Program: Educational Psychology (MEd)
Degree: Master's
Date: Wed Nov 14, 2018 - 12:29:56 pm
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. Educational Psychology graduate students are knowledgeable about learning and development, inquiry methods, and student assessment.
(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)
2. Educational Psychology graduate students present scholarly research effectively.
(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 7. Interact professionally with others.)
3. Educational Psychology graduate students model the ethical treatment of research participants.
(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)
4. Educational Psychology graduate students have inquiry skills to conduct scholarly research effectively.
(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)
2) Your program's SLOs are published as follows. Please update asneeded.







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.





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):




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


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.)







8) Briefly explain the assessment activities that took place.
Collect/evaluate student work/performance to determine SLO achievement
1. (Knowledge) Faculty members rated the literature reviews of candidates' theses and Plan B proposals and final papers to determine the extent to which they demonstrated expected bodies of knowledge.
2. (Skills) Faculty members rated the methods section of candidates' theses and Plan B proposal and final papers to determine the extent to which they demonstrated expected skills to conduct scholarly research.
3. (Skills) Faculty members rated candidates' theses and Plan B final presentations to determine the extent to which they demonstrated skills to present scholarly research effectively.
4. (Dispositions). Faculty members documented whether their advisees successfully completed an on-line course on the ethical treatment of human participants in research.
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
In their final semester of the students' program, the Dean's Office distributed an online survey which asked students to self report the extent to which the program helped them to become (a) more knowledgeable in the field and (b) more skillful in the field and in the areas of research, writing, and making professional presentations.
9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)





















10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
2015-2016
Ratings of candidates' thesis or Plan B Proposals (required of all students): 5
Ratings of candidates' thesis or Plan B final papers (required of all students): 7
Candidates' evaluated for completion of the human subjects' training (required of all students): 4
Ratings of candidates' thesis or Plan B presentations (required of all students): 7
Candidates self-report on on-line survey (all students recruited in their last semester): 5
2016-2017
Ratings of candidates' thesis or Plan B Proposals (required of all students): 8
Ratings of candidates' thesis or Plan B final papers (required of all students): 8
Candidates' evaluated for completion of the human subjects' training (required of all students): 4
Ratings of candidates' thesis or Plan B presentations (required of all students): 8
Candidates self-report on on-line survey (all students recruited in their last semester): 7
2017-2018
Ratings of candidates' thesis or Plan B Proposals (required of all students): 10
Ratings of candidates' thesis or Plan B final papers (required of all students): 9
Candidates' evaluated for completion of the human subjects' training (required of all students): 9
Ratings of candidates' thesis or Plan B presentations (required of all students): 9
Candidates self-report on on-line survey (all students recruited in their last semester): 9
11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)










