Undergraduate Degree Program Assessment Progress Report Cover Sheet

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1 Undergraduate Degree Program Assessment Progress Report Cover Sheet Degree: B.A. For Calendar Year: 2014 (Date submitted to college committee:) 02/20/2015 (Date posted on college assessment website:) By: Amanda Nolen and Robert Corwyn Overall Rating: Respond to all six parts following the Degree Program Assessment Progress Report Instructions. Attach additional pages as needed. (NOTE: Parts 1 through 4 can be copied from the relevant sections of your assessment plan.) (1) Student learning goal(s) addressed this year: See Attached (2) Learning outcomes/objectives for those goals addressed this year: See Attached (3) Courses & activities where assessed: See Attached (4) Methods used: See Attached PVC 2/07-1 -

2 Undergraduate Degree Program Assessment Progress Report Cover Sheet (5) What are the assessment findings? How did you analyze them? See Attached (6) What conclusions were drawn and what decisions were made as a result? How were stakeholder groups involved? See Attached PVC 2/07-2 -

3 In 2014, the Psychology BA program underwent a comprehenisive review. In compiling the necessary documentation, all student learning goals and outcomes were examined. Although the scope of that comprehensive report is beyond the scope of this assessment progress report, the assessment strategies, methods, and outcomes are distilled below. Background on the Psychology B.A. Student Population In spring 2014, there were 370 psychology majors and 212 psychology minors enrolled in courses at UALR. Of the majors, 68% (n=253) had transferred to UALR from other institutions. Of those transfer students, 63% (n=160) transferred hours in from only one institution; 25% (n=63) transferred hours in from two institutions; over 9% (n=24) from three institutions; and the remaining 3% (n=6) from four or more institutions. These students transferred in an average of hours (SD=25.49), with a median of 47 hours. Understanding the profile of our students provides insight into the unique challenges for student success as well as providing a context for assessing and interpreting program outcomes. 1. Student learning goal(s) addressed this year: The program goals for the Psychology B.A. program are adopted from the American Psychological Association (2013) Guidelines for the Undergraduate Psychology Major (http://www.apa.org/ed/precollege/about/psymajor-guidelines.pdf) Goal 1 Knowledge Base in Psychology. Students should demonstrate fundamental knowledge and comprehension of the major concepts, theoretical perspectives, historical trends, and empirical findings to discuss how psychological principles apply to behavior problems (we should provide a specific or general citation at the end for source). Goal 2 Scientific Inquiry and Critical Thinking. The skills in the domain involve the development of scientific reasoning and problem solving, including effective research methods. Goal 3 Ethics and Social Responsibility in a Diverse World. The skills in this domain involve the development of ethically and socially responsible behaviors for professional and personal settings in a landscape that involves increasing diversity. Goal 4 Communication. Students should demonstrate competence in writing, oral, and interpersonal communication skills. Goal 5 Professional Development. The emphasis in this goal is on the application of psychology-specific content and skills, effective self-reflection, project management skills, teamwork skills, and career preparation. 2. Learning outcomes/objectives for those goals addressed this year: Goal 1. Knowledge base in psychology. 1.1 Describe key concepts, principles, and overarching themes in psychology 1.2 Developing a working knowledge of psychology's content domains 1.3 Describe applications of psychology

4 Goal 2. Scientific inquiry and critical thinking 2.1 Use scientific reasoning to interpret psychological phenomena 2.2 Demonstrate psychology information literacy 2.3 Engage in innovative and integrative thinking and problem solving 2.4 Interpret, design, and conduct basic psychological research 2.5 Incorporate sociocultural factors in scientific inquiry Goal 3. Ethical and social responsibility in a diverse world 3.1 Apply ethical standards to evaluate psychological science and practice 3.2 Build and enhance interpersonal relationships 3.3 Adopt values that build community at local, national, and global levels Goal 4. Communication 4.1 Demonstrate effective writing for different purposes 4.2 Exhibit effective presentation skills for different purposes 4.3 Interact effectively with others Goal 5. Professional Development 5.1 Apply psychological content and skills to career goals 5.2 Exhibit self-efficacy and self-regulation 5.3 Refine project-management skills 5.4 Enhance teamwork capacity 3. Courses and activities where assessed: Attached is a comprehensive curriculum matrix showing which courses address each of the learning goals. Also included in the matrix are how the goals are assessed and the average course grade across all sections of that course for Spring and Fall The average grade is calculated based on the grade distribution report from the Office of Institutional Research (OIR). Specifically: ((#A's * 4)+(#B's * 3)+(#C's * 2)+(#D's *1)+(#F's * 0))/(#A's + #B's + #C's + #D's + #F's) Weighted averages are calculated across all sections of each course (across) and for each goal (down). 4. Methods used: a) Area Concentration Achievement Test (ACAT) This exam is a nationally standardized multiple-choice examination designed to assess a student s knowledge in 6 areas of psychology. These areas include: Abnormal Developmental Experimental Human Learning/Cognition Social Statistics

