Unit: Psychology
Program: Psychology (BA)
Degree: Bachelor's
Date: Thu Oct 18, 2012 - 8:57:11 am

1) Below are your program's student learning outcomes (SLOs). Please update as needed.

The Board of Educational Affairs of the American Psychological Association has identified 10 major learning goals for an undergraduate program in psychology, along with specific learning outcomes associated with each goal.  Our Psychology Department has adopted these goals and has started developing an assessment plan based upon them.

     The goals and their accompanying learning objectives are as follows:

1)  Theory and Content of Psychology: a)  describing and applying psychology’s concepts, language and theories; b)  explaining its major perspectives; c)  demonstrating understanding of its breadth and depth

2)  Research Methods in Psychology: a)  differentiating research methods; b)  evaluating aptness of research conclusions; c)  designing and conducting basic studies; d)  generalizing research conclusions appropriately

3)  Critical Thinking Skills in Psychology: a)  using and engaging in critical thinking; b)  using reasoning in arguments and persuasion; c)  approaching problems with sophistication

4)  Application of Psychology; a)  identifying psychology’s major applications; b)  articulating how it can be used toward social understanding and public policy; c)  recognizing the ethical complexities of applying psychology

5)  Values in Psychology; a)  understanding the need for ethical behavior; b)  tolerance of ambiguity; c)  demonstration of skepticism and intellectual curiosity; d)  attunement to scientific evidence; e)  civic responsibility; f)  respect for human diversity

6)  Information and Technological Literacy: a)  demonstrating competent, ethical and responsible use of information in academic work; b)  applying software in research reports; c)  mastering such computer basics as Internet navigation and spreadsheet generation

7)  Communication Skills: a)  demonstrating effective writing, interpersonal and oral communication skills; b)  showing quantitative literacy; c)    collaborating effectively with others

8)  Sociocultural and International Awareness: a)  showing sensitivity to and respect for diversity; b)  being able to consider and explain the role of cultural, racial, ethnic and economic factors, and of privilege and discrimination, in people’s behaviors

9)  Personal Development: a)  the ability to apply psychology to personal and professional development; b)  to self-regulate and display personal integrity

10)  Career Planning and Development: a)  applying psychology principles to career decision-making; b)  aiming for feasible career paths; c)  identifying realistic graduate-education pathways; d)  taking practical career steps; e)  valuing life-long learning and professional development

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

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: NA
Other:
Other:

3) Select one option:

Curriculum Map File(s) from 2012:

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, 2011 and September 30, 2012? (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 June 1, 2011 to September 30, 2012: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

Assessment Plan for the B.A. Degree in Psychology

The Board of Educational Affairs of the American Psychological Association has identified 10 major learning goals for an undergraduate program in psychology, along with specific learning outcomes associated with each goal.  The Department has adopted these goals and has developed an assessment plan based upon them.  The goals and their accompanying learning objectives are as follows:

1)  Theory and Content of Psychology

a)  describing and applying psychology’s concepts, language and theories

b)  explaining its major perspectives

c)  demonstrating understanding of its breadth and depth

2)  Research Methods in Psychology

a)  differentiating research methods

b)  evaluating aptness of research conclusions

c)  designing and conducting basic studies

d)  generalizing research conclusions appropriately

3)  Critical Thinking Skills in Psychology

a)  using and engaging in critical thinking

b)  using reasoning in arguments and persuasion

c)  approaching problems with sophistication

4)  Application of Psychology

a)  identifying psychology’s major applications

b)  articulating how it can be used toward social understanding and public policy

c)  recognizing the ethical complexities of applying psychology

5)  Values in Psychology

a)  understanding the need for ethical behavior

b)  tolerance of ambiguity

c)  demonstration of skepticism and intellectual curiosity

d)  attunement to scientific evidence

e)  civic responsibility

f)  respect for human diversity

6)  Information and Technological Literacy

a)  demonstrating competent, ethical and responsible use of information in academic work

b)  applying software in research reports

c)  mastering such computer basics as Internet navigation and spreadsheet generation

7)  Communication Skills

a)  demonstrating effective writing, interpersonal and oral communication skills

b)  showing quantitative literacy

c)  collaborating effectively with others

8)  Sociocultural and International Awareness

a)  showing sensitivity to and respect for diversity

b)  being able to consider and explain the role of cultural, racial, ethnic and economic factors, and of privilege and discrimination, in people’s behaviors

9)  Personal Development

a)  the ability to apply psychology to personal and professional development

b)  to self-regulate and display personal integrity

10)  Career Planning and Development

a)  applying psychology principles to career decision-making

b)  aiming for feasible career paths

c)  identifying realistic graduate-education pathways

d)  taking practical career steps

e)  valuing life-long learning and professional development

Data are being collected for an ongoing evaluation of the degree to which these outcomes are being met and course syllabi include the specific SLO of the course.  It is recognized that assessment is a continuous, ongoing process.  Therefore, course syllabi and outcome data will be reviewed on an annual basis

In addition, anyone proposing a new course or a substantive modification of an existing course will be asked for information regarding the outcomes to be addressed within the course and the course-embedded assessment tools to be used.  The Department Undergraduate Committee will make a report to the Department when deficiencies in meeting the SLO’s are occurring.


