum GPA needed to graduate in the psychology major from 2.25 to 2.5. Many faculty have
expressed concern about lack of student motivation to do more than the bare minimum to get graduate. Our hope is that
raising the minimum requirement will also translate into raising the effort and motivation of our students. Ultimately, mastery
of our SLOs depends on student learning and if students are unmotivated to learn, then they are less likely to master the
SLOs. Individually and collectively, the faculty are constantly looking at ways to improve the quality of instruction.
However, instruction is only part of the equation for success. Student effort and motivation is the other part.
March 22, 2016
11


We will plan to change the credits for PSY 489 from 1 credit to 2 credits. Faculty and students have both complained that
there is not enough time for students to do quality work in completing the requirements of this class. There is also insufficient
time for faculty to complete the various assessment tasks associated with this class.
Last year we included a brief summary of the BA Assessment Report in the psychology department’s winter newsletter.
Unfortunately, the faculty member who volunteered to organize and write the newsletter has been reassigned by the
university to other more pressing tasks and no one has expressed an interest in taking over the newsletter. We will continue to
post the assessment report on the department’s webpage.
Plans based on Assessment Results: General Education Reading Goal


Starting in Spring 2013, the psychology faculty will be strongly encouraged to include information in their syllabi about the
CWU College Reading Across the Curriculum Website: http://www.cwu.edu/~gen_ed/readingcurriculum.html
Psychology faculty will be reminded to provide the due dates for all of the reading assignments for the quarter in the syllabi
they provide the students on the first day of class. Faculty will also be encouraged to remind students to pace themselves on
the course readings so that they will be less likely to wait and try to read all of the required materials right before the exams.
Students will also be encouraged to ask questions about the readings in class and/or meet with their instructors during office
hours to get clarification on sections of the reading assignments that are unclear.
5. What did the department or program do in response to last year’s assessment information?
In answering this question, please describe any changes that have been made to improve student learning based on previous
assessment results. Please also discuss any changes you have made to your assessment plan or assessment methods.



We implemented the electronic portfolio and assessment rubrics discussed in last year’s report. We also implemented the
service learning/research assistant requirement.
We revised the assessment plan to be consistent with the new rubrics and to clarify mastery criteria.
No significant curriculum changes were made to improve student learning because last year’s assessment results did not
indicate deficits in student learning as they related to our SLOs.
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington
University:
None
March 22, 2016
12
CWU Student Learning Outcomes Assessment Plan Preparation Form
Department: Psychology
Program: B. A. in Psychology (45 and 60 credit majors)
Our Student Learning Outcomes are informed by the standards of the American Psychological Association for the undergraduate
psychology major.3
Goals 1-5 are discipline-specific goals and goals 6-10 are general education goals for psychology students.
Student
Learning
Outcomes
1. Knowledge
Base of
Psychology:
Demonstrate
familiarity with the
major concepts,
theoretical
perspectives,
empirical findings,
and historical trends in
psychology.
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Achieve
regional and national
prominence for the
university.
Method(s) of
Assessment
ETS Major Field
Test (MFT)
Psychology Major
Test (department
created)
Who Assessed
When
Assessed
PSY 489
All students graduating
with an undergraduate
degree in psychology
PSY 489
PSY 200 (pretest) and PSY
489 (post-test)
3
Standard of
Mastery/ Criterion
of Achievement
The average scores for
graduating psychology
majors on the MFT total
and each content area will
be equal to or greater than
national averages.
The average score for
graduating psychology
majors on the Psychology
Major Test will be at least
65%.
Average post-test scores on
the Psychology Major Test
(PSY 489) will be
significantly higher than the
same students’ average pretest scores (PSY 200), as
evidenced by a t-test.
Task Force on Undergraduate Psychology Major Competencies. (2002, March) Undergraduate Psychology Major Learning Goals and Outcomes: A Report. Washington, DC: American
Psychological Association Board of Educational Affairs. Downloaded November 26, 2007 from http://www.apa.org/ed/pcue/taskforcereport2.pdf.
March 22, 2016
Student
Learning
Outcomes
2. Research
Methods in
Psychology:
Apply basic research
methods in
psychology, including
research design, data
analysis, and
interpretation.
3. Critical
Thinking Skills
in Psychology:
Respect and use
critical and creative
thinking, skeptical
inquiry, and, when
possible, the scientific
approach to solve
problems related to
behavior and mental
processes.
March 22, 2016
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Method(s) of
Assessment
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
End-of-Major Survey
Goal 4. Support
involvement of
undergraduate and
graduate students in
psychological
research
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal V: Achieve
regional and national
prominence for the
university.
