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Psychology and Human Ecology School of Education and Behavioral Sciences

Psychology and Human Ecology School of Education and Behavioral Sciences. B.S. in Psychology CIP Code: 420101 Program Code: 165. Student-Learning Outcomes. Demonstrate knowledge in research methods. Application of knowledge in research methods. Demonstrate knowledge in clinical areas.

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Psychology and Human Ecology School of Education and Behavioral Sciences

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  1. Psychology and Human EcologySchool of Education and Behavioral Sciences B.S. in Psychology CIP Code: 420101 Program Code: 165 Program Quality Improvement Report 2009-2010

  2. Student-Learning Outcomes Demonstrate knowledge in research methods. Application of knowledge in research methods. Demonstrate knowledge in clinical areas. Demonstrate knowledge in experimental areas. Program Quality Improvement Report 2009-2010

  3. Alignment of Outcomes to University Mission Statement CU provides a diverse and dynamic student body access to quality educational opportunities; fosters a student-centered academic environment that combines innovative classroom teaching with experiential learning; prepares students for professional success, responsible citizenship, life-long learning, and meaningful contributions to a rapidly changing world; and is a driving force in the cultural life and economic development of the region. Program Quality Improvement Report 2009-2010

  4. Alignment of Outcomes (cont.) • Combines innovative classroom teaching with experiential learning • Application of knowledge in research methods • Prepares students for professional success • Demonstrate knowledge in research methods • Application of knowledge in research methods • Demonstrate knowledge in clinical areas • Demonstrate knowledge in experimental areas • Life-long learning, and meaningful contributions to a rapidly changing world • Demonstrate knowledge in research methods • Application of knowledge in research methods Program Quality Improvement Report 2009-2010

  5. Alignment of Outcomes to Department Mission Statement Psychology is the scientific study of behavior. Through courses in psychology, students will learn principles which govern human behavior. The courses offered reflect the diversity in psychology and meet the educational objectives of at least three groups of students: • Those who seek a general survey course in the field of psychology or those who wish to study a program of psychology in depth at the undergraduate level but do not contemplate entrance into psychology as a profession • Those who wish to enter psychology as a profession immediately after the BS • Those who plan to attend graduate school and then enter psychology as a profession Program Quality Improvement Report 2009-2010

  6. Alignment of Outcomes (cont.) • Those who wish to enter psychology as a profession immediately after the BS • Demonstrate knowledge in research methods. • Application of knowledge in research methods. • Demonstrate knowledge in clinical areas. • Demonstrate knowledge in experimental areas. • Those who plan to attend graduate school and then enter psychology as a profession • Demonstrate knowledge in research methods. • Application of knowledge in research methods. • Demonstrate knowledge in clinical areas. • Demonstrate knowledge in experimental areas. Program Quality Improvement Report 2009-2010

  7. Alignment of Outcomes to Strategic Plan 2013 Goal 1.1: Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region • Lawton United Way Needs Assessment • Demonstrate knowledge in clinical areas. • Demonstrate knowledge in research methods. • Application of knowledge in research methods. Program Quality Improvement Report 2009-2010

  8. Measures of Learning Outcomes • Direct measures of student learning outcomes • ACAT Score • Statistics • Experimental • Abnormal • Personality • Developmental • History • Social • Learning • Locally Developed Test Score • Statistics • Experimental • Application • Abnormal • Personality • Counseling and Clinical • Developmental • History • Social • Learning • Cognitive • Performance on Psychological Research Course Project Program Quality Improvement Report 2009-2010

  9. Measures of Learning Outcomes (cont.) • Indirect measures of student learning outcomes • Exit interviews • Strategies that address shortfalls in student learning or services prior to graduation • Students who answer less than 70% of the items correctly on the locally developed tests will be identified as “deficient” • Faculty are considering: • Offering deficient undergraduates tutoring by graduate students • Offering a one-hour senior capstone course in which deficiencies are cleared Program Quality Improvement Report 2009-2010

  10. Report on actions from the three previously chosen priority outcomes Action plans for demonstrating knowledge in research methods All students must take ACAT and Exit Interview before their final degree check. Too late for this year, but is currently being strictly enforced ACAT offered on-line for ease in scheduling Computers in Psychology office/laptop so the exit interview and ACAT can be conveniently administered Departmental members will examine locally developed tests to determine if they need to be modified. This was done and a few changes were made (e.g., Experimental Psychology) Program Quality Improvement Report 2009-2010 10