Outcome Data From Entry and Exit

Surveys, 2011-2012

Date: Fall 2011-Spring 2012

University of Hawaii at Manoa Undergraduate Psychology

Entrance Survey (130 respondents)

  1. I currently feel knowledgeable about psychological concepts, theoretical perspectives, research findings, or historical trends.                                                             

M= 3.45 Sd=.82                                                                                                                                                                                                                                                                                                                     

1

2

3

4

5

Strongly Disagree

Agree

Strongly agree

  1. I have a background in basic research methods, including research design, data analysis, and interpretation                                                                  

M=3.23 Sd=1.06

1

2

3

4

5

Strongly Disagree

Agree

Strongly agree

  1. I am able to use critical and creative thinking skills in solving problems.

M=3.83 Sd=.73

1

2

3

4

5

Strongly Disagree

Agree

Strongly agree

  1. I understand how psychological concepts can be used in everyday life and organization.                                                                                                  

M=4.06 Sd=.85

1

2

3

4

5

Strongly Disagree

Agree

Strongly agree

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

M=3.73 Sd=.89    

1

2

3

4

5

Strongly Disagree

Agree

Strongly agree

Please indicate the number of psychology courses you have already taken: M=5.51, SD =3.93

Date Fall 2011-Spring 2012

University of Hawaii at Manoa Undergraduate Psychology Exit Survey (upon graduation) (89 respondents)

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

     concepts, theoretical perspectives, research findings, or historical trends.

     M=4.41 Sd=.78

1

2

3

4

5

Strongly Disagree

Agree

Strongly agree

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

      data analysis, and interpretation                                                              

      M=4.15 Sd=.82

1

2

3

4

5

Strongly Disagree

Agree

Strongly agree

3)  I am better able to use critical and creative thinking skills in solving problems.

     M=4.22 Sd=.92

1

2

3

4

5

Strongly Disagree

Agree

Strongly agree

4)  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=4.41 Sd=.85

1

2

3

4

5

Strongly Disagree

Agree

Strongly agree

5)  I understand the values and need for ethical behavior, tolerance of ambiguity,

      scientific practice, and intellectual skepticism as well as the civic responsibility of

      respect for human diversity.                                                                                               

      M=4.43, Sd=.82

1

2

3

4

5

Strongly Disagree

Agree

Strongly agree

  1. I learned to use technology such as computers for purposes relating to the field of psychology, such as in researching topics on the internet and using software for statistical analyses.                                                                                 

M=3.70  Sd=1.15

1

2

3

4

5

Strongly Disagree

Agree

Strongly agree

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

M=4.08 Sd=.81

1

2

3

4

5

Strongly Disagree

Agree

Strongly agree

  1. I learned to recognize and understand sociocultural and international diversity and how factors such as cultural, racial, ethnic and economic factors may have significant ramifications regarding the behavior of individuals.                                        

M=4.48 Sd=.72

1

2

3

4

5

Strongly Disagree

Agree

Strongly agree

  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.                                             

M=4.37 Sd=.82

1

2

3

4

5

Strongly Disagree

Agree

Strongly agree

  1.   I feel capable of applying the skills, values and information I received as a

        psychology major in my future career.                                                             

M=4.37 Sd=.79

1

2

3

4

5

Strongly Disagree

Agree

Strongly agree

Please estimate the number of psychology courses that you have taken at the Manoa campus: M=10.97, SD = 4.89

Independent Sample t-tests between corresponding entrance and exit responses obtained Fall 2011 – Spring 2012

Item comparisons

1-1

2-2

3-3

4-4

5-7

df

217

217

217

 217

217

t

8.64

6.89

3.43

3.02

2.85

p-values

0.000

0.000

0.001

0.003

0.005

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 being 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 when the student attends a major meeting in the Fall or Spring semester and 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 Psy student perceives that SLO outcomes were enhanced by completing our Psy courses upon graduation.

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 analysis of our surveys are presented in the Table at the end of Question #6.  As shown in the Table, the similar questions answered in the entry and exit surveys indicate a significant improvement in SLOs 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 Studies Committee and recommendations consistent with the SLO’s 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) 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.  Many upper level courses are now monitored on the basis of feedback from instructors and eCAFE in how well students met the SLOs of the course.

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 five 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 increased significant differences in survey questions 1 and 2, which evaluate student knowledge of psychological concepts and methods.  In addition, for the third year in a row, question 3, which concerns critical thinking issues in Psychology showed a significant improvement among graduating seniors.  Furthermore, in the last two years questions 4 and 5(7), which assess applied psychology and communication skills, improved significantly at the time of graduation.  Thus, we attribute this overall improvement in understanding psychological concepts, methods, critical thinking, applied psychology, and communication skills to incorporation of pre-major statistics and methods course requirements that appears to facilitate learning of advanced issues in upper division psychological courses.

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.

It should be noted that effective Fall 2012, the Department of Psychology has begun to offer a B.S. degree.  We plan to complete a separate assessement of B.S. students after obtaining survey data in Fall 2012 to Spring 2013.