End-of-Major Survey
PSY 489
Research Methods in
Psychology rubric
(department created)
PSY 300
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goal 4. Support
involvement of
undergraduate and
graduate students in
psychological
research
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal V: Achieve
regional and national
prominence for the
university.
Who Assessed
When
Assessed
PSY 489
All students graduating
with an undergraduate
degree in psychology.
Critical Thinking
Skills in Psychology
rubric (department
created)
All students graduating
with an undergraduate
degree in psychology
PSY 460 or
PSY 473
(Group IV
classes)
Standard of
Mastery/ Criterion
of Achievement
In the End-of-Major
Survey, 95% of graduating
psychology majors will
report that they developed a
research project.
In the End-of-Major
Survey, 95% of graduating
psychology majors will
report that they have
completed a human
subjects protection
certification course.
Ninety-five percent (95%)
of graduating psychology
majors will include in their
portfolio at least one
research proposal or
research study that they
completed in a PSY 300
that was rated satisfactory
(75% of higher) by a
faculty member on the
criteria on the Research
Methods in Psychology
rubric.
Ninety-five percent (95%)
of graduating psychology
majors will include in their
portfolio at least one paper
that they completed in a
Group IV major class that
was rated satisfactory (75%
of higher) by a faculty
member on the criteria in
the Critical Thinking Skills
in Psychology rubric.
Student
Learning
Outcomes
4. Application
of Psychology:
Apply psychological
principles to personal,
social, and
organizational issues.
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Method(s) of
Assessment
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Affirmation of
Service or Research
Assistant Experience
(department created)
8. Serve as a center
for psychological
and educational
services to the
community and
region
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
March 22, 2016
Goal V: Achieve
regional and national
prominence for the
university.
Who Assessed
All students graduating
with an undergraduate
degree in psychology
When
Assessed
PSY 489
Standard of
Mastery/ Criterion
of Achievement
Ninety-five percent (95%)
of graduating psychology
majors will provide
evidence in their portfolio
that they engaged in some
formal application of
principles to personal,
social, and organization
issues. Evidence of at least
10 hours of participation in
service learning activities
and/or research assistant
experience will be
documented by Affirmation
of Service or Research
Assistant documents,
signed by supervisors of the
applied experience.
Student
Learning
Outcomes
5. Values in
Psychology:
Value empirical
evidence, tolerate
ambiguity, act
ethically, and reflect
other values that are
the underpinnings of
psychology as a
science.
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Method(s) of
Assessment
Who Assessed
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
End-of-Major Survey
All students graduating
with an undergraduate
degree in psychology
Goal 6. Pursue
diversity goals in
attracting women
and minority
students and faculty
members.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal V: Achieve
regional and national
prominence for the
university.
End-of-Major Survey
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
March 22, 2016
Goal VI: Build
inclusive and diverse
campus communities
that promote
intellectual inquiry
Values and Cultural
Awareness in
Psychology rubric
(department created)
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
PSY 489
In the End-of-Major
Survey, 95% of graduating
psychology majors will
report that they have
completed a human
subjects protection
certification course.
PSY 489
In the End-of-Major
Survey, 95% of graduating
psychology majors will
report that they learned
about ethical standards in
research in at least one
psychology class.
PSY 310, PSY
313, and/ or
PSY 346
(Group II
classes)
Ninety-five percent (95%)
of graduating psychology
majors will include in their
portfolio a Controversial
Issues in Psychology paper
that they completed in a
Group II major class that
was rated satisfactory (75%
of higher) by a faculty
member on Values and
Cultural Awareness in
Psychology rubric.
Student
Learning
Outcomes
6. Information
and
Technological
Literacy:
Demonstrate
information
competence and the
ability to use
computers and other
technology for many
purposes.
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Method(s) of
Assessment
Who Assessed
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
End-of-Major Survey
All students graduating
with an undergraduate
degree in psychology
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489
End-of-Major Survey
PSY 489
Technology Skills
Self-Efficacy Scale
(department created)
PSY 489
Technology Skills
Self-Efficacy Scale
(department created)
March 22, 2016
When
Assessed
All psychology majors
when they begin the
major and complete the
major
PSY 200 and
PSY 489
Standard of
Mastery/ Criterion
of Achievement
In the End-of-Major
Survey, 95% of graduating
psychology majors will
report they used databases
for literature reviews in at
least one psychology class.
In the End-of-Major
Survey, 95% of psychology
majors will report they used
Blackboard in at least one
psychology class.
The average score for
graduating psychology
majors on the Technology
Skills Self-Efficacy Scale
will be 70% or higher.
