Presentations on Employment Satisfaction Survey

Document Sample
Presentations on Employment Satisfaction Survey Powered By Docstoc
					                    Program Outcomes Assessment
                           Program    BA/BS Psychology
                        Department    Psychology
                     College/School   CAS
                     Academic Year    2005/2006
                    CIP Coordinator   Claudia Lampman
                                                                                                                                TABLE 1B
                                                                                                                PROGRAM OUTCOMES ASSESSMENT RESULTS

                                                                                                                                                                             Outcomes Indicators                                                                                     Current

                                                                                                                                                                              Grad. School & Univ. Honors*

                                                                                                                                                                                                             Research Present./Theses*
                                                                                                                                                   ACAT Exit Exam Results*

                                                                                                                                                                                                                                         Student Satisfaction

                                                                                                                                                                                                                                                                                       Weighted Average
                                                                                                                                                                                                                                                                Exit Interviews***
                                                                                                                                                                                                                                          Survey Results**





                                                                                                                                   Grade              C                       NG                                 A                          NG                     B                   B-                 B+          B+           B          B-
                                                                                A broad knowledge of contemporary
                                                                      1                                                            Value          2.00                                                       4.00                                               3.00                   2.75               3.39        3.39        2.93        2.75

                                                                                                                                   Weight         1.00                                                       0.50                                               0.50

                                                                                                                                   Grade           NG                              A                         A-                              B+                 NG                     A-                 A-          B+          A-          A-

                                                                      2      Actively involved in psychological research.          Value                                     4.00                            3.70                         3.30                                         3.74               3.63        3.51        3.67        3.74

                                                                                                                                   Weight                                    1.00                            1.00                         0.50

                                                                                                                                   Grade           B-                         A-                             A-                             NG                  NG                     B+                 B+          B+          B+          B+
                                                                                 Acceptable skills in research analysis
                                       Published Program Outcomes

                                                                      3      (including writing, mastery of APA style, and         Value          2.70                       3.70                            3.70                                                                      3.45               3.46        3.34        3.4         3.45
                                                                                          computer literacy).
                                                                                                                                   Weight         0.50                       1.00                            0.50

                                                                                                                                   Grade           NG                         NG                             NG                              C+                    B                   C+                 B-           B          B-          C+
                                                                               Receive effective career preparation and
                                                                      4                                                            Value                                                                                                  2.30                  3.00                   2.53               2.88        3.00        2.87        2.53

                                                                                                                                   Weight                                                                                                 1.00                  0.50

                                                                                                                                   Grade           NG                         NG                             NG                              B+                 A-                     B+                  B           B          B+          B=
                                                                                  Report satisfaction with the program
                                                                            (including types and times of course offerings,
                                                                      5                                                            Value                                                                                                  3.30                  3.70                   3.50               3.00        3.00        3.5         3.50
                                                                               evaluation of faculty, academic and career
                                                                                                                                   Weight                                                                                                 1.00                  1.00

                                                                                                                                   Grade           NG                         NG                             NG                                A-                  B                   B+                  B           B          B+          B+
                                                                             Have sufficient opportunities for interactions
                                                                      6                                                            Value                                                                                                  3.70                  3.00                   3.35               3.15        3.10        3.5         3.35
                                                                                           among majors.

                                                                                                                                   Weight                                                                                                 1.00                  1.00

                                                                                                                                   Grade           NG                         NG                                 A                          NG                  A-                     A-                  A          A-          B+          A-
                                                                                Have a senior capstone experience that
                                                                      7       requires a major project integrating course          Value                                                                     4.00                                               3.70                   3.85               4.00        3.60        3.5         3.85
                                                                             knowledge and skills gained in the program.
                                                                                                                                   Weight                                                                    1.00                                               1.00

