LEARNING OUTCOMES
PSYCHOLOGY DEPARTMENT
THE COLLEGE OF ST. SCHOLASTICA
The table below shows how we attempt to answer the question, "By completing the CSS psychology major, what learning outcomes do students achieve?" (see the middle column).  Each year the faculty collect the data listed under the Assessment Criteria and Procedures column and discuss (a) how to improve the psychology program for any outcomes that are not being achieved,  (b) how to maintain what we are doing in the program for those outcomes that are achieved, and (c) whether the list of outcomes or the assessment criteria/procedures need to be changed.  The goals of this process are accountability and striving for excellence.
 
Student Learning Outcomes

Students completing the psychology major will . . .
Assessment Criteria and Procedures
K
N
O
W
L
E
D
G
E		 [1]  . . . compare very favorably with those students completing similar programs nationally in their knowledge of specific content areas, i.e., (a) the major perspectives from which psychologists  examine behavior, and (b) the basic concepts and theories of the field. At least 75% of students will be in the 50th percentile or higher on a national exam, such as (a) the GRE’s Major Field Achievement Test (MFAT), or the Area Concentration Achievement Test (ACAT).  At least 50% of the students will be in the 75th percentile or higher on the national exam.

On surveys of alumnae attending graduate school re their perceptions of preparation in our program, at least 80% of alumnae will rate their preparation for graduate school as “very good” (4 on a 5-point scale).

As a group, students will show statistically significant improvement on pretest-posttest comparisons between prerequisite and subsequent courses.
R
E
S
E
A
R
C
H		 [2]  . . . plan, implement, and report in APA style an empirical research project that integrates skills in (a) conceptualizing and stating research questions, (b) synthesizing and evaluating multiple sources of information from the literature, (c) research methodology, (d) statistical analysis, (e) written report writing, (f) conference-style oral and poster presentation PSY 4333 written, oral, and poster reports will be evaluated by the course instructor and course peers.  At least 80% of the students will produce reports judged to be very good (B grade or higher from instructor and 4 points on a 5-point scale by peers).  [Or, equivalent McNair Scholar project.]

Oral and poster reports will also evaluated by department faculty at colloquia using checklist forms consisting of the evaluation criteria.  At least 80% of the students will be judged as having produced very good reports (4 points on a 5-point scale).
I
N
T
E
G
R
A
T
I
O
N		 [3] . . . understand and explain the historical origins of contemporary psychological thought, the great person vs. Zeitgeist approaches, and the historiography of psychology and apply those ideas by integrating the past, present, and future of a self-chosen topic. PSY 4435 written reports, oral presentations, and web sites will be evaluated by the course instructor and class peers. At least 80% of the students will produce reports judged to be very good (B grade or higher from instructor and 4 points on a 5-point scale by peers).

Oral reports and web sites will also be evaluated by department faculty using checklist forms consisting of the evaluation criteria.  At least 80% of the students will be judged as having produced very good reports/sites (4 points on a 5-point scale).
A
P
P
L
I
C
A
T
I
O
N		 [4] . . . work cooperatively, responsibly, and ethically with personnel and clients in applied settings to apply psychological principles through supervised practice and through written and oral explanations of the connections between their field experiences and observations with preceding course work, ethical issues and personal values, and career perceptions and plans. DAPP thesis and oral defense evaluated by advisor and another department faculty member.  Two checklist forms (one for thesis, one for orals) consisting of the evaluation criteria will be completed by the attending faculty.  At least 80% of the students will be rated as very good (4 points on a 5-point scale).

Site supervisor evaluations based on discussions during site visit by faculty advisor and on the supervisors written evaluation at the end of the DAPP.  At least 80% of the students will be rated as very good by the field supervisors (4 points on a 5-point scale), and not have any less-than-satisfactory performance statements at the end.
S
C
I
E
N
T
I
F
I
C

A
T
T
I
T
U
D
E

 [5]  . . . explain and apply what it means to “think like a scientific psychologist” in the following areas:
a.  The type of evidence supporting assertions 
     about human behavior (i.e., empirical, tradition,
     common sense, authority, intuition,
     rationalism).  If the evidence is empirical:
     (1)  What about the other three cells (i.e.,
           examine both confirmatory and
           disconfirmatory evidence)?
     (2)  Is the evidence causal or only correlational
           (i.e., might there be alternative
           explanations for the correlational data)?
b.  The multiple, interacting variables that influence
     behavior.
c.  Ethics in research and practice.
d.  The developmental perspective across the
     lifespan.		 A combination of a department-written exam and designated pre-post in-course test items:
· On the department exam, at least 75% of
  students will write essays of B (very good) quality
  or above and answer at least 80% of the
  multiple-choice items correctly, and at least 95% of
  students will write essays of C (satisfactory) 
  quality or above and answer at least 70% of the
  multiple-choice items correctly.
· On the in-course pretest items, students will
  answer at close to chance level, while on the
  posttest items, at least 75% of students will write
  essays of B (very good) quality or above and
  answer at least 80% of the multiple-choice items
  correctly, and at least 95% of students will write
  essays of C (satisfactory) quality or above and
  answer at least 70% of the multiple-choice items
  correctly.
P
R
O
F
E
S
S
I
O
N
A
L

D
E
V
E
L
O
P
M
E
N
T

 [6]  . . . demonstrate outside of the classroom their motivation for learning and their ability to work professionally with others by participating extensively in co-curricular activities during their junior and senior years, and/or by obtaining admission to psychology graduate school or relevant employment. At least 80% of students will participate extensively in at least two co-curricular activities from the following list in their junior and senior years as determined from department attendance records and developmental review thereof.
· Service/participation in P.A.S.S. organization.
· Teaching assistantships.
· Research teams.· Attendance, participation,
  and/or presentation at department colloquia.
· Participation in department field trips.
· Attendance/presentation at conferences (e.g.,
  MUPC).
· Independent study, research, and/or field work.

Exit interview of graduating seniors regarding their graduate school plans or job searches.

Survey of alumnae regarding the value of the co-curricular opportunities listed above.

Use of e-mail will be assessed by our sending an e-mail to see what percent of majors opened it within 24 hours.

 

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This page was last updated on  11/15/07.   Questions and Comments to ddietric@css.edu