Annual Assessment Report Form for Student Learning Outcomes by wufengmei007


									Date Received

                        Fall 2007 Semester Assessment Report Form
                                   DUE March 31st, 2008

Directions: Please complete a form for each of the programs within your department. This
form was designed to provide a format for assessment reporting and should not be used to limit
the amount of information provided. Each box that is attached to each of the sections is designed
to adjust to varying lengths. If you have any questions, please contact Dr. Bea Babbitt at x51506
or via email at:

1. Program Information:
         Program Experimental Psychology Doctoral Program
      Department Psychology
          College Liberal Arts
         Program Douglas Ferraro
   Semester Data Fall 2007
           Report Douglas Ferraro
    Submitted by
     Phone/email 702-895-0189/
  Date Submitted 5.06.08

2. According to the Assessment Plan for this program, what were the planned assessments to be
conducted during the 2007-2008 Academic Year? You may want to copy and paste from this
program’s assessment plan.

Which outcomes for       How did you measure     What results did you expect? If the
this program were        the outcomes?           students performed well what would
measured?                                        their performance look like, i.e.
                                                 percentages, means, or comparisons to
                                                 a national standard?
___2_outcomes out of a total of __5__ outcomes evaluated this semester.
# 1. Students should     Outcome was measured It was expected that by year three in
be able to present their by tallying conference  the program students would present at
knowledge to relevant presentations and          a conference or publish a research
parties through clear    professional            paper. It was further expected that post
written and verbal       publications.           Master’s students would continue to
communication.                                   present or publish professional work.
#2. Students should       Successful and timely      It is expected that all students will
understand and be able    completion of required     complete the three required
to implement the          methodology courses.       methodology courses with a grade of
methods of                                           B- or better in the first two years of
psychological science                                study. These courses are Psych 707,
                                                     Research Methods; Psych 708,
                                                     Statistics I; Psych 709, Statistics II.

3. Results, conclusions, and discoveries. What are the results of the planned assessments listed
above? What conclusions or discoveries were made from these results? Describe below or
attach to the form.

Results, conclusions, and discoveries
Program Outcome #1. Students should be able to present their knowledge to
relevant parties through clear written and verbal communication.

This outcome was assessed through a tally of presentations at professional meetings
and journal publications.

It was not anticipated that our students would present their research professionally
until their third year in the program. However, 7 of the 10 first and second year
students in experimental psychology had at least one conference presentation to their
credit, with one first year student having made three presentations and one second year
students having made four presentations. Moreover, one of the first year students also
had seven publications in professional journals and one second year student had two

Considering the third year, pre-masters cohort of six students, all but one had made a
conference presentation, with the average number of presentations being five. Two of
the six students also had journal publications, one with two papers and one with three

There are nine post-Masters students active in our experimental psychology Ph.D.
program as of Fall 2007. Every one of these students has a conference presentation
with the range being from one to 11 presentations and the mean number of
presentations being 5.3. Finally, five of the nine post-Masters students had a journal
publication with those publishing averaging 1.8 publications each.

Overall, then, 84 per cent of the students in the experimental program have made at
least one conference presentation with the average number of presentations being four.
The percentage of students publishing journal articles is more modest at 36 per cent
but there is a clear trend toward students publishing at a higher rate after their initial
two years in the program as expected.

By way of conclusion of this part, our program seems to be fostering research in our
experimental students and supporting their communication of this research in relevant
professional venues. While the program can always strive for more productivity from
their students, no changes in our mentoring of student research seems merited at this

Program Outcome #2. Students should understand and be able to implement the
methods of psychological science.

Student utilization of the methodologies of psychological science was assessed
through analysis of the performance of students in required methodology courses.

The expectation was that all students would successfully complete psych 707,
Research Methods; Psych 708, Statistics I; Psych 709, Statistics II within the first two
years of graduate study in the graduate program. This expectation was not fulfilled in
the past assessment period nor was it fulfilled this assessment period with two of the
six second year students being put on grade probation for a grade below B- in one or
more of these courses. It will be noted that grade performance in these courses
continues to be a metric for the program because historically this has been the most
troublesome learning outcome to achieve in the experimental program. The program
has yet to identify a reliable predictor of outcome success in this area except to say
that quantitative GRE scores have not served this purpose adequately.

The above outcome would not classify as a discovery to the program but rather as
confirmation that some if not most of our experimental psychology graduate students
would most likely benefit from different training in methodology or additional training
or both in coming fully to understand and implement the methods of psychological
science in their entirety.
4. Use of Results. What program changes are indicated? How will they be implemented? If
none, describe why changes were not needed.

Program Outcome #1. Students should be able to present their knowledge to relevant
parties through clear written and verbal communication.

Given that approximately 85% of our students have made a research presentation at a
professional conference and more than a third have published a journal article, no major
program changes seem necessary to meet this objective at this point in time. Obviously,
the program will continue to support research and its communication amongst our
students and strive to obtain a goal of 100 % presentations and publications by our
students. The experimental program believes that we are well on track for achieving that
ideal goal and we will continue to monitor this metric in order to assess our progress
toward that goal.

Program Outcome #2. Students should understand and be able to implement the
methods of psychological science.

The conclusion reaffirmed above about program Outcome #2 is being addressed by a
study committee convened by the Chair to consider the methodology offerings of the
department, the pedagogy used in those courses and the possibility of offering additional
courses. It is expected that the assessment report for Fall 2008 will be able to articulate
the solution arrived at by the faculty to address these needed program changes.

5. Dissemination of results, conclusions, and discoveries. How and with whom were the results

These results were shared with students and program faculty through the annual student
evaluation process and through meetings of the experimental program committee ( with
student representation).

Regular communications between the program director and Department Chair, and
between the Department Chair and Dean of the College of Liberal arts ensure that the
information gained through this assessment process is disseminated to the College and
presumably to the University.

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