5 Students take sections of the ACAT that reflect their coursework. Beginning Fall 2014, the ACAT is offered every semester to students enrolled in PSYC 4100 for a more systematic collection of student learning data. The standard scores have an average of 500 with a standard deviation of 100. The scores can range between 200 and 800 with 68% of the scores in any area falling between 400 and 600. b) Senior Synthesis Surveys In PSYC 4100 Senior Synthesis, two surveys are administered. The first asks students to rate from 1 (not at all) to 5 (very well) how their experiences in the B.A. Psychology program prepared them in each of the 5 program goals. The second survey asks students about their academic experience while in the program including obstacles, research opportunities, and how the program could be improved. c) Student (all majors) and Alumni Surveys Beginning in Spring 2014, we have started a bi-annual survey of declared psychology majors and alumni. The student survey addresses student support, progress on the program learning objectives, career goals, and program experiences (i.e., advising, activities, and interaction with faculty). The alumni survey addresses how well they felt they were prepared in the program and how they use the skills, knowledge and abilities acquired in the program in their occupations. d) IDEA Student Ratings of Instruction (SRI) We use the IDEA Student Ratings of Instruction System (SRI) to provide feedback for individual faculty as well as program development. The feedback provides data-driven suggestions for teaching improvement. The SRI is based on the idea that teaching methods together with type of content and delivery impact student learning. The ratings adjust scores for five circumstances beyond the instructor s control. Students ratings of various dimension of each course are compared to over 400 respondents across UALR and approximately 44,000 students across the country. e) Course Artifacts Instructors provide evidence about how they are assessing program learning objectives, how they document student progress across the learning objectives, and finally provide a sample of student artifacts that represent high achieving, emerging, and low achieving performance in their class. Those artifacts are scanned into a large dataset to be viewed and considered across the program learning goal dimension. 5. What are the assessment findings? How did you analyze them? a) Area Concentration Achievement Test (ACAT) Table 1 shows the ACAT exam results for UALR psychology program graduates across four administrations (2000/01, 2002/03, 2012/13, and Fall 2014). Student performance fell within one standard deviation from the mean in all areas across all years.

6 Table 1. ACAT Exam results for UALR psychology program seniors. Standard Score Fall 2014 (n = 46) (n = 40) (n = 52) (n=38) Abnormal Developmental Experimental Human Learning/Cognition Social Statistics Composite ile (Composite) b) Senior Synthesis Surveys Overall, the surveys suggest that graduating seniors were very satisfied with the education/preparation they have received in the program. The responses have verified that most students are juggling work, family and school. Although finances are an obstacle for students, many of the students appear to be making significant sacrifices in order to have a better future. In addition, students were asked about research opportunities and it is clear that the department needs to make more research opportunities available. The survey provides additional evidence that some students need more help improving their writing. Student responses are attached. c) Student and Alumni Surveys Surveys were administered during the Spring 2014 semester to current students and alumni. We received 85 completed student surveys and 174 completed alumni surveys. The items relevant to the learning outcomes and quality of preparation are attached. (We can provide a summary of responses to the entire surveys upon request.)

