Graduate or Undergraduate: Graduate-PhD Date 12/18/03. Coordinator of the Program: Douglas Johnson

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1 Assessment of Student Learning Outcomes (Fall 2003) Please provide the information below about how your academic unit assesses the extent to which students achieve learning outcomes associated with each academic program (defined as a major). If you need assistance, please contact Drs. Virginia Wheeless at or on Groupwise . This information is due in the Planning Office no later than November 21, 2003 and will be updated annually. ******************************************************************************* Academic Program (Major): Industrial-Organizational Psychology Graduate or Undergraduate: Graduate-PhD Date 12/18/03 Coordinator of the Program: Douglas Johnson Person completing this form: _Douglas Johnson ****************************************************************************** I. Statement of Student Learning Outcomes: Provide a brief list of the learning outcomes that students are expected to demonstrate that they know and/or are able to perform at the end of their program; in other words, demonstrate what they have learned. Each outcome listed should be capable of being measured by the means noted in II below. Please number the outcomes (1 to x). II. Measuring Student Learning Outcomes: Describe how the program measures how well students have achieved the outcomes listed above and provide a list of methods and/or tools with the following information: 1. Name of assessment method or tool 2. If the method/tool is copyrighted, provide the name of the company who owns the tool. 3. Frequency of use - how often is this tool/method used, e.g., every spring semester students graduating in this major are interviewed by the program coordinator; students complete a capstone course in their final semester of the program; or each fall, a faculty committee reviews the portfolios of the students for the previous year. III. Use of Assessment Results: Describe how the results of the assessments described above are shared with faculty in the academic program? How are the results used to improve the program? IV. Changes Made Based on Assessment Results: Describe how the program has changed (or why is has not changed) based on the results of the assessment of learning outcomes. Indicate the year the change was implemented. Please indicate how the learning outcomes have changed if applicable. Signature of Person Completing the Form: Date Signature of Department Chair after Reviewing the Form: Date

2 Assessment of Student Learning Outcomes (Fall 2003) Industrial-Organizational Psychology Doctoral Program Department of Psychology Note: Only doctoral students are admitted to the Industrial-Organizational Psychology Graduate Program. Completion of a master's degree is not a requirement of the program. It is an option for those students who wish to acquire a master's degree during the course of their doctoral studies. Students may be awarded the master's degree after completing appropriate coursework and a master's thesis during their doctoral program studies. I. Statement of Student Learning Outcomes Our doctoral program operates on the scientist-practitioner model, which has been established by the American Psychological Association as the preferred model to guide the training of doctoral level applied psychologists. This means that students are expected to be able to function as competent researchers, as well as competent practitioners by the time they complete their Ph.D. degrees. Students are expected to be competent in four major areas by the time of their graduation: Outcome 1: Knowledge of the fundamental concepts of psychology in general. Outcome 2: Knowledge of fundamental and advanced concepts of industrialorganizational Outcome 3: Knowledge of and ability to use research processes in industrialorganizational Outcome 4: Knowledge of and ability to apply concepts of industrial-organizational psychology to the solution of organizational problems. II. Measuring Student Learning Outcomes Outcome 1: Knowledge of the fundamental concepts of psychology in general. 1. Review of admission prerequisites. Students are not admitted unless they can show that they have at least a basic knowledge of the fundamental concepts of Applicants must have had either a major in psychology, or a minimum of 24 semester credit hours of psychology (at least 12 of which must be advanced), including courses in statistics and research methods. Frequency of use: Annually during the admissions period (January to April). 2. Core curriculum requirement. All program students must complete a set of six graduate core courses that cover the fundamental concepts of Students must achieve a minimum grade of "B" in each course. The courses are: Advanced Research Design, Advanced History and Systems of Psychology, Advanced Social Psychology, Theories of Learning and Cognition, Advanced Quantitative Methods in Psychology, Advanced Physiological Psychology. Frequency of use: Each semester until the requirements have been completed.

3 Outcome 2: Knowledge of fundamental and advanced concepts of industrialorganizational 1. Specialty core requirement. Students must complete 26 hours of core graduate courses in industrial-organizational psychology with a minimum "B" average. Frequency of use: Each semester until requirements have been completed. 2. Advanced elective requirement. Students must complete 15 hours of advanced topics graduate courses in industrial-organizational psychology with a minimum "B" average. Frequency of use: Each semester until requirements have been completed. 3. Capstone requirement. Students must complete a capstone seminar at the end of their coursework. During this course, they must demonstrate a broad knowledge of their field and its strategic applications in organizations. Frequency of use: At the end of each student's third year in the program. 4. Comprehensive examination. Upon completion of all courses and pre-dissertation research requirements, students are administered a comprehensive doctoral qualifying examination. This examination is part written and part oral. It is written and graded by each student's advisory committee. Each exam is unique, and is designed to assess the student's in-depth knowledge of appropriate professional and scientific concepts in industrial-organizational Students who pass this exam demonstrate that they have sufficient knowledge to function professionally in industrial-organizational Successful completion of this examination advances a student to doctoral candidacy. Frequency of use: This exam is administered once during each student's stay in the program, typically during the third or fourth year. The exam is given a second time if the student fails the initial exam. Failure of the second exam may result in the student's dismissal from the program. 5. Annual faculty review. Program faculty evaluate each student is to assess his/her academic and professional progress. Students receive individual feedback about these assessments. Frequency of use: Annually. Outcome 3: Knowledge of and ability to use research processes in industrialorganizational 1. Students must complete a minimum of four courses in research methodology. They are: Advanced Quantitative Methods, Advanced Research Design, Psychometric Theory, and Multivariate Analysis. Additional advanced research courses are available to be taken as electives. Frequency of use: Each semester until the requirements are completed. 2. Students must demonstrate the potential to conduct independent research by completing a pre-dissertation research requirement. This requirement may be satisfied in two ways: a) Successful completion of a master's thesis. Students wishing to acquire a master's degree during the course of their doctoral studies must complete an appropriate thesis based on an original research study. Formal proposal and final defense meetings must be held where the student presents and defends the study before a thesis advisory committee. The advisory committee is composed of a minimum of three faculty members whose role is to supervise and guide the research. or b) Successful completion of two research-in-lieu-of-thesis projects. Students who elect not to acquire a master's degree must complete two research projects under faculty 3

