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									              University of Alaska Anchorage
                   BA/BS in Psychology


                     Educational Effectiveness
                        Assessment Plan




                                         Version 1



                                       Adopted by

The Psychology Department Undergraduate Studies faculty: 10/1/06


                                      Submitted to

Dr. James Lizska, Dean of the College of Arts & Sciences: 10/20/06
            The Office of Academic Affairs: 10/20/06




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                                     TABLE OF CONTENTS

Introduction __________________________________________________________ 3

Program Outcomes _____________________________________________________ 4

Assessment Tools _______________________________________________________5

Assessment Implementation & Analysis _____________________________________8

Appendix A: PACAT Exit Exam ___________________________________________11
Appendix B: Student Satisfaction Survey ____________________________________13
Appendix C: Exit Interviews ______________________________________________17
Appendix D: Curriculum Evaluation Grid___________________________________19




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                                           INTRODUCTION

This document defines the expected educational outcomes for the Psychology Department‟s
Baccalaureate (BA/BS) degree program, and outlines a plan for assessing the achievement of the
stated outcomes during 2006-2007.

The Psychology Department‟s Undergraduate Studies Committee (USC) consists of all full-time
faculty (tenure-track and term) teaching undergraduate courses in the department (list of faculty
appears below). The USC meets every Wednesday from 11:30am-12:30pm in SSB 218 during
the Fall and Spring semesters.

The program outcomes for the BA/BS in Psychology were originally developed by the USC in
2000, and have been reviewed and updated every Fall (most recently in September, 2006). Dr.
Claudia Lampman, Professor of Psychology has been serving as the Outcomes Assessment
Coordinator for the baccalaureate degree in Psychology for the past 12 years.

Faculty serving on the Psychology Department Undergraduate Studies Committee (USC) in
2006-2007 include:

Dr. Robert Boeckmann (USC Coordinator)
Prof. Markie Blumer
Dr. Rebecca Bosek
Dr. Bruno Kappes
Dr. Claudia Lampman (Outcomes Assessment Coordinator for BA/BS)
Dr. Gwen Lupfer-Johnson
Dr. Eric Murphy
Dr. John Petraitis (Psychology Department Chair)
Dr. Inna Rivkin
Dr. Rosellen Rosich
Dr. Karen Ward
Prof. Vickie Wesolowski




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                                       PROGRAM OUTCOMES
The Undergraduate Studies Committee (USC) has determined a set of desired educational
outcomes for students receiving a baccalaureate degree (BA or BS) in Psychology at UAA.
These outcomes state that students getting a BA or BS in Psychology should:

      Possess a broad knowledge of contemporary Psychology.

      Be actively involved in psychological research.

      Have acceptable skills in research analysis (including writing, mastery of APA style, and
       computer literacy).

      Receive effective career preparation and advising.

      Report satisfaction with the program (including types and times of course offerings,
       evaluation of faculty, academic and career advising).

      Have sufficient opportunities for interaction among majors.

      Have a senior capstone experience that requires a major project integrating course
       knowledge and skills gained in the program.

      Have opportunities to acquire job skills appropriate for employment in community
       mental health settings.




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                                              ASSESSMENT TOOLS

A description of the tools used in the assessment of the program outcomes and their
implementation are summarized in Table 3. The tools and their relationships to the program
outcomes are listed in Table 4. Note: Tables 1 and 2 are not included because the program does
not have published objectives, only outcomes. There is a separate appendix for each tool that
describes the factors that affect the results and gives examples of the tools and how they will be
implemented.
                                                Table 3
                  Program Outcomes Assessment Tools and Administration