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







13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.
2015-2016 | ||||
EDEP Proposal Literature Review | Exemplary | Satisfactory | Unacceptable | Total |
Context | 4 | 1 | 0 | 5 |
Organization | 4 | 1 | 0 | 5 |
Statement of research question | 3 | 2 | 0 | 5 |
Style and writing conventions | 2 | 3 | 0 | 5 |
EDEP Final Literature Review | Exemplary | Satisfactory | Unacceptable | Total |
Context | 2 | 5 | 0 | 7 |
Organization | 1 | 6 | 0 | 7 |
Revision | 2 | 5 | 0 | 7 |
Statement of research question | 3 | 4 | 0 | 7 |
Style and writing conventions | 3 | 4 | 0 | 7 |
2016-2017 | ||||
EDEP Proposal Literature Review | Exemplary | Satisfactory | Unacceptable | Total |
Context | 4 | 4 | 0 | 8 |
Organization | 6 | 2 | 0 | 8 |
Statement of research question | 5 | 3 | 0 | 8 |
Style and writing conventions | 6 | 2 | 0 | 8 |
EDEP Final Literature Review | Exemplary | Satisfactory | Unacceptable | Total |
Context | 4 | 4 | 0 | 8 |
Organization | 5 | 3 | 0 | 8 |
Revision | 5 | 3 | 0 | 8 |
Statement of research question | 4 | 4 | 0 | 8 |
Style and writing conventions | 5 | 3 | 0 | 8 |
2017-2018 | ||||
EDEP Proposal Literature Review | Exemplary | Satisfactory | Unacceptable | Total |
Context | 4 | 5 | 1 | 10 |
Organization | 6 | 4 | 0 | 10 |
Statement of research question | 5 | 5 | 0 | 10 |
Style and writing conventions | 7 | 2 | 1 | 10 |
EDEP Final Literature Review | Exemplary | Satisfactory | Unacceptable | Total |
Context | 5 | 4 | 0 | 9 |
Organization | 6 | 3 | 0 | 9 |
Revision | 6 | 3 | 0 | 9 |
Statement of research question | 7 | 2 | 0 | 9 |
Style and writing conventions | 7 | 2 | 0 | 9 |
Student Self-Assessment of SLO 1 on Completion Surveys
The master's program helped me . . .
2015-2016 | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree | Total |
Become more knowledgeable in my field | 4 | 0 | 0 | 0 | 0 | 4 |
Grow as an educational professional | 2 | 1 | 1 | 0 | 0 | 4 |
Develop my knowledge of research methodology | 4 | 0 | 0 | 0 | 0 | 4 |
Target areas of development for my professional growth. | 2 | 1 | 1 | 0 | 0 | 4 |
2016-2017 | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree | Total |
Become more knowledgeable in my field | 3 | 4 | 0 | 0 | 0 | 7 |
Grow as an educational professional | 4 | 3 | 0 | 0 | 0 | 7 |
Develop my knowledge of research methodology | 5 | 2 | 0 | 0 | 0 | 7 |
Target areas of development for my professional growth. | 2 | 4 | 1 | 0 | 0 | 7 |
2016-2017 | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree | Total |
Become more knowledgeable in my field | 4 | 3 | 0 | 0 | 0 | 7 |
Grow as an educational professional | 4 | 2 | 1 | 0 | 0 | 7 |
Develop my knowledge of research methodology | 6 | 1 | 0 | 0 | 0 | 7 |
Target areas of development for my professional growth. | 3 | 4 | 0 | 0 | 0 | 7 |
We wanted to know whether candidates had inquiry skills to conduct scholarly research effectively (SLO 2).
Faculty Assessment of SLO 2
2015-2016 | ||||
EDEP Proposal Method Section | Exemplary | Satisfactory | Unacceptable | Total |
Data analysis | 4 | 1 | 0 | 5 |
Participants | 3 | 2 | 0 | 5 |
Procedures | 5 | 0 | 0 | 5 |
Research design | 2 | 3 | 0 | 5 |
EDEP Final Method Section | Exemplary | Satisfactory | Unacceptable | Total |
Data analysis | 4 | 3 | 0 | 7 |
Participants | 3 | 4 | 0 | 7 |
Procedures | 1 | 6 | 0 | 7 |
Research design | 6 | 1 | 0 | 7 |
Revision | 4 | 3 | 0 | 7 |
2016-2017 | ||||
EDEP Proposal Method Section | Exemplary | Satisfactory | Unacceptable | Total |
Data analysis | 5 | 3 | 0 | 8 |
Participants | 4 | 4 | 0 | 8 |
Procedures | 5 | 2 | 1 | 8 |
Research design | 3 | 5 | 0 | 8 |
EDEP Final Method Section | Exemplary | Satisfactory | Unacceptable | Total |
Data analysis | 3 | 5 | 0 | 8 |
Participants | 3 | 5 | 0 | 8 |
Procedures | 4 | 4 | 0 | 8 |
Research design | 2 | 6 | 0 | 8 |
Revision | 2 | 6 | 0 | 8 |
2017-2018 | ||||
EDEP Proposal Method Section | Exemplary | Satisfactory | Unacceptable | Total |
Data analysis | 6 | 4 | 0 | 10 |
Participants | 6 | 4 | 0 | 10 |
Procedures | 7 | 3 | 0 | 10 |
Research design | 8 | 2 | 0 | 10 |
EDEP Final Method Section | Exemplary | Satisfactory | Unacceptable | Total |
Data analysis | 5 | 4 | 0 | 9 |
Participants | 4 | 5 | 0 | 9 |
Procedures | 7 | 2 | 0 | 9 |
Research design | 4 | 5 | 0 | 9 |
Revision | 5 | 4 | 0 | 9 |
Student Self-Assessment of SLO 2 on Completion Surveys
The master's program helped me . . .
2015-2016 | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree | Total |
Develop important new skills in my field. | 3 | 1 | 0 | 0 | 0 | 4 |
Develop my ability to apply research skills. | 3 | 1 | 0 | 0 | 0 | 4 |
2016-2017 | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree | Total |
Develop important new skills in my field. | 5 | 2 | 0 | 0 | 0 | 7 |
Develop my ability to apply research skills. | 4 | 3 | 0 | 0 | 0 | 7 |
2017-2018 | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree | Total |
Develop important new skills in my field. | 5 | 2 | 0 | 0 | 0 | 7 |
Develop my ability to apply research skills. | 5 | 2 | 0 | 0 | 0 |
7
|
We wanted to know whether candidates could present scholarly research effectively (SLO 3).
Faculty Assessment of SLO 3
2015-2016 | ||||
EDEP Research Presentation | Exemplary | Satisfactory | Unacceptable | Total |
Attention to the audience's perspective | 4 | 3 | 0 | 7 |
Clarity and organization | 4 | 3 | 0 | 7 |
Summary of the research | 2 | 5 | 0 | 7 |
Time limitations | 3 | 4 | 0 | 7 |
Visual aids | 5 | 2 | 0 | 7 |
2016-2017 | ||||
EDEP Research Presentation | Exemplary | Satisfactory | Unacceptable | Total |
Attention to the audience's perspective | 4 | 4 | 0 | 8 |
Clarity and organization | 5 | 3 | 0 | 8 |
Summary of the research | 5 | 3 | 0 | 8 |
Time limitations | 6 | 2 | 0 | 8 |
Visual aids | 6 | 2 | 0 | 8 |
2017-2018 | ||||
EDEP Research Presentation | Exemplary | Satisfactory | Unacceptable | Total |
Attention to the audience's perspective | 7 | 2 | 0 | 9 |
Clarity and organization | 5 | 4 | 0 | 9 |
Summary of the research | 7 | 2 | 0 | 9 |
Time limitations | 6 | 3 | 0 | 9 |
Visual aids | 6 | 3 | 0 | 9 |
Student Self-Assessment of SLO 3 on Completion Surveys
The master's program helped me . . .
2015-2016 | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree | Total |
Develop my presentation skills. | 2 | 2 | 0 | 0 | 0 | 4 |
2016-2017 | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree | Total |
Develop my presentation skills. | 3 | 3 | 1 | 0 | 0 | 7 |
2017-2018 | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree | Total |
Develop my presentation skills. | 4 | 3 | 0 | 0 | 0 | 7 |
We wanted to know if candidates modeled the ethical treatment of research participants (SLO 4).
Faculty Assessment of SLO 4
All students successfully completed the on-line Collaborative Institutional Training Initiative (CITI) course on the ethical treatment of human participants in research.
Student Self-Assessment of SLO 4 on Completion Surveys
The master's program helped me . . .
2015-2016 | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree | Total |
Develop my ability to make informed decisions about complex issues. | 3 | 1 | 0 | 0 | 0 | 4 |
2016-2017 | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree | Total |
Develop my ability to make informed decisions about complex issues. | 1 | 5 | 1 | 0 | 0 | 7 |
2017-2018 | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree | Total |
Develop my ability to make informed decisions about complex issues. | 4 | 3 | 0 | 0 | 0 | 7 |
14) What best describes how the program used the results? (Check all that apply.)