4 supervision. Typically, this is a more informal process not requiring formal proposal and final defense meetings. A student pursuing this option will generally work closely with a single faculty member, who will guide the student's work and bestow final approval upon completion of the research. Frequency of use: Continuously during students' second and third years in the program. 3. Students must successfully complete a doctoral dissertation. This is the final demonstration that students have the ability to use research processes. Students must show that they are capable of conducting independent research that will allow them to make meaningful contributions to their field. Dissertations are major research studies that must be proposed and defended before a committee composed of at least of four faculty members. Frequency of use: Continuously following completion of the doctoral qualifying examination. Outcome 4: Knowledge of and ability to apply concepts of industrial-organizational psychology to the solution of organizational problems. 1. Practicum. The practicum introduces students to the application of industrialorganizational psychology concepts. Students work for a minimum of 300 hours in an organizational setting under the supervision of program faculty or other appropriate supervisors. The purpose is to teach basic applications of industrial-organizational Supervisors guide student activities, evaluate their progress toward professional development, and provide them with feedback. Successful completion of the practicum qualifies students for the internship. Frequency of use: Continuously until the practicum requirements are satisfied. This usually occurs immediately after the students' first year in the program. 2. Internship. The internship provides students with the opportunity to develop professional-level skills. Students must work for a minimum of 2000 hours in an organizational setting under the supervision of program faculty or a practicing industrialorganizational psychologist. Interns are expected to acquire the ability to deliver advanced applications of industrial-organizational psychology concepts to organizational clients. Supervisors guide student activities, evaluate their progress toward professional development, and provide them with feedback. Supervisors must meet with interns for at least two hours per week. Frequency of use: Continuously until the internship requirements are completed. This usually occurs during the students' second and third years in the program, although some prefer to defer the internship until they have passed the comprehensive examination. III. Use of Assessment Results As noted in Section II, the program faculty has an annual meeting to provide formal assessments and evaluations of the students. The faculty reviews student progress in classes, research, practica, and internships. The faculty also meets regularly in between the annual evaluation meetings. These meetings provide opportunities for the faculty to share impressions of the students and of the program in general, and to create program improvements. Equally important is student feedback to the faculty. Students elect a representative each year to attend faculty meetings. We are fortunate in that we have a sufficiently positive relationship with our students that they feel free to express their 4

5 concerns to us about the program. Results of our analyses of our learning outcomes have been used to improve the program. IV. Changes Made Based on Assessment Results Our program is relatively new (it is in its fourth year). Because we put a lot of thought into the program before it was implemented, we have not had to make a large number of changes yet. The few we have made are presented below. 1. The internship prerequisites were changed substantially. Initially, students were not permitted to take the internship until they had completed all courses, their pre-dissertation research, and the comprehensive doctoral qualifying exam. Students expressed concern that this would lengthen the amount of time needed to complete the program. Faculty members were concerned that, in light of the current economic conditions, students needed to be able to accept internship opportunities whenever they arose. Waiting until the end of the program might leave some students without available internships. Both groups felt that students were ready to begin internship training after their practicum experiences had been completed. In further student-faculty discussion, it was also determined that students, with proper scheduling, could handle taking classes and the internship concurrently. Thus the internship prerequisites were changed to completion of the first year of courses plus the practicum. After these requirements are completed, students can accept internships at any time they feel they are ready. 2. The number of courses in the industrial-organizational psychology specialty core was reduced, and the number of elective courses was increased. Student-faculty discussion determined that more flexibility in the curriculum was desirable, and could be achieved without compromising the learning outcomes. The change was made, and seems to have satisfied all concerned. 3. Students now have to enroll in at least one general core course each semester. The original students in the program could take any course that counted toward their degree. When they were totally free to choose, they took only industrial-organizational psychology courses during their first two years, and postponed most of their general core courses until the very last. The result was that they ended up with back-to-back semesters with no courses in their chosen field. Recognizing that this was an undesirable situation, these students initiated a call for a change to mandatory enrollment in general core courses starting in the first semester, and that change has been made. This change will allow students to see a clearer relationship between the concepts of general psychology, and those of industrial-organizational 5

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