Average self-ratings of
graduating psychology
majors on the Technology
Skills Self-Efficacy Scale
will be significantly higher
than their self-ratings as
new psychology majors, as
evidenced by a t-test.
Student
Learning
Outcomes
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Method(s) of
Assessment
Who Assessed
7.
Communication
Skills:
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
End-of-Major Survey
All students graduating
with an undergraduate
degree in psychology
Goal V: Achieve
regional and national
prominence for the
university.
Communicate
effectively in a variety
of formats.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
Standard of
Mastery/ Criterion
of Achievement
PSY 489
In the End-of-Major
Survey, 95% of graduating
psychology majors will
report they wrote a paper in
APA style in at least one
psychology class.
End-of-Major Survey
PSY 489
In the End-of-Major
Survey, 95% of graduating
psychology majors will
report they gave an oral
presentation in at least one
psychology class.
Communication
Skills in Psychology
rubric (department
created)
PSY 489
Research Methods in
Psychology rubric
(department created)
March 22, 2016
When
Assessed
PSY 300
Ninety-five percent (95%)
of graduating psychology
majors will independently
research either (1) job
listings for positions related
to an undergraduate
psychology degree OR (2)
graduate programs in their
intended area of
specialization and give at
least one oral presentation
in PSY 489, summarizing
their research. Students will
earn satisfactory ratings
(75% of higher) on the
criteria for Communication
Skills in Psychology rubric.
Ninety-five percent (95%)
of psychology majors will
include in their portfolio at
least one research proposal
or research study that they
completed in a PSY 300
that was rated by a faculty
member as satisfactory on
the correct use of APA
style on the Research
Methods in Psychology
rubric.
Student
Learning
Outcomes
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Method(s) of
Assessment
Who Assessed
8. Sociocultural
and
International
Awareness:
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
End-of-Major Survey
All students graduating
with an undergraduate
degree in psychology
Recognize and respect
the complexity of
sociocultural and
international diversity.
Goal 6. Pursue
diversity goals in
attracting women
and minority
students and faculty
members.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
9. Personal
Development:
Develop insight into
their own and others’
behavior and mental
processes and apply
effective strategies for
self-management and
self-improvement.
March 22, 2016
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Achieve
regional and national
prominence for the
university.
Goal VI: Build
inclusive and diverse
campus communities
that promote
intellectual inquiry
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Values and Cultural
Awareness in
Psychology rubric
(department created)
When
Assessed
PSY 489
PSY 310, PSY
313, and/ or
PSY 346
(Group II
classes)
End-of-Major Survey
PSY 489
All students graduating
with an undergraduate
degree in psychology
Goal V: Achieve
regional and national
prominence for the
university.
Personal
Development SelfAssessment Scale
(department created)
PSY 489
Standard of
Mastery/ Criterion
of Achievement
In the End-of-Major
Survey, 95% of graduating
psychology majors will
report they learned about
sociocultural or human
diversity themes in at least
one of their psychology
classes.
Ninety-five percent (95%)
of graduating psychology
majors will include in their
portfolio a Controversial
Issues in Psychology paper
that they completed in a
Group II major class that
was rated satisfactory (75%
of higher) by a faculty
member on Values and
Cultural Awareness in
Psychology rubric.
In the End-of-Major
Survey, 95% of graduating
psychology majors will rate
how well their psychology
major helped them develop
insight into their own and
others’ behavior and mental
processes, resulting in an
average rating of 5 or
higher on a 7-point scale.
In PSY 489, graduating
psychology majors will
self-assess their intellectual
growth, development of
self-management and
professional behavior, and
enhanced self-awareness
and personal growth on the
Personal Development
Self-Assessment Scale,
resulting in average selfratings of 6 or higher on a
9-point scale.
Student
Learning
Outcomes
10. Career
Planning and
Development:
Pursue realistic ideas
about how to
implement their
psychological
knowledge, skills, and
values in occupational
pursuits in a variety of
settings.
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
March 22, 2016
Goal V: Achieve
regional and national
prominence for the
university.
Method(s) of
Assessment
Completion of
resume or vita
Career Planning and
Development rubric
(department created)
Who Assessed
All students graduating
with an undergraduate
degree in psychology
When
Assessed
PSY 489
PSY 489
Standard of
Mastery/ Criterion
of Achievement
Ninety-five percent (95%)
of graduating psychology
majors will include a
current resume or vita in
their portfolio.
In PSY 489, 95% of
graduating psychology
majors will prepare a
personal statement of career
purpose that would be
suitable to include in a job
or graduate school
application that was rated
satisfactory (75% of higher)
by a faculty member on the
Career Planning and
Development rubric.