7 d) IDEA Student Ratings of Instruction (SRI) Student ratings of courses overall were strong with many courses rating above IDEA database and Institutional averages. The students seem to rate the online courses significantly lower than face to face courses on all four evaluation outcomes: progress on relevant objectives, excellence of teacher, excellence of course, and summary or overall. However, it must be noted that the n of online course evaluations was much smaller than the face to face sample causing less stable aggregate evaluation ratings. Table 2 shows how our courses compare to the entire IDEA database and in parentheses to UALR courses included in the IDEA database. For example, our Face to Face courses in Spring 2014 scored "Much Higher" than 8% of all the courses included in the IDEA database and "Much Higher" than 2% of the UALR courses included in the IDEA database. Table 2. Comparison of UALR psychology course evaluations compared to the entire IDEA database and UALR courses. Expected Distribution Summary Evaluation Compared to IDEA Database (UALR Courses) Online Spring 2014* Online Fall 2014 F2F Spring 2014 F2F Fall 2014 Much Higher 10% 0 (0) 0 (0) 8(2) 7 (7) Higher 20% 33 (33) 23 (15) 40 (17) 37(10) Similar 40% 0 (0) 54 (62) 42 (31) 44 (41) Lower 20% 0 (0) 15 (0 6 (4) 7 (2) Much Lower 10% 67 (50) 8 (15) 4 (0) 5 (2) * Very low n included only 6 courses with a 23% response rate from students. e) Course artifacts Instructors across all courses identified which assignments/assessments addressed each learning goal in May Each not only identified the assignment or assessment, but also provided a summary of performance on those items and any necessary rubrics or keys. This was the first ever attempt to gain a comprehensive view of student learning activities and assessments across the program as they relate to the newly adopted program learning goals. As reflected in the attached curriculum matrix, the activities and assessments all vary in type (exams, papers, projects, presentations, etc.), complexity, and purpose (formative vs. summative). Each of the 5 goals is assessed in multiple ways and at multiple points in the curriculum reflecting assessment best practices.

8 Because this was a first attempt by instructors to align course activities with program goals, we were not certain what we would find. However, we were all pleased to see the breadth and depth with which the goals were covered. Beginning in the academic year, we will focus on a subset of goals (even in even years; odd in odd years) to engage in a closer inspection to determine where any gaps in alignment occur and identify strategies to close those gaps. We will also examine where there are redundancies and if there may be opportunities for streamlining the curriculum. 6. What conclusions were drawn and what decisions were made as a result? How were stakeholder groups involved? (Below reflects preliminary conclusions and potential action items. However, we are not making any decisions until our external reviewers visit and complete their report. Those decisions pertaining to assessment will be included in next year s report.) The psychology department is committed to quality assessment of our program and has taken steps in the past two years to drastically modify our approach to establish a thorough and sustainable assessment design in preparation for our 10-year review. The purpose of the modification was to identify curriculum crosswalks across the 5 program learning goals and to develop a system that allows us insight into the student learning experience by course and by goal. We feel we have accomplished that. Initial results of the new assessment design indicate that our students are performing at satisfactory level and above on all program content areas and across all learning goals. The number of student grades and scores included in the analysis provide us with a strong understanding of how our students are performing throughout the curriculum. We also have a means with which we can critically evaluate the contribution of specific courses to the overall program. A strength appears to be student performance in the Research Core. PSYC 2340 Stats I, PSYC 3342 Stats II, and PSCY 3341 Research Methods are all required courses for our majors. Course averages across all sections range from 2.95 to These are difficult courses that historically have caused difficulty for student progress through the major. Beginning in Spring 2014, we re-opened our Psychology Statistics Lab that provides tutoring and support for majors across the college in the areas of statistics and research. We are seeing student activity in this lab increasing with every semester and attribute some of the strong performance across our courses to this support. We are anticipating future ACAT Statistics sub-scores will reflect this strength. Student and alumni surveys provided encouraging feedback regarding the ability of the program curriculum to meet the needs of our students as they prepare for graduate education and the workplace. Of the alumni who completed the survey, 53.9% reported that they have completed or are currently in the process of completing a graduate degree. The American Psychological Association s Center for Workforce Studies estimates that

9 25% of psychology baccalaureate recipients continue on to graduate education (based on National Center for Educational Statistics 2013 data). They reflected very positive opinions about their experiences in the program, the quality of the courses, and the faculty. The alumni respondents found the program to be Very Useful or Useful to their subsequent performance in a graduate program. Also, they considered the preparation they received in the program as Very Useful or Useful to their current employment ranging from 80.8% of respondents (Verbal Communication) to 65.1% of respondents (Ability to read research literature). Similarly, 94.8% of current students indicated that they had an understanding of psychology and related concepts as a result of the program. These responses point towards a validity within the curriculum. What we are providing not only aligns with the industry standard of the five program goals, but also that the curriculum is resonating with the students and has proven useful as they leave the program to enter either graduate education or the workforce. Course grades and ACAT scores reflect that there is margin for growth. It is unknown how much variability in upper level course grades and ACAT performance is due to the large number of students who take foundational psychology courses at other institutions. Due to the large number of students who transfer in courses, that is will always be a contributing factor. In spite of that it is a positive reflection on the quality of the program that our ACAT scores fall within one standard deviation of the national average. Areas we are considering changing including combining the two statistics courses into a single 4-hour course that incorporates a lab experience for the students. The 2 hours that would be remaining would be added to the (currently) PSYC 4100 Senior Synthesis and to transform that course into a project-based course with a true capstone experience.