                                                                  Frequency/         Collection      Administered
    Tool                          Description
                                                                  Start Date          Method             by
PACAT Exit          Project in Area Concentration
                                                                  Administered     Standardized
Exam                Achievement Testing (PACAT) in
                                                                  twice per        multiple          UAA Advising
                    Psychology, a standardized exam that
                                                                  semester and     choice exam       and Counseling
                    measures knowledge of psychology in
                                                                  once in          (see Appendix     Center.
                    10 areas. National norms available for
                                                                  summer.          A, below)
                    comparison.
Student             A survey developed by the USC to
Satisfaction        assess student satisfaction with: 1)
                                                                  Administered     Self-report
Survey              quality, variety, size, and times of                                             Faculty in upper
                                                                  in Spring        survey (see
                    courses, 2) opportunities for research,                                          division core
                                                                  upper division   Appendix B,
                    field experience, and interaction with                                           courses.
                                                                  core courses.    below).
                    majors, 3) advising and department
                    information, and 4) faculty and staff.
Exit                Personal interviews with graduating
Interviews          seniors to gather critical feedback           Interviews to    Personal
                                                                                                     Faculty
                    about their experience in the program         be conducted     Interview
                                                                                                     volunteers on
                    that is difficult to gather with a paper-     in April and     (Appendix C,
                                                                                                     the USC
                    and-pencil measure. The goal is to            May, 2006.       below)
                    interview all graduates each year.
Curriculum          Grid asks faculty to indicate whether
Evaluation          each of the UG courses they teach
Grid                ‘Introduces,’ ‘Reviews,’ ‘Elaborates,’ or
                    ‘Applies’ material in each of the
                    following areas: (1) Critical Thinking, (2)
                    Scientific Method, (3) Research                                Faculty
                                                                                                     Faculty on the
                    Methodology/Design, (4)                                        completion of
                                                                  Begun Fall                         USC teaching
                    Statistics/Quantitative Reasoning, (5)                         grid (see
                                                                  2006                               Undergraduate
                    Library Research, (6) APA Style, (7)                           Appendix D,
                                                                                                     Courses
                    Literature Reviews, (8) Research                               below).
                    Reporting, (9) Oral Communication,
                    (10) Writing Required, (11) Ethics, (12)
                    Career Advising, (13) Job Skills, (14)
                    Collaboration Required, (15) Project
                    Management, and (16) Integration.
Graduate            This is a measure of how well our                              Survey of
                                                                                                     Outcomes
School              students are prepared for advanced                             faculty
                                                                  May, 2006                          Assessment
Acceptance          graduate training in the field of                              mentors; Exit
                                                                                                     Coordinator
Rate                psychology.                                                    Interviews
Student             Conducting research is a critical                              Survey of         Outcomes
                                                                  May, 2006
Theses,             component of an undergraduate                                  faculty           Assessment


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Conference      education in psychology. This will be a                   mentors; PSY      Coordinator
Presentations   measure of our students’ successes in                     499; 398; 398;
and             this area.                                                397; 499
Publications                                                              enrollments;
                                                                          conference
                                                                          programs




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                                           Table 4
                    Association of Assessment Tools to Program Outcomes




                                                                                                           Grad. School




                                                                                                                          Presentations
                                                     PACAT Exit




                                                                                                           Acceptances
                                                                  Satisfaction




                                                                                              Curriculum




                                                                                                                          Publications
                                                                                              Evaluation
                                                                                 Interviews
                                                                    Student

                                                                    Survey
                                                       Exam




                                                                                                 Grid
                                                                                    Exit




                                                                                                                          Theses,
Possess a broad knowledge of
                                                       1              0            0             1               1            0
contemporary Psychology.

Be actively involved in psychological
                                                       0              1            1             1               1            1
research.
Have acceptable skills in research
analysis (including writing, mastery of                1              0            0             1               1            1
APA style, and computer literacy).
Receive effective career preparation and
                                                       0              1            1             0               1            0
advising.

Report satisfaction with the program
(including types and times of course
                                                       0              1            1             0               0            0
offerings, evaluation of faculty,
academic and career advising).


Have sufficient opportunities for
                                                       0              1            1             0               0            0
interaction among majors.


Have a senior capstone experience that
requires a major project integrating
                                                       0              0            1             1               0            1
course knowledge and skills gained in
the program.


Have opportunities to acquire job skills
                                                       0              1            1             1               1            0
appropriate for employment in
community mental health settings.

                      0 = Tool is not used to measure the associated objective.
                        1 = Tool is used to measure the associated objective.