                                                                                                                                   Grade           NG                         NG                             NG                                 B               B+                        B                                        B           B
                                                                               Have opportunities to acquire job skills
                                                                      8       appropriate for employment in community              Value                                                                                                  3.00                  3.30                   3.20                                       2.9         3.20
                                                                                       mental health settings.
                                                                                                                                   Weight                                                                                                 0.50                  1.00


                                                                                                                              Blank and shaded = Tool does not measure this published outcome.                                                                                         3.30
                                                                                                                              Weights: 0.5 = Tool gives anecdotal indication of published outcome.
                                                                                                                                          1 = Tool is a good measure of the published outcome

                                                                    * See supplementary EXCEL file for data on ACAT exam, graduate school acceptances, University Honors graduates, and research presentations and senior theses.
                                                                    ** Student Satisfaction Survey conducted in Spring 2006 (see supplementary Word file for Quantitative Results)
                                                                    *** Exit Interviews conducted in April and May, 2006

Submitted 6-15-06                                                                                                                 5ba2f61d-76f3-40ce-91c0-3091fc85bf8f.xls                                                                                                                                                                                            Outc Results
 Program Outcomes Assessment Discussion
          Program       BA/BS Psychology
       Department       Psychology
    College/School      CAS
   Academic Year        2005/2006
   CIP Coordinator      Claudia Lampman

                                                                 TABLE 2B
                                                 ANALYSIS OF OUTCOME ASSESSMENT RESULTS

                        Note: Alternatively, an electronic word-processing document compatible with MS Word may be substituted for this table.