10 CAP- STONE CONCENTRATIONS RESEARCH CORE CORE Course GPA 2014 Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Ethics and Social Scientific Inquiry and Responsibility in a Professional Critical Thinking Diverse World Communication Development Knowledge Base in Psychology Psyc 2300 Psychology and the Human Exp Exam, Weekly Assignments Exam, Weekly Assignments Exam, Weekly Assignments Blog/Discussion Blog/Discussion Psyc 3320 Introduction to Applied Psych Exam, Topical Paper Exam Topical Paper Exam, Topical Paper Psyc 2340 Statistics I 2.95 Exam, Weekly Assignments Psyc 3342 Statistics II 3.05 Exam, Weekly Assignments Psyc 3341 Research Methods 3.11 Exam, Weekly Assignments Group Projects Group Project Psyc 3330 Health Psychology 2.94 Exam, Weekly Assignments Journal Article Critique Psyc 3350 Social Psychology 2.89 Exam, Empirical Literature Review Empirical Literature Review Article Critique, Discussions (online) Empirical Literature Review Psyc 3356 Developmental Psychology 2.95 Quizzes, Article Critique Quizzes, Article Critique Quizzes, Article Critique Article Critique Psyc 3360 Abnormal Psychology 3.00 Case Study Exam, Personality Disorder Paper Case Study Exam Psyc 4337 Adult Psychology and Aging 3.63 Exam Comparison Paper Psyc 3305 Sensation and Perception 2.93 Exam Virtual Lab, Article Critique Psyc 3380 Cognitive Psychology 2.55 Exam Cognitive Lab, Article Critique Psyc 4320 Physiological Psychology 2.45 Exams Empirical Literature Review Personality Disorder Paper Comparison Paper, Thought Logs Virtual Lab, Article Critique Cognitive Lab, Article Critique Empirical Literature Review Psyc 4330 Learning and Memory 3.62 Exams, Presentation Presentation Psyc 3370 Industrial Psychology 2.59 Exam, Weekly quizzes Work Environment Project Psyc 3375 Consumer Psychology 2.96 Exam Exam Psyc 4325 Personnel Psychology 2.73 Exam Psyc 4363 Organizational Psychology 2.38 Exam Validity of Selection Procedures Activity, Work Environment Project Empirical Literature Review Work Environment Paper Employment Law Project Job Analysis Project Job Analysis Project Organizational Behavior Paper Psyc 4100 Senior Synthesis 3.87 ACAT Scores, Student Survey ACAT Scores Student Survey

11 Results from the first senior synthesis survey: Fall and Spring, 2014 Overall, how satisfied are you with the education that you have received at UALR (This includes all courses that you have taken at UALR)? Frequency Valid Valid Very Satisfied Satisfied Neutral (Neither Dissatisfied or Satisfied) Dissatisfied Very dissatisfied Total Overall, how satisfied are you with the courses that you have taken in the psychology department at UALR? Frequency Valid Valid Very satisfied Satisfied Neutral (Neither Dissatisfied or Satisfied) Very dissatisfied Total

12 One learning objective of the psychology degree is graduates of our program should be able to describe key concepts, principles and overarching themes in psychology. Indicators of student success in this area are A. Use and evaluate theories to explain and predict behavior, including advantages and limitations in the selected frameworks. 1.1B. Describe the complexity of the persistent questions that occupy psychologists' attention. 1.1C. Interpret behavior and mental processes within and across animal species. 1.1D. Examine the sociocultural and international contexts that influence individual differences (e.g. personality traits, abilities) and address applicability of research findings across societal and cultural groups. 1.1E. Compare and contrast the nature of psychology with other disciplines (e.g. biology, economics, political science), including the potential contribution of psychology to interdisciplinary collaboration. On a scale from 1 = not at all, 2 = not very well, 3 = average, 4 = well and 5 = very well, please rate how well you have mastered the learning objective described above? Frequency Valid Valid Not very well Average Well Very well Total