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    ASSESSMENT IMPLEMENTATION & ANALYSIS FOR PROGRAM IMPROVEMENT


General Implementation Strategy

I. Implementation of Recommendations from 2006-2007 Program Assessment

   Based on the USC‟s review of assessment data collected during the 2005-2006 academic
   year, the following program changes were recommended for implementation:

   1. 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 the PACAT exit exam. These were also the three courses
      that graduating seniors identified as weakest in their exit interviews. This analysis should
      involve evaluating the texts, assignments, testing strategies, and teaching approaches in
      required courses in each area (PSY 150, PSY 261, and PSY 345). In recent years, many
      sections of courses in these areas have been taught by adjunct and term faculty, so a
      review of their course syllabi and assignments seems especially important. Furthermore,
      PACAT exit exam scores in these areas have not always been low, and scores in most
      other areas are well above national averages. Thus, it seems that the low scores are likely
      related to instruction in these areas, not changes in the exam or student body over time.
      We need to make sure that we are using texts, examinations, and teaching styles that
      cover the critical material in each of these areas.

   2. Revise advising materials for the department to include: (1) a worksheet for students
      with a suggested timeline for taking courses and the pre-requisites required for upper
      division courses, (2) more attention to deadlines (exit exam, GREs, graduation, pre-
      requitistes needed for capstone courses), and (3) more information about the capstone
      selectives and recommendations for which capstone to take to meet the student's needs.
      Advising materials should emphasize that prerequisites will be strictly enforced, and
      faculty members need to stick to the policies and not allow students without prerequisites
      into their courses. Data from the exit interviews with graduating seniors suggested that
      many students need additional advising regarding course sequencing, capstone
      prerequisites and timing, and deadlines for things. Several mentioned that it was
      problematic when their upper division (especially capstone courses) had students in them
      who did not have the prerequisites for the course. This essentially brings down the level
      of the course and affects students.

   3. Add an additional capstone option that is of interest to a broad range of students.
      Possibilities include (1) moving PSY 328: Evolutionary Psychology to a 400-level, and
      (2) adding a lab-based course in Program Evaluation. 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: Foundations
      of Modern Psychology and PSY 420: Conducting Research in Psychology was impacted
      negatively by having students in the course who were unprepared for the intense


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       workload (such as being unprepared to discuss readings and participate in required
       discussions about their own research projects). These are two very hard courses
       recommended for students planning to go to graduate school. PSY 427: Field Experience
       in Psychology II is the course recommended for most students, but it has a prerequisite
       that is not a required course (PSY 327). So, a number of students find themselves in their
       last semester needing a capstone with few options other than the two research-intensive
       courses.

   4. Update the Psychology Lab in SSB 218 to include more printers and USB ports for all
      student-accessible computers. A number of students mentioned the lack of printers and
      USB ports available for computers in the Psychology Lab.

   5. Make the Psychology Department's website design a top priority, especially when it
      comes to advising materials, student clubs and activities, upcoming conferences and
      deadlines, scholarship applications, and links to other sites of interest. In the exit
      interviews, and throughout the academic year, students have mentioned that the
      department's website needs more information on advising, scheduling, and current events.

II. Assessment data to be collected in 2006-2007

   A. PACAT Exit Exam
   The USC will review the data from the 2005-2006 PACAT Exams during Fall 2006.
   The PACAT Exit Exam will be administered twice in Fall 2006, twice in Spring 2007, and
   once in Summer 2007.

   B. Student Satisfaction Survey
   The Student Satisfaction Survey will be administered in November 2005 in core upper
   division Psychology courses. The USC will review the results of the survey sometime in
   Spring 2006, and make recommendations for programmatic changes based on the results.

   C. Exit Interviews
   An exit interview will be conducted with all graduating seniors in April or May, 2007. Most
   faculty members on the USC have volunteered to conduct these interviews. The interview
   appears in Appendix C, below. A complete analysis of the exit interview data will likely not
   be completed by the USC until Fall 2007.

   D. Curriculum Evaluation Grid
   This information will be gathered from faculty teaching undergraduate courses in the
   Department. Each faculty member will complete the grid for each course that they teach.
   The data will then be compiled by the Outcomes Assessment Coordinator for review at an
   UGS Committee meeting or faculty retreat. The grid appears in Appendix D.

   E. Graduate School Acceptance Rate
   This information will be gathered by the Outcomes Assessment Coordinator, Dr. Lampman.
   She will send all faculty members in the department a brief survey inquiring about students




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   who have applied/been accepted to graduate school (survey to be developed in Spring 2007).
   We also ask about graduate school plans during the exit interviews with our graduates.

