Unit: Psychology
Program: Psychology (BS)
Degree: Bachelor's
Date: Fri Nov 16, 2018 - 9:01:44 am

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

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

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

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; and incorporate sociocultural factors in scientific inquiry.

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

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; and adopt values that build community at local, national, and global levels.

(2b. Conduct research, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment)

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

(1b. Specialized study in an academic field, 2c. Communicate and report)

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; and develop meaningful professional direction for life after graduation.

(1b. Specialized study in an academic field, 2c. Communicate and report, 3d. Civic participation)

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

Department Website URL:
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: SLOs are always published in course syllabi.
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.

Several different kinds of assessments targetting different programatic have been undertaken. 
 
Entrance and Exit Surveys: The ongoing assessment of the Psychology Department’s BA and BS programs has consisted of entrance and exit surveys of Psychology majors, first when they declare as a major and then again when they file for graduation. In our continuing effort to improve our assessment practices, the survey was revised (first in 2014 and again in 2016). While the improvement of the survey was needed and is important, it has created some difficulty in being able to accurately compare entrance and exit surveys, as students who graduated and exited the program were given a different exit survey from the original entrance survey that they would have completed 2-3 years previously. While this issue will continue for years that follow any change in the survey, it is nonetheless important to revise survey questions in order to better reflect and acccurately assess the current SLOs. The Psychology Department has both BA and BS programs, and until recently there was no mechanism to distinguish between these students in this survey. In response to this, the Undergraduate Studies Committee requested that the survey be revised such that students self-identify as BA or BS students at both entrance and exit points. This implementation was made in the beginning of the 2016 academic year (note, student status can and does fluctuate over time). Having said that, the validity of survey data is questionable in general, and therefore the Department is moving toward using additional discipline-based criteria assessing student writing in the capstone course. 
 
Capstone Papers: Since our most recent assessment we have also been collecting writing samples annually from students enrolled in upper division writing intensive courses (i.e., PSY 4X9). These writing samples are assessed by the Undergraduate Studies Committee (composed of five faculty members) and the Psychology Department Advising Office advisors (two graduate students). There were a total of 76 written samples assessed by faculty from 2015-2018.
 
Psychology Minor: In Spring 2018 a survey was sent out to current BA, BS, and Pre-Psychology majors, as well as non-psychology students to assess for student interest in a psychology major. To recruit non-psychology majors, the survey was sent to the College of Social Sciences and academic advisors across a variety of departments (e.g., Biology, Sociology) to be distributed to their students. While this does not specifically apply to the BS program, it is nonetheless important to report as it does impact the undergraduate students who would like to earn credit for courses taken in Psychology.
 
Psychology Advising Office Assessment: An ongoing assessment has been distributed to Pre-Psychology and Psychology majors in an effort to gauge the student opinion on the helpfulness of the Undergraduate Psychology Advising Office services.  

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.

Entry and Exit Surveys: 
An entry survey is taken immediately after a student declares psychology as the major. This survey is conducted at the location where a student declares the major, which is the Psychology Advising Office in most occasions, and sometimes at ACCESS for some rare conditions. The exit survey is administered to all graduating Psychology majors when the Goldenrod is completed in the Psychology Advising Office. The survey questions directly relate to the Psychology Department’s SLOs, and therefore assesses the extent to which Psychology undergraduate students perceive that SLO outcomes were enhanced by completing the major. Since our most recent assessment (2015), a total of 16 BS students completed the entrance survey (i.e., n = 12 and n = 4 for 2016-2017 and 2017-2018, respectively) and 25 completed the exit survey (i.e., n = 16 and n = 9 for 2016-2017 and 2017-2018, respectively). In the 2015-2016 sample BA and BS students (n = 241) are not distinguished due to a survey error, but subsequent years did separate BA from BS students. 
 