13 Another learning objective of the undergraduate psychology degree is that students will develop a working knowledge of psychology's content domains. Indicators of student success in this area are A. Compare and contrast psychology's major subdisciplines. 1.2B. Speculate about why content domains differ in the kinds of questions asked and the methods used to explore them. 1.2C. Summarize important aspects of history of psychology, including key figures, central concerns, methods used, and theoretical conflicts. 1.2D. Explain complex behavior by integrating concepts developed from different content domains. 1.2E. Predict how sociocultural and international factors influence how scientists think about behavioral and mental processes. Using a scale from 1 = not at all, 2 = not very well, 3= average, 4 = well and 5 = very well, please rate how well you have mastered the learning objective described above. Frequency Valid Valid Not very well Average Well Very well Total

14 Another learning objective of the psychology undergraduate degree is that students will be able to describe applications of psychology. Indicators of student success in this area are A. Articulate how psychological principles can be used to explain social issues, addressing pressing societal needs, and inform public policy. 1.3B. Evaluate how the mind and body interact to influence psychological and physical health. 1.3C. Propose and justify appropriate psychology-based interventions in applied settings (e.g. clinical, school, community, or industrial settings). 1.3D. Explain how psychological constructs can be used to resolve interpersonal and intercultural conflicts. On a scale from 1 = not at all, 2 = not very well, 3 = average, 4 = well and 5 = very well, please rate how well you have mastered the learning outcome described above. Frequency Valid Valid Average Well Very well Total

15 The next 10 questions are going to ask you to rate 10 seperate domains of the psychology degree (i.e. Knowledge Base in psychology, Research Methods, Critical Thinking, Application, Values, Information and technology, Communication Skills, Sociocultural and International Awareness, Personal Development and Career Planning). On a scale from 1 = not at all, 2 = not very well, 3 = average, 4 = well and 5 = very well, please rate how well the psychology degree at UALR has helped you master the knowledge base in psychology (i.e. ability to demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology). Frequency Valid Valid Average Well Very well Total On a scale from 1 = not at all, 2 = not very well, 3 = average, 4 = well and 5 = very well, please rate how well the psychology degree at UALR has helped you master Research Methods in psychology (i.e. understand and apply basic research methods in psychology, including research design, data analysis, and interpretation). Frequency Valid Valid Not very well Average Well Very well Total

16 On a scale from 1 = not at all, 2 = not very well, 3 = average, 4 = well and 5 = very well, please rate how well the psychology degree at UALR has helped you master Critical Thinking Skills (i.e. respect and use critical and creative thinking, skeptical inquiry, and the scientific approach to solve problems related to behavior and mental processes). Frequency Valid Valid Not at all Not very well Average Well Very well Total On a scale from 1 = not at all, 2 = not very well, 3 = average, 4 = well and 5 = very well, please rate how well the psychology degree at UALR has helped you master the application of psychology (i.e. understand and apply psychological principles to personal, social, and organizational issues). Frequency Valid Valid Average Well Very well Total Missing System Total

17 On a scale from 1 = not at all, 2 = not very well, 3 = average, 4 = well and 5 = very well, please rate how well the psychology degree at UALR has helped you master the Values in psychology (i.e. value empirical evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a science). Frequency Valid Valid Average Well Very well Total On a scale from 1 = not at all, 2 = not very well, 3 = average, 4 = well and 5 = very well, please rate how well the psychology degree at UALR has helped you master the Information and Techology and Literacy objective (i.e. demonstrate information competence and the ability to use computers and other technology for many purposes). Frequency Valid Valid Not at all Not very well Average Well Very well Total

18 On a scale from 1 = not at all, 2 = not very well, 3 = average, 4 = well and 5 = very well, please rate how well the psychology degree at UALR has helped you master Communication Skills (i.e. communicate effectively in a variety of formats). Frequency Valid Valid Not at all Not very well Average Well Very well Total On a scale from 1 = not at all, 2 = not very well, 3 = average, 4 = well and 5 = very well, please rate how well the psychology degree at UALR has helped you develop Sociocultural and International Awareness (i.e. recognize, understand, and respect the complexity of sociocultural and international diversity). Frequency Valid Valid Not very well Average Well Very well Total Missing System Total