   F. Student Theses, Conference Presentations and Publications
   This information will be gathered, in part, from the same faculty survey mentioned above in
   part D of this section. Faculty will be asked to list the students they have mentored on a
   Senior Thesis project (PSY 499) or other course-based research projects (like PSY 398/498
   or PSY 397/497). They will also be asked about student research assistants, student
   presentations at conferences, and publications, and the status of any projects they are
   supervising. The Outcomes Assessment Coordinator will also obtain copies of all conference
   programs where our students usually present, including our own Behavioral Sciences
   Conference of the North, Western Psychological Association, American Psychological
   Association, and American Psychological Society.


Method of Data Analysis and Formulation of Recommendations for Program
Improvement

Faculty serving on the USC meet weekly during the Fall and Spring semesters. The
development of assessment tools and the analysis of assessment data will be placed on the
agenda for meetings as designated above. These discussions will result in recommendations for
program changes that are designed to enhance performance relative to the program‟s outcomes.
The results of the data collection, an interpretation of the results, and the recommended
programmatic changes will be forwarded to the Office of Academic Affairs (in the required
format) by the Outcomes Assessment Coordinator (Dr. Claudia Lampman), at the end of May
2007. A plan for implementing the recommended changes, including advertising the changes to
all the program‟s stakeholders, is also to be completed by the end of the 2006-2007 academic
year.

Modification of the Assessment Plan

The faculty on the USC, after reviewing the collected data and the processes used to collect it,
may decide to alter the assessment plan. Changes may be made to any component of the plan,
including the outcomes, assessment tools, or any other aspect of the plan. The changes are to be
approved by the faculty of the program. The modified assessment plan is to be forwarded to the
dean/director‟s office and the Office of Academic Affairs.




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                                APPENDIX A: PACAT EXIT EXAM


Tool Description:

Each semester, the Psychology Department administers an exit exam to graduating seniors. All
students are required to take this exam prior to graduation. The exam is used only as an
assessment tool; students do not need to attain a certain score on the exam to graduate, nor do
scores appear on transcripts. Since 1991, this exit exam has been supplied and scored by the
Project in Area Concentration Achievement Testing or PACAT. The exam measures knowledge
of psychology in 10 major areas; our curriculum requires coursework in 9 of these 10 areas. The
reports we receive allow us to examine how our students compare with other undergraduates
nationwide.

Factors that affect the collected data:

Because students need to merely take the exam, and not achieve a certain score, the exam is not
always taken seriously by students. All advisors and faculty are encouraged to speak with their
advisees and students about the importance of the exit exam to the assessment of the program.

How to interpret the data:

This exam is used by the USC to assess outcome #1 (that our students graduate with a broad
knowledge of contemporary psychology), and outcome #3 (that our students have acceptable
skills in research analysis). We examine standard scores and percentile ranks for our students in
each of the 10 areas (example table below).




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Standard Scores* and Percentiles on ACAT Exit Exam 1999-2005


                                      1999-00 2000-01 2001-02 2002-03 2003004 Fall 04** Spring 05 1999-2005***


Abnormal
 standard score                         530       514      544      426       530         384          417     481
 percentile                             61         55       67      23         62          12           20     43
Animal Learning/Motivation****
 standard score                         528       514      523                                                 521
 percentile                              61        56      59                                                  58
Developmental
 standard score                         523       503      542      432       504         363          383     470
 percentile                             59         51       66      25         52          9            12     40
Experimental Design
 standard score                         502       505      522      459       491         468          449     482
 percentile                              51        52      59       34        46          37            31     43
History & Systems****
 standard score                         465       449      488                                                 461
 percentile                             37         31       45                                                 35
Human Learning & Cognition
 standard score                         529       495      526      472       512         496          495     499
 percentile                              61        48      60       39        55          48            48     49
Personality
 standard score                         497       492      516      458       509         498          481     486
 percentile                             49         47       56      34         64          49           42     46
Physiological
 standard score                         495       494      541      499       497         513          562     507
 percentile                              48        48      66       50        49          55            73     53
Social
  standard score                        505       509      541      468       507         516          514     499
  percentile                            52         54       66      37         53          56           56     50
Statistics
 standard score                         528       519      538      466       513         528          550     509
 percentile                              61        57      65       37        55          61            69     54
Overall Score
 standard score                         517       499      544      414       495         437          453     472
 percentile                             57         50       67      19         48          26           32     40
Number of Examinees                      58        62      17       98        59           8            42     49


* Based on a mean of 500 and a standard deviation of 100
** Final report for 2004-2005 not yet available
*** Average weighted by yearly sample size
**** These topics dropped in 2003 because they are not areas where we have required course work




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                        APPENDIX B: STUDENT SATISFACTION SURVEY


Tool Description:

Approximately once per year, the USC administers a student satisfaction survey in core upper
division psychology classes. The survey is designed to assess student satisfaction with: 1)
quality, variety, size, and times of courses, 2) opportunities for research, field experience, and
interaction with majors, 3) advising and department information, and 4) faculty and staff.

