Unit: Psychology
Program: Psychology (BA)
Degree: Bachelor's
Date: Thu Oct 09, 2014 - 10:34:26 am

1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)

1. 1)Psychological knowledge: Synthesis and Application: Students will be able to describe key concepts and develop a working knowledge of psychologys content domains, e.g., cognition and learning, developmental, biological, and sociocultural, etc.

(1a. General education, 1b. Specialized study in an academic field, 2b. Conduct research)

2. 2)Scientific inquiry and critical thinking: Students will be able to use scientific reasoning to interpret psychological phenomena; demonstrate psychology information literacy; engage in innovative and integrative thinking and problem solving; interpret, design, and conduct basic psychological research; incorporate sociocultural factors in scientific inquiry.

(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report)

3. 3)Ethical and social responsibility in a diverse world: Students will be able to apply ethical standards to evaluate psychological science and practice; build and enhance interpersonal relationships; adopt values that build community at local, national, and global levels.

(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)

4. 4)Communication: Students will be able to demonstrate effective writing for different purposes; exhibit effective presentation skills for different purposes; interact effectively with others.

(1a. General education, 1b. Specialized study in an academic field, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)

5. 5)Professional development: Students will be able to apply psychological content and skills to career goals; exhibit self-efficacy and self-regulation; refine project- management skills; enhance teamwork capacity; develop meaningful professional direction for life after graduation.

(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)

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

Department Website URL: 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: Specific faculty websites may contain course syllabi.
Other:
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.

Data are collected for an evaluation of the degree to which these SLOs are met:

 

  1. Syllabi are collected for each course and include the specific course SLOs indicated in the curriculum map.

 

2)  An entry and exit survey is administered throughout the academic year.  The goal of these surveys is to assess whether SLOs are met at the time of graduation.

 

     The survey data are evaluated by the Undergraduate Studies Committee.  Curriculum deficiencies are reported to the faculty for discussion on improving the undergraduate curriculum.  Assessment of the SLOs is a continuous, ongoing process and course syllabi and outcome data are reviewed on an annual basis.

 

     Of note, any new course proposals or a substantive modification of an existing course will require information concerning the SLOs to be addressed.  The Psychology

Undergraduate Studies Committee will work with the instructor in developing a new course proposal to ensure that SLO’s are appropriate of the course. 

 

 

Outcome Data From Entrance and Exit

Surveys, 2013-2014

 

Date: Fall 2013 – Spring 2014

 

UHM Undergraduate Psychology Entrance Survey (133 respondents)

 

Please indicate the number of psychology courses you have already taken: M=6.36, SD =2.93

 

Students are asked to rank their response from 1 (strongly disagree) to 5 (strongly agree).

 

SLO 1

 

  1. I currently feel knowledgeable about psychological concepts, theoretical perspectives, research findings, or historical trends.  M=4.04, SD=0.78

 

SLO 2

 

  1. I have a background in basic research methods, including research design, data analysis and interpretation, and able to use critical and creative thinking in solving problems.  M=4.06, SD=.88

 

SLO 3

 

  1. I understand how psychological concepts can be used in everyday life and organization as well as the ethical complexities involved in applying psychology to social situations.  M=4.29, SD=.74                                                                                 

                    

SLO 4

 

  1. I currently feel comfortable with my communication skills including writing, interpersonal and oral skills, showing quantitative literacy and collaborating with others.  M=4.43, SD=3.48                                                                                                                 

 

SLO 5

 

  1. I feel capable of understanding mental processes, applying effective strategies for self-management, including self-regulation, and integrity.   I also feel capable of using psychological skills, values, and information for my future career.  M=4.29, SD=.74                                                  

 

Date Fall 2013 – Spring 2014

 

UHM Undergraduate Psychology Exit Survey (upon graduation) (115 respondents)

 

Please estimate the number of psychology courses that you have taken at the Manoa campus: M=10.37, SD = 5.02

 

Similar to the entrance survey, students are asked to rank their response from 1 (strongly disagree) to 5 (strongly agree

 

SLO 1

 

1)  As a result of majoring in Psychology, I feel more knowledgeable in psychological

     concepts, theoretical perspectives, research findings, or historical trends.  M=4.58,

     SD=.66

 

SLO 2

 

2)  I now have a better understanding of basic research methods, including research

     design, data analysis and interpretation and able to use critical and creative thinking in

     solving problems. M=4.45, SD=.66                                              

 