Capstone Papers:
Writing samples from BA and BS students from different capstone courses (PSY 4X9) were collected and assessed by the Undergraduate Studies Committee and two Psychology student advisors (current Psychology graduate students at UH). Given that this sampling was random, it was difficult to determine which students were in the BA vs. BS program, thus the results presented in this report combine BA and BS capstone paper data. In future iterations of this assessment, we plan to identify BA and BS students and present this data separately. For the 2015-2016 assessment, 16 writing samples were analyzed (N = 16 students). This was increased to 30 writing samples for the 2016-2017 and 2017-2018 academic years (i.e., N = 60 students across both samples), for a total of 76. 
 
Psychology Minor: 
Participants for the Pre-Psychology minor survey inclced 23 Pre-Psychology, 109 BA or BS Psychology majors, and 184 students from outside of psychology. With help from advisors from various units across the university (e.g., Psychology Advising Office, ACCESS, Biology, etc.) a short, online, anonymous 5-question survey designed to assess interest in a potential minor in psychology was distributed to students. 
 
Psychology Advising Office:  
Participants for this survey were 26 Pre-Psychology (PPSY) or declared BS/BA students at UH Manoa. Students were emailed by the undergraduate psychology advising office and asked to respond to an online, anonymous survey designed to assess their experience in the Undergraduate advising office.  

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.

Summary tables for the following assessments are provided below:
a) Entrance and Exit Surveys
b) Capstone Papers 
c) Psychology Minor
d) Psychology Advising Office Assessment 
 
a) Entrance and Exit Surveys
 
NOTE: Due to aforementioned issues with separating BA and BS students for the 2015-2016 academic year, for each item below, we have presented the combined BA and BS results for 2015-2016, followed by the BS only results for 2016-2017 and 2017-2018. This is also mirrored in the presentation of t-test results, which compare the differences in students’ self-rated performance across SLOs on entrance and exit surveys for each year. 
 
Mean scores are presented below with possible scores ranging from 1 (Strongly Agree) to 5 (Strongly Disagree) across SLO items. The average scores seem to indicate that students are meeting or exceeding expectations in all categories assessed for writing performance.
 
UHM Undergraduate Psychology Entrance Survey. All respondents used a scale (1-5) ranging from Strongly agree to Strongly disagreee
 
1. I currently feel knowledgeable about psychological concepts, theoretical perspectives, research findings, or historical trends. 
 

Academic Year

N

M

SD

2015-2016 BA/BS Combined

121*

2.53

1.51

2016-2017 BS Only

12

2.42

1.62

2017-2018 BS Only

4

2.50

1.29
 
 
* Note, this is the approximate N for the combined BA/BS 2015-2016 report. Due to changes in the composition of the staff in the UG advising office the averages were reported but the full data set was not saved. 
 
2. 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. 
 

Academic Year

N

M

SD

2015-2016 BA/BS Combined

121*

2.61

1.39

2016-2017 BS Only

12

2.42

1.31

2017-2018 BS Only

4

3.00

1.15
 
3. 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 
 

Academic Year

N

M

SD

2015-2016 BA/BS Combined

121*

2.25

1.46

2016-2017 BS Only

12

2.58

1.73

2017-2018 BS Only

4

2.50

1.73
 
4. I currently feel comfortable with my communication skills including writing, interpersonal and oral skills, showing quantitative literacy and collaborating with others. 
 

Academic Year

N

M

SD

2015-2016 BA/BS Combined

121*

2.34

1.32

2016-2017 BS Only

12

2.58

1.24

2017-2018 BS Only

4

2.75

0.96
 
5. 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. 
 

Academic Year

N

M

SD

2015-2016 BA/BS Combined

121*

2.53

1.51

2016-2017 BS Only

12

2.42

1.62

2017-2018 BS Only

4

2.50

1.29
 
UHM Undergraduate Psychology Exit Survey (upon graduation) 
 
1. As a result of majoring in Psychology, I feel more knowledgeable in psychological concepts, theoretical perspectives, research findings, or historical trends.
 

Academic Year

N

M

SD

2015-2016 BA/BS Combined

120*

1.93

1.32

2016-2017 BS Only

16

1.88

0.96

2017-2018 BS Only

9

2.00

1.50
 
* Note, this is the approximate N for the combined BA/BS 2015-2016 report. Due to changes in the composition of the staff in the UG advising office the averages were reported but the full data set was not saved. 
 