Factors that affect the collected data:

The administration of this exam in upper division psychology courses means that not all current
Psychology majors take part in the survey each year. Nonetheless, the USC finds the survey data
very valuable, and takes this factor into account when interpreting the data.

How to interpret the data:

Students are asked to rate their satisfaction with aspects of the program using a 5-point scale
where 5=most satisfied and 1=least satisfied. There are also open-ended questions about what
students liked best about the program, and what they would like to see improved.

A copy of the survey that was administered in Spring 2006 appears below: The survey will be
administered again in Spring 2007.

________________________________________________________________________
                                      Department of Psychology
                                    University of Alaska Anchorage
                                              Spring 2006

 PLEASE COMPLETE THIS FORM ONLY IF YOU HAVE NOT ALREADY DONE SO

       This questionnaire asks for your opinions about the psychology undergraduate
       program. Your responses will be averaged with those of other students to help the
       faculty identify program strengths and weaknesses. Thanks for your help.

Are you working on an undergraduate degree in psychology?          ____ Yes       ____ No

Total credits you are taking this semester? ____

Total distance education credits you have taken (for all semesters)? ____

For Psychology Majors: What are your career plans?
 ____ Finish BA/BS and work in a setting related to psychology
 ____ Finish BA/BS and work in another area


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 ____ Finish BA/BS and go to graduate school to pursue ____________________________
 ____ Other plans ____________________________________
 ____ Does not apply

Your approximate class standing:
____Freshman ____Sophomore ____Junior ____Senior ____Other



Please rate your satisfaction or dissatisfaction with each of the following program features.
1. The current psychology degree requirements:

   dissatisfied :_____:_____:_____:_____:_____: satisfied                       _____ no opinion

   Comments:___________________________________________________


2. The quality of my psychology classes this semester:

   dissatisfied :_____:_____:_____:_____:_____: satisfied                       _____ no opinion

   Comments:___________________________________________________


3. The variety of psychology classes listed in the schedule for the Spring 2006 semester:

   dissatisfied :_____:_____:_____:_____:_____: satisfied                       _____ no opinion

   Comments:___________________________________________________


4. List any specific psychology classes you were not able to register for in the Spring 2006
semester because they were closed or not offered:

   ______________________________________________________________
5. The days and times on which classes are offered in this semester:

   dissatisfied :_____:_____:_____:_____:_____: satisfied                       _____ no opinion

   Comments:___________________________________________________

6. The size (number of students) in my psychology classes this semester:

   dissatisfied :_____:_____:_____:_____:_____: satisfied                       _____ no opinion

   Comments:___________________________________________________



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7. The adequacy of psychology lab facilities and lab space:

   dissatisfied :_____:_____:_____:_____:_____: satisfied                       _____ no opinion

   Comments:___________________________________________________

8. The opportunities available to me to participate in psychological research:

   dissatisfied :_____:_____:_____:_____:_____: satisfied                   _____ no opinion

   Comments:___________________________________________________

9. The availability and usefulness of computer facilities in the psychology department.

   dissatisfied :_____:_____:_____:_____:_____: satisfied                   _____ no opinion

   Comments:___________________________________________________

10. The opportunities available to me for hands-on practical experience opportunities (e.g. Psy
327 and 427):

   dissatisfied :_____:_____:_____:_____:_____: satisfied                   _____ no opinion

   Comments:___________________________________________________


11. The written information about the psychology program and psychology degree requirements
I have obtained from the Psychology Department:

   dissatisfied :_____:_____:_____:_____:_____: satisfied                   _____ no opinion

   Comments:___________________________________________________


12. The academic advising I have received from the Psychology Department:

   dissatisfied :_____:_____:_____:_____:_____: satisfied                   _____ no opinion