  11. Report on actions from the three previously chosen priority outcomes (cont.) • Action plans for applying knowledge in research methods • Faculty will examine the locally developed Applications Test to determine if it needs to be modified. • This was done; the test was judged to have face validity so it was not modified. • Psychological Research instructor provided “training” among raters prior to the Psychological Research course project presentations to improve inter-rater reliability (.21). • The inter-rater reliability was .55. Program Quality Improvement Report 2009-2010

  12. Report on actions from the three previously chosen priority outcomes (cont.) 3. Action plans for demonstrating knowledge in clinical areas All students must take ACAT and Exit Interview before their final degree check. Too late for this year, but is currently being strictly enforced ACAT offered on-line for ease in scheduling Computers in Psychology office so the exit interview and ACAT can be conveniently administered Departmental members will examine the locally developed Abnormal test to determine if it needs to be modified. This was done and the test was judged to have face validity; it was not modified. Faculty will create an assessment test to measure knowledge of Personality and Counseling and Clinical These tests were created and data from the tests are presented in this report. Program Quality Improvement Report 2009-2010 12

  13. Student-learning outcome and measurements Program Quality Improvement Report 2009-2010 13

  14. Mean Performance on Locally Developed Applications Test (n = 10) On average, the students are performing satisfactorily on the locally developed applications test, in which students are asked to read a psychology journal article, identify the key components of the study, and interpret the results. However, students are having difficulty identifying independent variables. Program Quality Improvement Report 2009-2010

  15. Performance on Locally Developed Applications Test (n = 10) Program Quality Improvement Report 2009-2010

  16. Mean Performance on Locally Developed Applications Test Over Time Program Quality Improvement Report 2009-2010

  17. Mean Performance on Psychological Research Course Project (n = 23) On average, the students are performing satisfactorily on the Psychological Research course project, in which the students perform a literature review, create hypotheses, design a study, collect data, analyze the data, interpret their results, and present their study in a poster at a “mini-conference” to students and faculty. Program Quality Improvement Report 2009-2010

  18. Mean Performance on Psychological Research Course Project Over Time Over time, the students have performed satisfactorily on the Psychological Research course project. Program Quality Improvement Report 2009-2010

  19. Exit interview • Three items assessed knowledge in research methods using seven point Likert-format scales from “low” to “high” • Rate how well the program promoted competence in research skills • Rate how well the program prepared you (provided you knowledge) in the area of Statistics • Rate how well the program prepared you (provided you knowledge) in the area of Experimental • T-tests were performed to compare the average score with the midpoint of the scale. • Average responses that are significantly below or equal to the midpoint will be unsatisfactory • Average responses that are significantly above the midpoint of the scale will be satisfactory Program Quality Improvement Report 2009-2010

  20. Display Assessment Data from Exit Interview N = 16 On average, students believe the program prepared them in Statistics and Research, and that they are competent researchers. Program Quality Improvement Report 2009-2010

  21. Exit Interview Over Time Program Quality Improvement Report 2009-2010

  22. Action Plan • To improve students’ ability to identify independent variables in research studies • Instructors of Applied Quantitative Methods will consider adding assignments focused on this skill • This skill will be assessed in Psychological Research in addition to Applied Quantitative Methods Program Quality Improvement Report 2009-2010

  23. Student-learning outcome and measurements Program Quality Improvement Report 2009-2010 23 *ns

  24. A little bit about Area Concentration Achievement Tests (ACAT) • The ACATs are produced as part of a national project; the project assists departments with outcome assessment • The ACAT is used at four-year institutions nationwide • Both public and private institutions are participants • The ACAT uses a random sample of the items submitted in each area • Scores range from 200 to 800, however, we will report the standardized scores allowing for easy comparison with national norms • Crain (1989) and Markus, Mukina, & Golden (1996) have established that the ACAT is reliable and valid Program Quality Improvement Report 2009-2010

  25. Scores on ACAT Personality Test Three seniors did not take PSY 4393 Personality at CU. All students who took the ACAT performed satisfactorily. Program Quality Improvement Report 2009-2010

  26. Scores on ACAT Personality Test Over Time Scores are consistently satisfactory. Program Quality Improvement Report 2009-2010

  27. Scores on Locally Developed Personality Test t(33) = 6.70, p < .01 M-posttest = 78.00%, s = 19.82 Program Quality Improvement Report 2009-2010

  28. Scores on ACAT Abnormal Test One senior did not take PSY 4363 Abnormal at CU. The majority of students who took the ACAT performed satisfactorily. Program Quality Improvement Report 2009-2010

  29. Scores on ACAT Abnormal Test Over Time (n=40) (n=23) (n=41) (n=49) (n=37) (n=34) (n=19) (n=25) (n=12) Scores are consistently satisfactory. Program Quality Improvement Report 2009-2010