2. I 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
 

Academic Year

N

M

SD

2015-2016 BA/BS Combined

120*

2.02

1.27

2016-2017 BS Only

16

1.75

1.06

2017-2018 BS Only

9

2.22

1.39
 
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   
 

Academic Year

N

M

SD

2015-2016 BA/BS Combined

120*

1.88

1.42

2016-2017 BS Only

16

1.69

1.35

2017-2018 BS Only

9

1.89

1.54
 
4. I developed effective communication skills including writing, interpersonal and oral skills, showing quantitative literacy and collaborating with others 
 

Academic Year

N

M

SD

2015-2016 BA/BS Combined

120*

2.00

1.23

2016-2017 BS Only

16

1.88

1.02

2017-2018 BS Only

9

2.11

1.54
 
5. 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 to my future career. 
 

Academic Year

N

M

SD

2015-2016 BA/BS Combined

120*

2.00

1.23

2016-2017 BS Only

16

1.94

1.34

2017-2018 BS Only

9

2.00

1.41
 
Summary Table of t-test Analyses:
 

2015-2016 BA/BS Combined Data

SLO Item

Entrance M (SD)

Exit M (SD)

Significance

SLO 1

2.47 (1.21)

1.93 (1.32)

p < .001

SLO 2

2.61 (1.39

2.02 (1.27

p < .001

SLO 3

2.25 (1.46

1.88 (1.42)

p < .01

SLO 4

2.34 (1.32)

2.00 (1.23)

p < .01

SLO 5

2.53 (1.51)

2.00 (1.23)

p < .001
 

Results from the 2015-2016 t-tests on the combined BA/BS data indicated that significant differences were found for all SLO items between entrance and exit survey data. SLO items 1, 2, and 5 were found to be significant at p < .001, while SLO items 3 and 4 were found to be significant at p < .01.

2016-2017 BS Only Data

SLO Item

Entrance M (SD)

Exit M (SD)

Significance

SLO 1

2.58 (1.24)

1.88 (0.96)

ns

SLO 2

2.42 (1.31)

1.75 (1.06)

ns

SLO 3

2.58 (1.73)

1.69 (1.35)

ns

SLO 4

2.58 (1.24)

1.88 (1.02)

ns

SLO 5

2.42 (1.62)

1.94 (1.34)

ns

Results from the 2016-2017 t-tests on the BS only data did not indicate any significant differences between entrance and exit surveys. 

2017-2018 BS Only Data

SLO Item

Entrance M (SD)

Exit M (SD)

Significance

SLO 1

3.00 (0.82)

2.00 (1.50)

ns

SLO 2

3.00 (1.15)

2.22 (1.39)

ns

SLO 3

2.50 (1.73)

1.89 (1.54)

ns

SLO 4

2.75 (0.96)

2.11 (1.54)

ns

SLO 5

2.50 (1.29)

2.00 (1.41)

ns

Results from the 2017-2018 t-tests on the BS only data did not indicate any significant differences between entrance and exit surveys. 

Results from these analyses should be interpreted with caution for the following reasons. First, because of the changes in the survey prior to this reporting cycle, students took a different exit survey from their initial entrance survey and thus, it was not possible to have longitudinal data connecting each students’ entrance and exit survey data. Therefore, the data presented here are cross-sectional with entrance and exit survey responses representing different cohorts of students, which make it difficult to interpret precise meaningful changes over time. Second, the scales were reversed for some items in the new survey (i.e., ratings from strongly agree = 1 to strongly disagree = 5). This was done in order to ensure that survey takers were paying close attention to the questions. This strategy unfortunately resulted in frequent response errors by students who automatically responded as if the scale anchors were typically aligned (i.e., strongly disagree = 1 to strongly agree = 5), without paying attention to the instructions on the survey. While many of these errors were caught during data collection and corrected by the respondents, it is likely that there are errors still remaining in the database.  Traditionally, statistical improvement has been seen for all items with the exception of item 4 (i.e., communication); see 2014 report for results. However, it is important to note that when students declare the major and complete the entrance survey, they have already taken Psychology 100, 212 (research methods), and 225 (statistics), therefore entrance survey scores are likely inflated due to the exposure from these major required courses. We are currently exploring other ways to assess students at an earlier point in their academic career so as to avoid this potential confound. Lastly, An important consideration for the BS only data is the small sample size for both entrance and exit surveys, which may have left the analyses underpowered. 
 
b) Capstone Papers 
 
The following rubric was created for evaluating student writing performance and was approved by the Undergraduate Studies Committee and full faculty in 2014, and was implemented in the 2015-16 academic year.  
 