   Comments:___________________________________________________


13. The career advising I have received from the Psychology Department:

   dissatisfied :_____:_____:_____:_____:_____: satisfied                   _____ no opinion




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   Comments:___________________________________________________


14. The accessibility of psychology faculty members:

   dissatisfied :_____:_____:_____:_____:_____: satisfied                       _____ no opinion

   Comments:___________________________________________________


15. The helpfulness of the psychology secretarial staff:

   dissatisfied :_____:_____:_____:_____:_____: satisfied                       _____ no opinion

   Comments:___________________________________________________


16. The opportunities to interact with other psychology majors:

   dissatisfied :_____:_____:_____:_____:_____: satisfied                       _____ no opinion

   Comments:___________________________________________________

17. My general feelings about the Psychology Department:

   dissatisfied :_____:_____:_____:_____:_____: satisfied                       _____ no opinion

   Comments:___________________________________________________


18. What is best about the psychology program? ______________________________________

   __________________________________________________________________________

   __________________________________________________________________________


19. What could be changed or improved in the psychology program? ____________________

   __________________________________________________________________________

   __________________________________________________________________________

Any other comments about the psychology program you care to make on the back of this
survey will be carefully considered by the Department. Thank you again for your help.
________________________________________________________________________


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                  APPENDIX C: EXIT INTERVIEWS WITH GRADUATING SENIORS


Tool Description:

The exit interview is a 15-20 minute personal interview with graduating seniors designed to
gather critical feedback about their experience in the program that is difficult to gather with a
paper-and-pencil measure. The interviews will be conducted by volunteer faculty (full-time
tenure-track) on the USC, including: Robert Boeckmann, Bruno Kappes, Claudia Lampman,
Gwen Lupfer-Johnson, Eric Murphy, John Petraitis, and Rosellen Rosich.. Our goal is to
interview all graduates this year (approximately 45-50 students and 6-7 interviews per faculty
member).

Factors that affect the collected data:

There is always the possibility that a student may feel uncomfortable talking to a particular
faculty member about certain aspects of the program. A faculty interviewer will not be assigned
a student whom they have enrolled in one of their current courses.

How to interpret the data:

The interview questions appear below, and the interviews will be conducted in April and May of
2007. The results will be of a qualitative nature. These data will be compiled and analyzed by
the Outcomes Assessment Coordinator (Dr. Lampman) in May 2007, and will be included in the
Assessment Report for 2006-2007. The data will be discussed by the USC in Fall 2007.
______________________________________________________________________________
                                  Psychology Department -- University of Alaska Anchorage
                                      Exit Interview Questions for Graduating Seniors

Opening Remarks:
Thanks for taking the time to complete this interview. We would like you to give us your honest feedback about the strengths and
weaknesses of the Psychology program. The interview will take about 20 minutes and is completely confidential. We will use
your responses to help evaluate and strengthen our curriculum and program.

Is it all right if I take notes during the interview? Also, I’m going to place a do not disturb sign on my door, and not answer my
phone during the interview.

Question #1:
We’d like to begin by asking about your plans after graduation. Will you be working somewhere in Alaska or attending or
applying to graduate school?

Question #2:
Please think about the Psychology program’s required and elective courses.

          1 – Are there any additional courses you feel we should be offering, and why?
          2 – Would you comment on the courses that you feel were the strongest
              and the weakest, and why?
          3 – What are your thoughts about the times and frequency of course offerings?




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Question #3:
We’d also like to know what you think about the Psychology Department’s Lab and Computer Facilities?

Question #4:
Now we’d like to know how you feel about the advising you received from faculty and staff in the Psychology department.
Specifically, can you share your thoughts about the academic and career advising you received?

          1 – How often did you see an academic advisor (in times per year?)
          2 – How useful was this advising for you?
          3 – Is there anything you think was missing from your advising, and why?
          4 – How accessible were Psychology Department faculty for advising or other assistance?

Question #5:
We are also interested in evaluating the capstone requirement that went into effect this year:

          Which capstone class did you take?
          _____ 1 - PSY 412 Foundations of Modern Psychology
          _____ 2 - PSY 420 Conducting Research in Psychology
          _____ 3 - PSY 427 Field Experience
          _____ 4 - PSY 499 Senior Thesis
          _____ 5 – None; requirement did not apply to me.

