Unit: Psychology
Program: Psychology (PhD)
Degree: Doctorate
Date: Mon Jul 30, 2018 - 9:31:57 pm

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

1. Developing knowledge and understanding: Demonstrates knowledge in one or more general subject areas related to, but not confined to, a specific area of interest.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest.)

2. Developing knowledge and understanding: Demonstrates an understanding of research methodology and techniques specific to one�s field of study.

(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study.)

3. Application (apply research methods; use critical thinking skills): Applies research methodology specific to one�s field of study.

(3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study.)

4. Application (apply research methods; use critical thinking skills): Critically analyzes and synthesizes information and data related to one�s field of study.

(4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

5. Communicate Effectively: Proficiently communicates and disseminates information in a manner relevant to the field.

(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)

6. Conduct responsible, ethical research: Conducts research or projects as a responsible and ethical professional.

(6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives.)

7. Interact professionally: Interacts professionally with others.

(7. Interact professionally with others.)

8. Sociocultural and international awareness: Demonstrates an awareness and understanding of sociocultural and international diversity.

(7. Interact professionally with others.)

9. Sociocultural and international awareness: Understands the effects of culture on psychological processes and is able to apply this knowledge in research and practice.

(7. Interact professionally with others.)

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/learning-objectives.html
Other:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2018:

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) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

No
Yes, on some(1-50%) of the program SLOs
Yes, on most(51-99%) of the program SLOs
Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?

Yes
No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (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)
No (skip to question 17)
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
Other:

8) Briefly explain the assessment activities that took place.

1. The department graduate studies committee created and discussed program learning assessment procedures including SLOs, evaluation rubrics and curriculum map.

2. The department conducts annual student surveys.

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

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
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
Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

1. IRB approvals are required for all students who conduct research that involve human subjects.

2. Oral defenses are required for all thesis proposal, thesis, dissertation proposal, and dissertation defenses.

3. Portfolio of student work is required for all clinical students.

4. Comprehensive exams are required for all students.

5. clinical practicum and internship are required for all clinical students.

6. Coommittee members of thesis/dissertation are required to complete online evaluation of student thesis, dissertation, and oral defense, after student defenses.

7.  Faculty  members are asked to include SLOs in all of their syllabi and the department curriculum map has been developed.

11) 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:

12) 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:

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

1. We have discussed and finalized the program learning SLOs and curriculum maps. Faculty are instructed to include SLOs in their syllabi.

2. student annual surveys are conducted to evaluate their academic progress.

3. Thesis and dissertation committee members are given evaluation surveys after each defense

 

14) 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: results are used to monitor students' academic progress

15) Please briefly describe how the program used the results.

The results are used to evaluate students' academic progress. Special attention and effort are paid to help students who fail to meet the evaluation standards and academic milestones. 

16) 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.

While working on curriculum maps, we were able to streamline our academic goals and course offerrings, and deleted "dormant" courses that had not been offered for an extended period of time. 

17) If the program did not engage in assessment activities, please justify.

NA