                                          Outcome                        Result                                                                                  Explanation of the Results
                                                                                   In order to assess whether our students have a broad knowledge of contemporary psychology, we require graduating seniors to take (but not "pass") an exit
                                                                                   exam (the Area Concentration Achievement Testing or ACAT test in Psychology*). Keep in mind that UAA students simply have to take the ACAT, and
                                                                                   there is no incentive for performing well on the exam. Consequently, scores on the ACAT might understimate the abilities of our students. Nonetheless,
                                                                                   ACAT scores can shed some light on student proficiency in 8 major sub-fields of Psychology. Over the past several semesters (Fall 2004-Fall 2005),
                        A broad knowledge of contemporary                  B-
                                                                                   graduating seniors scored well above the national average (50th %ile) in 4 of the 8 areas tested by the ACAT (Physiological: approximately 65th %ile,
                                   psychology.                                     Statistics: approximately 65th %ile, Social Psychology: about the 60th %ile, and Human Learning & Cognition: around the 58th %ile). Results were around
                                                                                   the national average in one area (Personality: 46th %ile), and below the national average in 3 areas (Experimental Design: approximately 32.5 %ile,
                                                                                   Abnormal: about the 19th %ile, and Developmental: about the 11th %ile.). Graduating seniors were also asked during the exit interview to indicate which
                                                                                   courses in the department were the weakest, and the three courses named most often were Lifespan Development (PSY 150), Research Methods (PSY
                                                                                   261), and Abnormal Psychology (PSY 345) -- the exact areas where are exit exam scores are very low. The Undergraduate Studies Committee (USC)
                                                                                   Involving undergraduate students in research is a key strength of the Psychology Department's baccalaureate program. Students gain research experience
                                                                                   in numerous ways, including working with faculty on research projects, conducting their own research with faculty supervision in one of our research-based
                                                                                   courses (PSY 261, 420, 398, 498)*, or completing an empirical Senior Honors Thesis (PSY 499)*. Nine students conducted a Senior Thesis project during
                                                                                   2005-2006; about 20-25% of our seniors work on a thesis each year. We also had three Psychology majors graduate from the University Honors program in
                          Actively involved in psychological                       2005-2006* -- one-third of all University Honors graduates this year. In addition, two University Honors students who were not Psychology majors worked
                    2                                                      A-
                                      research.                                    with a Psychology faculty member on their senior honors thesis project. We require that the thesis be an empirical research project with an APA-style
                                                                                   report, and that students have a faculty committee that reviews and approves the final product. This year we also had 8 students participate in PSY
                                                                                   398/498* (what we call the "Research Pyramid"). A faculty supervisor helps connect students who want to gain some research experience with both a
                                                                                   faculty mentor and a more experienced student. The students then meet weekly for a semester to work on their projects. We also actively encourage our
                                                                                   undergraduates to share their research projects at a local, regional, or national conference. For the past 24 years the Psychology Department has hosted
                                                                                   A number of outcome indicators can of used to assess research analysis skills. First, can present their research exit exam* are relevant here. On the
                                                                                   the Behavioral Sciences Conference be the North (BSCN) each spring where students two sub-tests on the ACAT and attend guest lectures by keynote
                                                                                   "Statistics" section of the ACAT, our students have scored well above average for the past several semesters (during 2004-2005, at the 68th%ile and this
                                                                                   past Fall at the 61st %ile). On the "Experimental Design" sub-test, scores over the past several semesters have been below the national average (at about
                                                                                   the 32-33rd %ile). We do require a course in both Statistics (PSY 260) and Research Methods (PSY 261), and have a capstone selective in Conducting
                        Acceptable skills in research analysis
                                                                                   Research in Psychology (PSY 420). These are among the most challenging courses for our students, so we are pleased by the strong scores on statistics,
                    3    (including writing, mastery of APA                B+
                                                                                   but somewhat concerned by the lower scores in experimental design. We know that many of our majors also take AS 252 to fulfill their Math GER, and are
                            style, and computer literacy).
                                                                                   therefore, receiving a strong dose of statistics. We also expect that more students will take the upper division research design and analysis class now that it
                                                                                   is among the list of courses fulfilling the capstone requirement. As described above on outcome 2, the department feels very strongly about involving our
                                                                                   majors in research, and feels that we are doing a very good job at this. When we examine the number of students presenting research at conferences and
                                                                                   conducting Senior Theses*, we feel that we are providing our students with the motivation and opportunity to engage in research and analysis. At the BSCN
                                                                                   There are on typical career paths for Psychology graduates: pursue a graduate degree (the terminal degree in Psychology is 261, to senior theses. Finally,
                                                                                   (describedtwo outcome 2, above) we have students at every level participating in research projects, from sophomores in PSY the Ph.D.) or look for work in
                                                                                   the human or social services. Right now, the department has a few indicators of how well we are doing in terms of career advising. The most direct
                                                                                   measures come from the "Student Satisfaction Survey"** which is administered about once every other year in upper-division Psychology classes (the most