  30. Scores on Locally Developed Abnormal Test t(34) = 13.66, p < .01 M-posttest = 81.94%, s = 17.70 Program Quality Improvement Report 2009-2010

  31. Mean Performance on Abnormal Locally Developed Test Over Time Program Quality Improvement Report 2009-2010

  32. Scores on Locally Developed Counseling and Clinical Test t(38) = 12.47, p < .01 M-posttest = 83.10%, s = 17.18 Program Quality Improvement Report 2009-2010

  33. Exit Interview • Two items assessed knowledge in clinical areas using seven point Likert-format scales from “low” to “high” • Rate how well the program prepared you (provided you knowledge) in the area of Abnormal • Rate how well the program prepared you (provided you knowledge) in the area of Personality • T-tests were performed to compare the average score with the midpoint of the scale. • Average responses that are significantly below or equal to the midpoint will be unsatisfactory • Average responses that are significantly above the midpoint of the scale will be satisfactory Program Quality Improvement Report 2009-2010

  34. Display Assessment Data from Exit Interview N = 16 On average, the students believe the program prepared them in Abnormal and Personality. Program Quality Improvement Report 2009-2010

  35. Exit Interview Over Time Program Quality Improvement Report 2009-2010

  36. Action Plan • To increase performance on locally developed posttests • Perform an item analysis to determine which areas are frequently missed and address these in lectures • To increase the number of seniors that complete the ACAT and the Exit Interview • Require students complete both before they are given their degree check • Offer the ACAT on-line for ease in scheduling • Offer exit interview on-line and in hard copies • Send e-mail stating they must complete both before they can enroll in their last semester • To measure the validity of the locally developed tests, we should perform correlations between ACAT scores and locally developed tests. However, for each area, there were few students that took both the locally developed test and the ACAT Program Quality Improvement Report 2009-2010

  37. Student-learning outcome and measurements *ns Program Quality Improvement Report 2009-2010 37

  38. Scores on ACAT History Test The majority of students who took the ACAT performed satisfactorily. Program Quality Improvement Report 2009-2010

  39. Scores on ACAT History Test Over Time (n=40) (n=23) (n=41) (n=49) (n=37) (n=34) (n=19) (n=25) (n=12) Scores are consistently satisfactory. Program Quality Improvement Report 2009-2010

  40. Scores on Locally Developed History Test t(23) = 3.50, p < .01 M-posttest = 64.58%, s = 15.60 Program Quality Improvement Report 2009-2010

  41. Scores on ACAT Developmental Test Three seniors did not take PSY 3353 Lifespan Human Growth and Development at CU. The majority of students who took the ACAT performed satisfactorily. Program Quality Improvement Report 2009-2010

  42. Scores on ACAT Developmental Test Over Time (n=40) (n=23) (n=41) (n=49) (n=37) (n=34) (n=19) (n=25) (n=12) Scores are consistently satisfactory. Program Quality Improvement Report 2009-2010

  43. Scores on Locally Developed Developmental Test t(64) = 12.09, p < .01 M-posttest = 70.93%, s = 18.10 Program Quality Improvement Report 2009-2010

  44. Scores on ACAT Learning Test Two seniors did not take PSY 3413 Psychology of Learning at CU. The majority of students who took the ACAT performed satisfactorily. Program Quality Improvement Report 2009-2010

  45. Scores on ACAT Learning Test Over Time (n=40) (n=23) (n=41) (n=49) (n=37) (n=34) (n=19) (n=25) (n=12) Scores are consistently satisfactory. Program Quality Improvement Report 2009-2010

  46. Scores on Locally Developed Learning Test t(17) = 1.65, p > .05 M-posttest = 54.44%, s = 16.17 Program Quality Improvement Report 2009-2010

  47. Scores on ACAT Social Test Three seniors did not take PSY 3383 Social Psychology at CU. The majority of students who took the ACAT performed satisfactorily. Program Quality Improvement Report 2009-2010

  48. Scores on ACAT Social Test Over Time (n=40) (n=23) (n=41) (n=49) (n=37) (n=34) (n=19) (n=25) (n=12) Scores are consistently satisfactory. Program Quality Improvement Report 2009-2010

  49. Scores on Locally Developed Social Test t(21) = 10.36, p < .01 M-posttest = 88.71%, s = 14.32 Program Quality Improvement Report 2009-2010

  50. Scores on Locally Developed Cognitive Test t(28) = 6.72, p < .01 M-posttest = 77.93%, s = 17.80 Program Quality Improvement Report 2009-2010

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