Program: Psychology (MA, PhD)
Degree: Master's & Doctorate
Date: Wed Sep 09, 2015 - 10:44:22 am
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
The Department of Psychology seeks to provide graduate students with the knowledge and skills to conduct and disseminate competent research in a multicultural setting as well as to engage in culturally competent practice and teaching. To accomplish these goals, the Department has 6 student learning objectives (SLOs):
1) Develop knowledge and understanding:
Demonstrates knowledge in one or more general subject areas related to, but not confined to, a specific area of interest.
Demonstrates an understanding of research methodology and techniques specific to one’s field of study.
2) Application: Apply research methods; Use critical thinking skills:
Applies research methodology specific to one’s field of study.
Critically analyzes and synthesizes information and data related to one’s field of study.
3) Communicate effectively:
Proficiently communicates and disseminates information in a manner relevant to the field.
4) Conduct responsible, ethical research:
Conducts research or projects as a responsible and ethical professional.
5) Interact professionally:
Interacts professionally with others.
6) Sociocultural and international awareness:
Demonstrates an awareness and understanding of sociocultural and international diversity.
Understands the effects of culture on psychological processes and is able to apply this knowledge in research and practice.
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
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) Please review, add, replace, or delete the existing curriculum map.
- File (03/16/2020)
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 learning assessment activities between June 1, 2014 and September 30, 2015?
Yes No (skip to question 16)6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)
Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey) Collect/evaluate student work/performance to determine SLO achievement Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring) Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement. Investigate other pressing issue related to student learning achievement for the program (explain in question 7) Other: We are in the process of developing an form to evaluate SLOs for theses and dissertations. The form will route through the graduate studies committee and then will be presented at a faculty meeting in Fall, 2015 for full faculty approval.7) Briefly explain the assessment activities that took place in the last 18 months.
During Fall, 2014 and Spring, 2015, the graduate studies committee discussed and updated the graduate course offerings for the department to ensure that courses were in alignment with both department and program area goals (the department has 7 program areas). Then, the committee developed SLOs for this updated list of courses. In addition, the committee charted what students should achieve at the end of each course (e.g., whether SLOs were introduced, reinforced or mastered). For Fall, 2015, the graduate studies committee will be developing a form that will be used to evaluate students' attainment of SLOs for their thesis and dissertation. This form will be finalized in the committee and introduced at a faculty meeting in the Fall for a full faculty vote. If approved, the form will be implemented Spring, 2016.
8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)
Direct evidence of student learning (student work products)
Artistic exhibition/performance Assignment/exam/paper completed as part of regular coursework and used for program-level assessment Capstone work product (e.g., written project or non-thesis paper) Exam created by an external organization (e.g., professional association for licensure) Exit exam created by the program IRB approval of research Oral performance (oral defense, oral presentation, conference presentation) Portfolio of student work Publication or grant proposal Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only) Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum) Thesis or dissertation used for program-level assessment in addition to individual student evaluation Other 1: Other 2: Indirect evidence of student learning
Alumni survey that contains self-reports of SLO achievement Employer meetings/discussions/survey/interview of student SLO achievement Interviews or focus groups that contain self-reports of SLO achievement Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement. Student surveys that contain self-reports of SLO achievement Other 1: Other 2: Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)
Assessment-related such as assessment plan, SLOs, curriculum map, etc. Program or course materials (syllabi, assignments, requirements, etc.) Other 1: Other 2: 9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Formal assessment activities have not yet begun. The plan is to begin evaluations of theses and dissertations using a new assessment form beginning Spring, 2016.
10) 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: 11) 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: 12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
Formal assessment activities have not yet begun.
13) What best describes how the program used the results? (Check all that apply.)
Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.) Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements) Personnel or resource allocation changes Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form) Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops) Celebration of student success! Results indicated no action needed because students met expectations Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue) Other: 14) Please briefly describe how the program used the results.
Formal assessment activities have not yet begun. Newly created SLOs will be required to be included in graduate course syllabi beginning Spring, 2016. Additionally, evaluation forms will be required for each thesis and dissertation proposal and defense in Spring, 2016.
15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.
During our conversations regarding the curriculum map and SLOs it became clear that our course offerings needed to be updated to be in line with the current state of the field. We have made changes to our offerings and used these discussions to finalize a curriculum map for the graduate program.