                                                                                   recent survey was in Spring 2006). Several items on the survey measure satisfaction with advising and career preparation on a 5-point scale (where
                        Receive effective career preparation                       1=least satisfied and 5=most satisfied). The satisfaction rating for "career advising" in Spring 2006 was 3.41, or somewhat satisfied. Students were more
                    4                                                      C+      satisfied (3.85) with their academic advising, and opportunities for 'hands-on' experience (3.76). Finally, students rated the department's written advising
                                   and advising.
                                                                                   materials positively (4.13). We also look to students entering and completing graduate programs* as a measure of success in career advising. An analysis
                                                                                   of data over the past five years indicates that nearly 1 in 4 of our graduates is admitted to a graduate program, and that the vast majority of these students
                                                                                   have completed or will complete their degrees in a timely manner. This year, approximately 10 students were accepted into graduate programs, including
                                                                                   the new joint UAF/UAA Ph.D. program in Community-Clinical Psychology. We also asked recent graduates to comment about the quality of advising they
                                                                                   received from Psychology Department faculty during the exit interview. Most of the students interviewed were quite positive about the advising they
                                                                                   The Psychology Department adminsters a "Student Satisfaction Survey"** once every other year in its upper division Psychology classes to gather
                                                                                   satisfaction ratings on 16 aspects of the undergraduate program. All items are rated on a 5-point scale, where 1=least satisfied and 5=most satisfied. In
                        Report satisfaction with the program                       Spring 2006, the average satisfaction rating on 'General feelings about the Psychology Department' was 4.20 out of 5. High satisfaction ratings (above 4)
                        (including types and times of course                       were also given to: 1) current degree requirements, 2) quality of Psychology classes, 3) size of Psychology classes, 4) written information from the
                    5                                                      B+      Department, 5) accessibility of Psychology faculty, 6) adequacy of lab facitilites and space, and 7) chances to interact with fellow majors. The department's
                           offerings, evaluation of faculty,
                           academic and career advising).                          lowest ratings concerned 'the days and times on which classes are offered' (3.39), and 'the availability and usefulness of computer facilities in the
                                                                                   department' (3.09). The Department has long recognized and lobbied for improvement in terms of computer facilities, and the recently added computer lab
                                                                                   on the 2nd floor of the SSB is addressing this need. Each year, the Undergraduate Studies Committee also conducts exit interviews*** with our graduating
                                                                                   seniors. Students awarded degrees in 2005-2006 were generally positive about the program, and suggest that the program's greatest strengths are its
                                                                                   Two indicators measure success in this area. First, the Psychology Department conducts a "Student Satisfaction Survey"** every other year; the most
                                                                                   recent results are from Spring 2006. One item on the survey asks students to rate how satisfied they are with "chances to interact with other majors" on a 5-
                                                                                   point scale, where 5 is most satisfied and 1 is least satisfied. The average rating on this item was very positive, about 4.11. Second, we asked a similar
                                                                                   questions of students who received their degrees in 2005-2006 during the exit interview***. The vast majority of graduates said that there were plenty of
                           Have sufficient opportunities for
                    6                                                      B+      oppotunities to get involved in projects with other Psychology majors, if you were inclined to do so. Most people talked about the Psychology Club and Psi
                             interactions among majors.
                                                                                   Chi (the National Honor Society in Psychology). Approximately 15% of majors are actively involved in one or both of these clubs. These two clubs
                                                                                   contribute significantly to the Psychology Department's overall success. For example, the clubs typically raise enough money each year to sponsor a
                                                                                   Thanksgiving dinner and to bring keynote speakers to the BSCN. This year, the clubs raised enough funds to bring three speakers in for the conference: Dr.
                                                                                   John Darley, Dr. Jeff Weatherley, and Dr. Gina Vincent (a former UAA undergraduate). The conference was incredibly well-attended this year.
                                                                                   In 2002-2003, we implemented a new major requirement that students complete one of four courses involving a major "capstone" or integrative experience.
                                                                                   The requirement may be fulfilled with a major empirical research project of the student's own design in PSY 420 (Conducting Research in Psychology) or
                                                                                   PSY 499 (Senior Thesis), a more applied practicum in our Advanced Field Experience course (PSY 427), or a major academic review of psychological
                         Have a senior capstone experience                         foundations in PSY 412 (Foundations of Modern Psychology). In Spring 2006, we conducted exit interviews with recent graduates to help us evaluate the
                             that requires a major project                         capstone experience. As the capstone requirement went into effect only recently, only about half of those interviewed were affected by the requirement.
                    7                                                      A-
                          integrating course knowledge and                         Those who did complete one of the four capstone courses mainly agreed that the course fulfilled the spirit of the requirement. A few people, however,
                             skills gained in the program.                         indicated that the capstone courses were difficult to register for (filled very early), and contained students who did not have the prerequisites for the course
                                                                                   (bringing the overall level of the course down). We also had 9 students take PSY 499 (Senior Thesis) during 2005-2006, roughly 20% of our graduates. It is
                                                                                   exciting that more students are taking on the challenge of an integrative senior thesis project. As mentioned in last year's report, however, it will be
                                                                                   important to monitor the impact this has on faculty workloads in the future. Students must have a faculty supervisor and reader for their thesis project in 499,

