Program: Psychology (MA, PhD)
Degree: Master's & Doctorate
Date: Tue Nov 20, 2012 - 10:38:54 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.
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: http://www.psychology.hawaii.edu/pages/syllabi.html
3) Select one option:
- 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) 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.)
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.
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.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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)