SLO 3

 

3)  I now understand how psychological concepts can be used in everyday life and

     organization as well as the ethical complexities involved in applying psychology to

     social situations.  M=4.68 SD=.54

 

SLO 4

 

4)  I developed effective communication skills including writing, interpersonal and oral

     skills,  showing quantitative literacy and collaborating with others.  M=4.28 SD=.74                

SLO 5

 

  1. I benefited from studying psychology with regards to developing an understanding of mental processes, applying effective strategies for self management, including self-regulation, and demonstrations of integrity.   I also feel capable of applying my skills, values, and information I received as a psychology major in my future career.  M=4.70 SD=.58

 

 

 

 

 

 

Independent t-tests analysis between entrance and exit responses obtained Fall 2013 – Spring 2014

 

Item comparisons

1-1

2-2

3-3

4-4

5-5

df

244

244

244

244

242

t

5.74

4.90

2.79

.46

4.60

p-values

.000

.000

.006

.646

.000

 

 

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.

 Syllabi are collected for each course, accompanied by a statement from the instructor regarding the specific outcomes expected from that course and the method to determine if the outcome is being obtained (i.e., what course-embedded assessment tools are being employed).

 

     Student course evaluations (eCAFÉ) are especially used in providing information on: 1) course effectiveness in meeting learning objectives; 2) knowledge and critical thinking skills obtained from the course; and 3) understanding critical theoretical course concepts.  In addition, graduate student and outside lecturers are required to conduct eCAFÉ for their Psy courses and the eCAFÉ is evaluated by the undergraduate chair and discussed with the Department Chair for future course recommendations and improvements.

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

     An entry survey is taken immediately after a student declares psychology as the major.  The exit survey is administered to all graduating Psy majors when the Goldenrod is completed.  The goal of these surveys is to assess the extent to which the Psychology undergraduate student perceives that SLO outcomes were enhanced by completing a number of our Psy courses.

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

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)
Dean/Director
Other: Undergraduate Chair

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

Used a rubric or scoring guide
Scored exams/tests/quizzes
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
Other:

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

     The statistical analyses of our surveys are presented in the Table at the end of the SLOs.  As shown in the Table, similar questions answered in the entry and exit surveys indicate a significant improvement in SLOs 1, 2, 3 and 5 at the time of graduation.

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

     Instructors are responsible for developing and revising their courses.  New course proposals are discussed at the Undergraduate Committee and recommendations consistent with the SLOs are forwarded to the Faculty for approval. The SLOs are also distributed to faculty and lecturers and discussed at faculty meetings.

     Data collected has led to our modification of our methods and statistics courses.  Prospective students are now required to successfully complete Psychological Methods (PSY 212), which now includes a 1-credit lab section, and Statistics (PSY 225/SOCS 225) prior to declaring their major in psychology.  In addition, instructors who have not met our expectations of SLOs are removed from our teaching pool.  Courses are now monitored on the basis of feedback from instructors and eCAFE in how well students met the SLOs of the course.

     A major change this past year is to strongly recommend that faculty who teach a senior seminar obtain a focus approval, e.g., W, O, and/or E, for their course.  We have also removed graduate students, who are not allowed to obtain Focus approval from continuing to teach senior seminars.

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.

     The statistical analysis of the survey questions provides insights into the strengths and weakness of our psychology courses.  For example, in the last seven years when we required successful completion of our Methods and Statistics courses before a student can declare their major in psychology, we began to observe significant differences in survey questions 1 and 2, which evaluate student knowledge of psychological concepts and methods.  In addition, in the last 3 to 4 years, critical thinking issues in Psychology (question 3), and how psychological concepts and ethical issues can be addressed in everyday life and organization (question 5) have significantly improved  among graduating seniors.  In the last two years, question 4, which focuses on communication issues did not show significant improvement at the time of graduation.  As a result, the Undergraduate Committee made a recommendation that requires all PSY 4X9 seminar courses to be taught only by faculty with an approved GenEd Focus, i.e., Writing, Ethics, Oral, etc.  By so doing, undergraduates will be exposed to communication and/or ethics courses that improve their skills in writing and oral communication.

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.

     The Undergraduate Committee is currently developing a writing rubric that will be used by faculty teaching senior W seminars.  The aim is to identify the weaknesses in student writing and address these writing deficiencies with appropriate instruction and writing tools that may facilitate student writing communication skills (SLO 4).