Mean scores are presented below, with possible scores ranging from 1 (Below expectations) to 3 (Exceeds expectations) cross components of the rubric. 
 
 

2015-2016 (n = 16)

2016-2017 (n = 30)

2017-2018 (n = 30)

Total average

Context of and purpose for writing

2.46

2.37

2.33

2.39

Using evidence to support the author's perspective

2.29

2.22

2.12

2.21

Genre and disciplinary conventions

2.26

2.01

2.02

2.10

Sources

2.38

2.18

2.18

2.25

Control of syntax and mechanics

2.18

2.04

2.14

2.12
 
The average scores seem to indicate that students are meeting or exceeding expectations in all categories assessed for writing performance. However, more concerted effort on the part of instructors could be placed in ensuring that students are acquiring the necessary knowledge with respect to the genre and disciplinary conventions, as well as applying the correct control of syntax and mechanics. The latter was highlighted by the committee as an area of particular need for some students. When looking at the percentage of students (see table below) who meet or exceed expectations (score of 2 or higher) we see similar trends in the data, with the lowest score coming from genre and disciplinary conventions. 
 

 

Percentage of students meeting expectations (2 or higher)

 

2015-2016 (n = 16)

2016-2017 (n = 30)

2017-2018 (n = 30)

Total average

Context of and purpose for writing

100

90

83

89

Using evidence to support the author's perspective

95

77

83

88

Genre and disciplinary conventions

85

63

60

66

Sources

90

77

80

80

Control of syntax and mechanics

80

87

77

80
 

c.) Psychology Minor

A survey was conducted in the Spring of 2018 gauging student interest in the possibility of a Minor in Psychology. A total of 99 students from across the university including the colleges of Natural Sciences, Tropical Agriculture and Human Resources, and Social Sciences (excluding Psychology majors) were surveyed. Combined, 65% of students said that they were likelyor very likely to pursue a Minor in Psychology if it were offered. 82% said that a Minor would be useful or very useful for their educational needs. The survey indicated that a wide range of students from a variety of majors across the university would be interested in obtaining the Minor in Psychology, with the majority of students interested in the possibility of Minoring in Psychology coming from the natural sciences. 

A separate survey targeted only Psychology majors (n=109) and pre-majors to explore the potential impact that offering a Minor might have on the major. When Psychology majors were asked to rate the likelihood of continuing to major in Psychology if the department were to introduce the option for a Minor, 90% said likely or very likely. When pre-majors (n=23) were asked the same question, 74% responded that they would be likely or very likely to continue with the major.

d.) Psychology Advising Office Assessment

Participants for the undergraduate Psychology Advising Office assessment were 26 students at UH Manoa, registered as Pre-psychology students or BA/BS students within the Psychology department. Students were emailed by the undergraduate Psychology Advising Office and asked to respond to participate in an online, anonymous question survey designed to assess their overall experiences with the undergraduate Psychology advisors. Aggregate results from students’ responses to this survey are presented below.  

How often have you consulted with the Psychology advising office located in Sakamaki Hall? 
 
15% of the sample had never consulted the advising office, 50% had consulted the office once, and the remaining had consulted the office two or more times. 
 
What services have you accessed at the advising office located in Sakamaki Hall (with either Celina Herrera or Kaitlin Hill)? Check all that apply,
 
The services that are generally accessed by students are, course scheduling (62.5%), declaration of major (41.7%), questions about psychology (41.7%), graduation needs (41.7%), graduate school or career planning (33.3%), override/registration issues (12.5%), and difficulties with classes (8.3%).
 