15) Please briefly describe how the program used the results.
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Our previous years' assessments indicated that students continued to have difficulty with data analysis. Because of this, we changed one of our course requirements in fall 2017 that was effective in spring 2018. Instead of enrolling in EDEP 416: Student Assessment, candidates would need to take a course that could help them with their data analyses. They could choose from EDEP 602: Survey Research Design and Analysis, EDEP 604: Applied Regression and Analysis of Variance, and EDEP 613: Qualitative Research Methods in Education.
Students' Out-of-Course Experience Changes
One of the items with the lowest scores on the student completion surveys (fewer students reporting strongly agree) had to do with candidates' reporting the extent to which the program helped them "target areas of development for my professional growth." In response, the faculty decided to schedule a workshop or meeting that focuses on professional development regarding students' post-degree plans. In the comment section of the course completion survey, one student suggested that we focus a little more on peer connectedness, so we think developing such a session would also address this need.
One student commented that he or she wished that advising was mandatory. The faculty noted that advising is mandatory, and wondered why the student did not realize this. They decided to continue to emphasize this in the new student orientation and to make sure students have advisors when people are on sabbatical or other leave.
Celebration of student success!
Generally high scores on the assessments suggest that the changes we have made previously appear to be working, especially in regard to students' previous lower scores in data analysis. We are happy with these outcomes and celebrated this success.
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.
No additional comments.
17) If the program did not engage in assessment activities, please justify.
This does not apply to our program.