                                                                                   Both the Student Satisfaction Survey** and Exit Interviews*** from Spring 2006 help us to evaluate this outcome. On the Survey, students were asked how
                                                                                   satisfied they were with the opportunities available for practica (mean rating of 3.76 out of 5) and research involvement (mean rating of 3.83 out of 5).
                                                                                   Recent graduates were also asked about the quality of career and academic advising they received in the program. The exit interviewees were very
                           Have opportunities to acquire job
                                                                                   positive about the advising they received. They can receive a "Certificate of Completion of Community Mental Health Services" if they complete five
                    8    skills appropriate for employment in              B
                                                                                   courses designed to provide entry-level knowledge and skills appropraie for a variety of baccalaureate-level jobs in community mental health settings.
                          community mental health settings.
                                                                                   These courses include: PSY 327 (Field Experience in Psychology), PSY 372 (Community Psychology), PSY 427 (Advanced Field Experience in
                                                                                   Psychology), PSY 445 (Strategies of Behavior Change), and PSY 455 (Mental Health Services in Alaska). In the coming years we will need to evaluate the
                                                                                   impact that this option has on career preparation, job placement and student satisfaction.

                        * See supplementary EXCEL file for data on ACAT exam, graduate school acceptances, University Honors graduates, and research presentations and senior theses.
                        ** Student Satisfaction Survey conducted in Spring 2006 (see supplementary Word file for Quantitative Results)
                        *** Exit Interviews conducted in April and May, 2006

Submitted 6-15-06                                                                                                   5ba2f61d-76f3-40ce-91c0-3091fc85bf8f.xls                                                                             Outc Analysis
 Program Improvement Recommendations Based on Assessment
         Program    BA/BS Psychology
      Department    Psychology
   College/School   CAS
  Academic Year     2005/2006
  CIP Coordinator   Claudia Lampman

                                                                                    TABLE 3
                                                            PROGRAM IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT

      Rec. No.                                             Recommendation                                                 Outcome(s)                   Rationale for the Recommendation                                                Resource Implications                                                  Action Taken
                      The USC should conduct a thorough analysis of courses in the three areas (Developmental,
                      Abnormal, Experimental Design) where our students are scoring below national averages on
                                                                                                                                       ACAT exit exam scores in these areas have not always been low,
                      the ACAT exit exam. These were also the three courses that graduating seniors identified as                                                                                                This is an analysis task to be handled by the USC, and will likely
                                                                                                                                       and scores in most other areas are well above national averages.
                      weakest in their exit interviews. This analysis should involve evaluating the texts,                                                                                                       involve the efforts of senior, tenure-track faculty who teach courses
                                                                                                                                       Thus, it seems that the low scores are likely related to instruction in
          1           assignments, testing strategies, and teaching approaches in required courses in each area (PSY         1,3                                                                                 in these areas. These faculty will need to review CCGs and mentor
                                                                                                                                       these areas, not changes in the exam or student body over time. In
                      150, PSY 261, and PSY 345). As mentioned in the outcome analysis section, more courses in                                                                                                  other faculty by assisting with the development of syllabi,
                                                                                                                                       addition, our required courses in these three areas are those that                                                                                 Agenda item for Undergraduate Studies Committee
                      these areas are being taught by adjunct and term faculty, so a review of their course syllabi and                                                                                          assignments, etc.
                                                                                                                                       graduating seniors identified as the weakest in the department.                                                                                    (USC) and/or Full Faculty meeting in Fall 2006. The USC
                      assignments seems especially important. We need to make sure that we are using texts,                                                                                                                                                                               meets weekly during the academic year; the Full Faculty
                      examinations, and teaching styles that cover the crticial material in each of these areas.                                                                                                                                                                          meet bi-weekly.
                      Revise advising materials for the department to include: (1) a worksheet for students with a                     Data from the exit interviews with graduating seniors suggested that
                      suggested timeline for taking courses and the pre-requisites required for upper division                         many students need additional advising regarding course
                      courses, (2) more attention to deadlines (exit exam, GREs, graduation, pre-requitistes needed                    sequencing, capstone prerequisites and timing, and deadlines for
                                                                                                                                                                                                                 This will require work on the part of the USC and the department's
          2           for capstone courses), and (3) more information about the capstone selectives and                     4,5,7,8    things. Several mentioned that it was problematic when their upper
                                                                                                                                                                                                                 secretarial staff.
                      recommendations for which capstone to take to meet the student's needs. Advising materials                       division (especially capstone courses) had students in them who did
                      should emphasize that prerequisites will be strictly enforced, and faculty members need to                       not have the prerequisites for the course. This essentially brings
                      stick to the policies and not allow students without prerequisites into their courses.                           down the level of the course and affects students.
                                                                                                                                                                                                                                                                                          Same as for recommendation #1.
                                                                                                                                       Several graduating seniors mentioned some difficulty registering for
                                                                                                                                       capstone courses that filled too quickly. In addition, several
                                                                                                                                       graduates said that their capstone experience in PSY 412:
                                                                                                                                                                                                                 If PSY 328: Evolutionary Psychology is bumped up to a 400-level
                                                                                                                                       Foundations of Modern Psychology and PSY 420: Conducting
                                                                                                                                                                                                                 and offered once per year, the only resource implication is the effort
                                                                                                                                       Research in Psychology was impacted negatively by having students
                                                                                                                                                                                                                 involved by the USC to do the necessary CARs. If the course is
                                                                                                                                       in the course who were unprepared for the intense workload (such
                      Add an additional capstone option that is of interest to a broad range of students. Possibilities                                                                                          taught twice per year, that would require an additional 3 credit
                                                                                                                                       as being unprepared to discuss readings and participate in required
          3           include (1) moving PSY 328: Evolutionary Psychology to a 400-level, and (2) adding a lab-             1,3,5,7                                                                              offering, requiring adjustment to a faculty member's workload and a
                                                                                                                                       discussions about their own research projects). These are two very
                      based course in Program Evaluation.                                                                                                                                                        reduced course offering elsewhere. If a new course is added, such
                                                                                                                                       hard courses recommended for students planning to go to graduate
                                                                                                                                                                                                                 as a Lab in Program Evaluation, there are similar implications. It
                                                                                                                                       school. PSY 427: Field Experience in Psychology II is the course
                                                                                                                                                                                                                 would affect a faculty member's workload and the department's total
                                                                                                                                       recommeded for most students, but it has a prerequisite that is not a
                                                                                                                                                                                                                 course offerings.
                                                                                                                                       required course (PSY 327). So, a number of students find
                                                                                                                                       themselves in their last semester needing capstone with few options
                                                                                                                                       other than the two research-intensive courses.
                                                                                                                                                                                                                                                                                          Same as for recommendation #1.
                                                                                                                                                                                                                 Cost of adding a couple of printers and USB ports accessible from
                      Update the Psychology Lab in SSB 218 to include more printers and USB ports for all student-                     A number of students mentioned the lack of printers and USB ports
                                                                                                                             2,3,5                                                                               the front of the computers. May require additional computers if
                      accessible computers.                                                                                            available for computers in the Psychology Lab.
                                                                                                                                                                                                                 upgrades cannot be made to existing machines.                            Same as for recommendation #1.
                      Make the Psychology Department's website design a top priority, especially when it comes to                      In the exit interviews, and throughout the academic year, students        This will likely involve assigning the task of website design and
          5           advising materials, student clubs and activities, upcoming conferences and deadlines,                  4,5       have mentioned that the department's website needs more                   oversight to a faculty member as part of the service component of
                      scholarship applications, and links to other sites of interest.                                                  information on advising, scheduling, and current events.                  his or her workload.                                                     Same as for recommendation #1.

Submitted 6-15-06                                                                                                                                   5ba2f61d-76f3-40ce-91c0-3091fc85bf8f.xls                                                                                                                                    Recommendations

Description: Presentations on Employment Satisfaction Survey document sample