If you have consulted with an undergraduate Psychology advisor, has the advisor provided adequate answers to you questions? 
 
83.3% responded yes, with the remaining responding no.
 
Generally speaking, how satisfied have you been with the undergraduate Psychology advising office?  
 
Very satisfied: 48%
Somewhat satisfied: 32%
Neutral: 4%
Somewhat dissatisfied: 4%
Not satisfied at all: 12%
 
How important is it to you to have an advising office dedicated to Psychology?
 
Very important: 92.3%
Somewhat important: 7.3%
Neutral: 0%
Somewhat unimportant: 0%
Not importnat at all: 0%

 

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:

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

Entrance and Exit Surveys: The analysis of the survey questions provides insights into the strengths and weakness of our psychology courses, and whether or not students are improving in our targeted areas (as related to the SLOs). For example, one significant change was that students must complete successfully complete our Methods and Statistics courses before being permitted to declare their major in psychology. We have recently included lab sections in our research methodology course (PSY 212) and also offer some sections of PSY 100 with lab sections. We feel that this is something that is also helping to improve student learning, and also likely reflected in survey questions 1 and 2. This would equally apply to critical thinking issues in Psychology (question 3), and how psychological concepts and ethical issues can be addressed in everyday life and organization (question 5). All PSY 4X9 seminar courses are currently only taught by faculty, many of which have an approved GenEd Focus, i.e., Writing, Ethics, Oral, etc. We hope that by doing so, undergraduates will be exposed to communication and/or ethics courses that improve their skills in writing and oral communication. Due to the lack of significance in findings, we plan on administering the entrance survey at an earlier point in their degree (i.e., before students are exposed to psychological concepts and methodologies in the major declaration prerequisite courses, PSY 100, 212, and 225). 
 
Capstone Papers: The most recent assessment that we have included (of written samples in 4X9 courses) does seem to indicate that students are meeting or exceeding expectations in all categories assessed for writing performance. However, more concerted effort on the part of instructors could be placed in ensuring that students are acquiring the necessary knowledge with respect to the genre and disciplinary conventions, as well as applying the correct control of syntax and mechanics. The latter was highlighted by the committee as an area of particular need for some students, and will be shared with faculty who teach these courses. 
 
Psychology Minor Survey: Results from this survey were used to propose a minor be approved and added to the Psychology department program. The proposal has been approved by the faculty and the CSS curriculum planning committee. We hope to offer the Minor starting the Fall of 2019. 
 
Undergraduate Psychology Advising Office: Results from this survey are used to assess what the office is doing correctly and effectively to help students with their academic needs, and what the office and advisors can do to improve. 

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.

The most significant achievement in the department’s continuing desire to improve the undergraduate experiment has been the inclusion of a new assessment measure, focusing on evaluating student writing obtained in capstone courses (PSY 4X9). The development of this new assessment procedure has been challenging, but a fruitful exercise for faculty members to collaborate on. It has required much faculty engagement, interaction, and collaboration, and most recently we have expanded this to include the Undergraduate Advisors from the Psychology Undergraduate Advising Office. The faculty approved rubric assesses student writing samples from senior level writing intensive psychology courses and determines whether students are reaching the Department’s SLOs and UHM ILOs in regards to writing.  
 
The Department of Psychology BS program was also granted permanent status in 2017. One challenge that we have had with the implementation of the BS has been separating BA from BS students in our assessment. To address this we added a new question to our survey in order to have students indicate whether they are a BA or BS student. This was done in the Fall of 2015 (our most recent assessment) and are pleased to be able to assess each program individually. 
 
Another point worth mentioning is that the hybrid online BA in Psychology program continues to grow and we recently had our first students graduate from this program. At the moment, these students participate in the incoming and exit surveys, but we are currently discussing the best way to assess students who complete the degree in this program. 
 
Lastly, the introduction of a Minor to the program will be a great benefit to students. This is a frequently requested minor, and one that would serve many students who wish to major in a different area, but still would like to gain a firm knowledge base in the field of psychology. 

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