19 On a scale from 1 = not at all, 2 = not very well, 3 = average, 4 = well and 5 = very well, please rate how well the psychology degree at UALR has helped you master Personal Development (i.e. develop insight into their own and other's behavior and mental processes and apply effective strategies for self-management and selfimprovement). Frequency Valid Valid Average Well Very well Total On a scale from 1 = not at all, 2 = not very well, 3 = average, 4 = well and 5 = very well, please rate how well the psychology degree at UALR has helped you understand Career Planning and Development (i.e. pursue realistic ideas about how to implement their psychological knowledge, skills, and values in occupational pursuits). Frequency Valid Valid Not at all Not very well Average Well Very well Total

20 Second survey in senior synthesis classes: Fall and Spring 2014 I was satisfied with the advising that I received in the psychology department at UALR Frequency Valid Valid Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Total Missing System Total I was satisfied with the advising I received on career achievement Frequency Valid Valid Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Total Missing System Total

21 I was satisfied with the availability of psychology faculty Frequency Valid Valid Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Total Missing System Total The faculty were concerned about my satisfactory progress through the major Frequency Valid Valid Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Total Missing System Total

22 I felt involved in the undergraduate climate of the psychology department Frequency Valid Valid Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Total Missing System Total The major courses were sufficiently challenging in the psychology department Frequency Valid Valid Strongly Agree Agree Neither Agree nor Disagree Disagree Total I had very little trouble enrolling in the psychology courses that I wanted to take Frequency Valid Valid Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Total Missing System Total

23 The courses that I took in the psychology department made me a better writer Frequency Valid Valid Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Total There were adequate opportunities to engage in research activities with a psychology faculty member Frequency Valid Valid Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Total Missing System Total Overall, the quality of instruction in the psychology department was good Frequency Valid Valid Strongly Agree Agree Neither Agree nor Disagree Total

24 It has been easy to understand how and when I needed to pay for tuition and fees at UALR Frequency Valid Valid Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Total Missing System Total I believe you get your money s worth by attending school at UALR? Frequency Valid Valid Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Total Missing System Total If I could do it over again, I would major in psychology at UALR. Frequency Valid Valid Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Total

25 I would recommend the psychology major at UALR to others Frequency Valid Valid Strongly Agree Agree Neither Agree nor Disagree Disagree Total I have been satisfied with the Admissions office at UALR Frequency Valid Valid Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Total Missing System Total

26 UALR Psychology Alumni Survey After you received your Bachelor's degree, did you go on to pursue a graduate degree in Psychology? Answer Options Response Response Count I am currently in a Psychology graduate program I am currently in a graduate program in a different field. (please specify below) I enrolled in, but did not complete a graduate degree in Psychology I enrolled in, but did not complete a graduate degree in a different field. (please specify below) I completed a graduate program in Psychology I completed a graduate program in a different field. (please specify below) I plan to pursue graduate education sometime in the future I do not plan to pursue graduate education Please specify if you indicated pursuing a graduate degree outside of Psychology. 84 answered question 167 skipped question 7 How well do you think the undergraduate Psychology program at UALR prepared you for your graduate program. Answer Options Not at all prepared for graduate school Moderately prepared for graduate school Very well prepared for graduate school Rating Average Response Count answered question 98 skipped question 76 For each of the learning objectives of the psychology program at UALR, please indicate how useful your training in the psychology department has been for you in graduate school. Answer Options Not at all useful Somewhat useful Useful Very useful Does not apply Response Count Content knowledge 3 (3.1) 7 (7.2) 31 (32.0) 53 (54.6) 3 (3.1) 97 Ability to read research literature 5 (5.2) 17 (17.7) 23 (24.0) 49 (51.0) 2 (2.1) 96 Quantitative skills 10 (10.4) 14 (14.5) 24 (25.0) 46 (47.9) 2 (2.1) 96 Written communication 5 (5.2) 11 (11.3) 24 (24.7) 53 (54.6) 4 (4.1) 97 Verbal communication 5 (5.2) 6 (6.25) 30 (31.3) 50 (52.1) 5 (5.2) 96 answered question 97 skipped question 77 Note: n (%)

