Unit: Psychology
Program: Psychology (MA, PhD)
Degree: Master's & Doctorate
Date: Tue Oct 07, 2014 - 9:07:53 am

1) Below are your program's student learning outcomes (SLOs). Please update as needed.

The Board of Educational Affairs of the American Psychological Association has identified 10 major learning goals for an undergraduate program in psychology, along with specific learning outcomes associated with each goal.  Our Psychology Department has adopted these goals and has started developing an assessment plan based upon them.

The goals and their accompanying learning objectives are as follows:

1)  Theory and Content of Psychology: a)  describing and applying psychology’s concepts, language and theories; b)  explaining its major perspectives; c)  demonstrating understanding of its breadth and depth

2)  Research Methods in Psychology: a)  differentiating research methods; b)  evaluating aptness of research conclusions; c)  designing and conducting basic studies; d)  generalizing research conclusions appropriately

3)  Critical Thinking Skills in Psychology: a)  using and engaging in critical thinking; b)  using reasoning in arguments and persuasion; c)  approaching problems with sophistication

4)  Application of Psychology; a)  identifying psychology’s major applications; b)  articulating how it can be used toward social understanding and public policy; c)  recognizing the ethical complexities of applying psychology

5)  Values in Psychology; a)  understanding the need for ethical behavior; b)  tolerance of ambiguity; c)  demonstration of skepticism and intellectual curiosity; d)  attunement to scientific evidence; e)  civic responsibility; f)  respect for human diversity

6)  Information and Technological Literacy: a)  demonstrating competent, ethical and responsible use of information in academic work; b)  applying software in research reports; c)  mastering such computer basics as Internet navigation and spreadsheet generation

7)  Communication Skills: a)  demonstrating effective writing, interpersonal and oral communication skills; b)  showing quantitative literacy; c)  collaborating effectively with others

8)  Sociocultural and International Awareness: a)  showing sensitivity to and respect for diversity; b)  being able to consider and explain the role of cultural, racial, ethnic and economic factors, and of privilege and discrimination, in people’s behaviors

9)  Personal Development: a)  the ability to apply psychology to personal and professional development; b)  to self-regulate and display personal integrity

10)  Career Planning and Development: a)  applying psychology principles to career decision-making; b)  aiming for feasible career paths; c)  identifying realistic graduate-education pathways; d)  taking practical career steps; e)  valuing life-long learning and professional development

 

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: http://www.psychology.hawaii.edu/
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:
Other: http://www.psychology.hawaii.edu/graduate/standards-evaluations.html
Other:

3) Select one option:

Curriculum Map File(s) from 2014:

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.

0%
1-50%
51-80%
81-99%
100%

5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)

Yes
No (skip to question 14)

6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

SKIP

7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.

SKIP

8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.

SKIP

9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

SKIP

10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

SKIP

11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.

SKIP

12) State how the program used the results or plans to use the results. Please be specific.

SKIP

13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.

SKIP

14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.

We are in the process of developing a new curriculum map for the graduate program. We hope to have the map finalized by the end of Fall semester and outcome measures in place by the end of Spring semester.