The goal of the capstone is to provide an experience for the student that involves integrating material acquired throughout the
Psychology degree:

          1 – How would you rate your capstone experience, and why?
          2 – What do you think might improve the experience, and why?

Question #6:
Do you think there were sufficient opportunities for you to interact with other Psychology majors outside of the classroom? If
not, what else do you think could make an improvement here?

Question #7:
Finally, if you had to give a piece of advice to an incoming Psychology major, what would it be?

                  Closing Remarks: Thank you so much for taking the time to complete this interview.
________________________________________________________________________________________________________




             9400e310-9f29-4f4a-b0fb-4000cd4914fe.doc                     Submitted October 2006       Page 18 of 21
                    APPENDIX D: CURRICULUM EVALUATION GRID

Tool Description:

The curriculum evaluation grid was designed by the UGS committee during a retreat in January
2007. The purpose of the grid is to help us identify “holes” or systematic weaknesses in our
curriculum. The grid asks faculty to indicate whether each of the UG courses they teach
„Introduces,‟ „Reviews,‟ „Elaborates,‟ or „Applies‟ material in each of the following areas: (1)
Critical Thinking, (2) Scientific Method, (3) Research Methodology/Design, (4)
Statistics/Quantitative Reasoning, (5) Library Research, (6) APA Style, (7) Literature Reviews,
(8) Research Reporting, (9) Oral Communication, (10) Writing Required, (11) Ethics, (12)
Career Advising, (13) Job Skills, (14) Collaboration Required, (15) Project Management, (16)
Integration, (17) Advanced Degree Preparation, and (18) Alaska Needs. An example of the grid
appears below.

Factors that affect the collected data:

Data are collected from all faculty teaching undergraduate courses in the department. It is
possible that data will not be received from all faculty members teaching certain courses, and so
the results will need to be interpreted carefully. It is also likely that faculty may disagree about
the levels at which our courses should be covering the major areas described above.

How to interpret the data:

The data will examined by the UGS committee in the Spring 2007 semester. As this is a new
exercise for us, the data interpretation process will be evolving. We are engaging in this exercise
in order to look for gaps or weak areas in our curriculum. The Outcomes Assessment
Coordinator will compile the information and present it to the UGS committee for review.




          9400e310-9f29-4f4a-b0fb-4000cd4914fe.doc       Submitted October 2006   Page 19 of 21
                                                       Critical          S.                      Stats/Quant       Lib.
#         Course Title                                 Thinking          Method   Method/Des     Reas              Research
 111      General Psychology                           I                 I,       I (A)          I (A)
 115      Memory: How It Works & How To Improve        I                 I
 143      Death and Dying
 150      Human Development                            I, A              I, R     I, R           I                 I
 168      Human Sexuality
 245      Child Development                            I, A              R        R              I
 260      Statistics for Psychology + lab
 261      Research Methods in Psych + lab
 313      Psychology of Women
 316      Motivation & Emotion
 327      Field Experience
 328      Evolutionary Psychology
 345      Abnormal Psychology
 355      Learning and Cognition + lab
 366      Perception
 368      Personality
 370      Biological Psychology
 372      Community Psychology
 375      Social Psychology
 380      Stress Management
398/498   Individual Research
 412      Foundations of Modern Psychology
 420      Conducting Research in Psychology
 425      Clinical Psychology
 427      Field Experience in Psychology
 445      Strategies of Behavior Change
 450      Adult Development and Aging
 455      Best Practices in Mental Health Services
465/654   Cross Cultural Psychology
 485      Health Psychology
 486      Forensic Psychology
 492      Senior Seminar Series
 499      Senior Thesis




                                    9400e310-9f29-4f4a-b0fb-4000cd4914fe.doc          Submitted October 2006   Page 20 of 21
R.       Oral                      Career     Job                                           Capstone /                                        Pers.
Report   Comm   WRITTEN   Ethics   Advising   Skills   Collaboration   Project Management   Integration   Advanced Deg Prep.   Alaska Needs   Devlmnt
                I         I        I
                                                                                                                                              E, A

         I      I,A       I        I                   I, A                                                                    I              I

                A         I        I          I        I,A                                                                                    A




                          9400e310-9f29-4f4a-b0fb-4000cd4914fe.doc           Submitted October 2006   Page 21 of 21

								
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