27 For each of the learning objectives of the psychology program at UALR, please indicate how useful the curriculum was in preparing you for your current employment. Answer Options Not at all useful Somewhat useful Useful Very useful Does not apply Response Count Content knowledge 10 (6.4) 28 (18.0) 63 (40.4) 50 (32.1) 5 (3.2) 156 Ability to read research literature 9 (5.8) 33 (21.3) 47 (30.3) 54 (34.8) 12 (7.7) 155 Quantitative skills 12 (7.7) 25 (16.1) 50 (32.3) 61 (39.4) 7 (4.5) 155 Written communication 7 (4.5) 21 (13.5) 42 (26.9) 80 (51.3) 6 (3.8) 156 Verbal communication 6 (3.9) 18 (11.5) 43 (27.6) 83 (53.2) 6 (3.8) 156 answered question 156 skipped question 18 Note: n (%) Please indicate your degree of agreement with each of the following statements. "As a result of taking classes in the Psychology program at UALR,..." Answer Options I have an understanding of the content of psychology, including its theoretical perspectives. I am confident that I can read and interpret information from published articles in psychology. I am confident that I can apply the content and theories of psychology to understanding behavior in a variety of contexts. I have sufficient information about career opportunities in psychology. I am confident that I can write in the technical style recommended by the American Psychological Association. Strongly disagree Disagree Neutral Agree Strongly agree Response Count 1 (0.7) 2 (1.3) 14 (9.3) 95 (62.9) 39 (25.8) (2.0) 4 (2.6) 15 (9.9) 82 (54.0) 48 (31.6) (2.0) 4 (2.7) 17 (11.3) 77 (51.0) 50 (33.1) (9.4) 30 (20.1) 43 (28.9) 43 (28.9) 19 (12.8) (6.0) 19 (12.6) 35 (23.2) 49 (32.5) 39 (25.8) 151 My writing skills improved. 6 (4.0) 8 (5.2) 40 (26.3) 60 (39.5) 38 (25.0) 152 My verbal skills improved. 5 (3.3) 8 (5.3) 43 (28.5) 60 (39.7) 35 (23.2) 151 Note: n (%) UALR Psychology Student Survey answered question 152 skipped question 22 How many hours have you completed towards your degree? Answer Options Response Response Count Less than 30 hours (Freshman) 6.0% 5 Between 30 and 60 hours (Sophomore) 11.9% 10 Between 60 and 90 hours (Junior) 36.9% 31 At least 90 hours (Senior) 42.9% 36 Post-Baccalaureate 2.4% 2 Other (please specify) 2 answered question 84

28 Please rate the extent to which these factors are obstacles to completing your degree. Answer Options Not an Obstacle A Minor Obstacle A Major Obstacle N/A Rating Average Response Count Tuition and fees Student loan debts Academic advising Availability of needed courses Availability of faculty Specific program requirements (e.g., Foreign Language, Statistics, etc.) Childcare responsibilities Work responsibilities outside of class Transportation to and from class Other (please specify) 6 answered question 85 skipped question 0 Rate the Psychology program on the following dimensions of academic quality. Answer Options Excellent Good Fair Poor Rating Average Response Count High academic standards Integration of current psychology developments in the coursework Online course options The intellectual quality of the faculty The intellectual quality of your fellow students Teaching/learning relationship between faculty and students Program curriculum supports my professional goals Overall program quality Other (please specify) 2 answered question 78 skipped question 7

29 Please indicate your degree of agreement with each of the following statements. "As a result of taking classes in the Psychology program at UALR,..." Answer Options Strongly Agree Agree Disagree Strongly Disagree N/A* Response Count I have an understanding of the content of psychology, including its theoretical 56 (72.7) 17 (22.1) 2 (2.6) 1 (1.3) 1 (1.3) 77 perspectives. I am confident that I can read and interpret information from published articles in 54 (70.1) 13 (16.9) 4 (5.2) 2 (2.6) 4 (5.2) 77 psychology. I am confident that I can apply the content and theories of psychology to understanding 52 (67.5) 19 (24.7) 4 (5.2) 0 (0) 2 (2.6) 77 behavior in a variety of contexts. I have sufficient information about career opportunities in psychology. 29 (37.7) 24 (31.2) 15 (19.5) 6 (7.8) 3 (3.9) 77 I am confident that I can write in the technical style recommended by the American 30 (40.0) 25 (33.3) 9 (12.0) 6 (8.0) 5 (6.7) 75 Psychological Association. My writing skills improved. 35 (46.1) 23 (30.3) 10 (13.2) 5 (6.6) 3 (3.9) 76 My verbal skills improved. 39 (51.3) 22 (29.0) 8 (10.5) 4 (5.3) 3 (3.9) 76 Comments (Optional) 3 answered question 77 skipped question 8 * N/A - "I have not taken any/enough Psychology courses to form an opinion on this topic" Note: n (%)

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