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CAA Presentation

CAA Presentation. Highlights of Psychology IBHE report 2012-2013. How has the program changed since the last review?. Curricular changes Capstone course: Based on information from external constituencies (e.g., APA), we have instituted a capstone requirement.

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CAA Presentation

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  1. CAA Presentation Highlights of Psychology IBHE report 2012-2013.

  2. How has the program changed since the last review? • Curricular changes Capstone course: Based on information from external constituencies (e.g., APA), we have instituted a capstone requirement. Neuroscience Minor: We began teaching a Cognitive Neuroscience course in Fall 2010 that is the gateway course to the Neuroscience Minor Program.

  3. Changes (cont.) 2. Changes in the discipline: Renewed focus on psychological science, including possible name change to indicate that focus. 3. Physical facilities: Renovation of lab space (close to 20% of all space allocated to Psych. department is now dedicated to research).

  4. Changes (cont.) 4. Technology (a big change!): For three academic years (AY 08-09, 09-10, 10-11), Psychology served approximately 1000 students, 2nd most in the entire university during that period. This academic year (12-13), we have served 445 students for a total Student Credit Hour Production (SCHP) of 1335, representing about 10% of all SCHP in Psychology at EIU.

  5. Changes (cont). 5. Diversity: At the time of the last review (2005), the percentage of Psychology majors who were minority students was less than 10%. In this academic year, it’s 24%.

  6. How does the program prepare students? “To reason and to communicate” Students take a required Research Methods course in which principles of scientific reasoning (and critical thinking!) are taught. The principles of writing in the discipline are also taught in this course. Both learning skills are assessed with direct and indirect measures.

  7. Program preparation (cont.) “To become responsible citizens in a diverse world” Our program includes internship opportunities that can occur anywhere in the world using the capability of distance supervision. We use this as a venue to assess our students’ cultural awareness and cultural sensitivity.

  8. What are the program’s goals and objectives? The department has seven learning goals, including a new learning goal (added in AY 2011-2012): Integrative learning. We assess integrative learning on our Psychology Comprehensive Exam (PCE), which we administer to 100% of our graduating seniors.

  9. For what future roles does the program prepare students? • Graduate School: 20-25% of our recent graduates go directly to graduate school. Some common destinations: Specialist in School Psychology Master’s in Marriage and Family Therapy

  10. Future roles (cont). 2. Going to work with a BA in Psychology: 75% of our graduates go directly to the world of work. Based on a study by Zeller (1988), our department has identified over 150 different job titles (e.g., behavior analyst, group home counselor) that a person with a BA degree in Psychology could do

  11. How does the program model good practice in undergraduate education? 1. Encouraging contact between students and faculty: We have numerous research opportunities with faculty. Students present their research at a number of regional and national conferences including MAUPRC, MPA, and NCUR. We also schedule regular lunches in the Union with interested faculty and students to discuss whatever curricular, or professional issues they wish.

  12. Modeling good practices (cont). 2. Developing reciprocity and cooperation among students: In our Research Methods classes, students team up on group projects. These lead to poster presentations in our Research Methods Forum, which we hold at the end of each semester. Student participants are interviewed by faculty.

  13. What processes ensure regular review throughout IBHE review cycle? 1. Accountability is a very important concept in the Psychology Department: Professors are evaluated by students in every class, every semester).

  14. Review processes (cont). 2. Assessment outcomes are linked to educational practice. For example we have made changes in curricular practice to include integrative learning opportunities. Next up: Building more opportunities for critical thinking!

  15. That’s our overview!Thank you for your attention! We’re happy to respond to your questions.

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