PSYCHOLOGY PROGRAM/UNIT REVIEW SELF STUDY

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1 Truckee Meadows Community College School of Liberal Arts PSYCHOLOGY PROGRAM/UNIT REVIEW SELF STUDY

2 Psychology DESCRIPTION OF PROGRAM/UNIT The Associate of Arts Degree in Psychology is designed for students seeking careers in psychology or related fields. The degree requirements include a well-balanced general education curriculum. Specific curriculum provides students with major concepts, theoretical perspectives, and empirical findings in psychology. In addition, students will come to understand and apply basic research methods in psychology. This course of study is designed as a university transfer program that substantially meets the requirements for the first two years of study for the B.A. in Psychology at UNR. In addition, students have the possibility to begin work on a minor in Addiction Treatment Services that is available at UNR. Students wishing to transfer to any other baccalaureate program should work closely with TMCC advisors and advisors at the institution of transfer to obtain recommended courses for transfer. Mission Statement The Psychology discipline provides a breadth of quality introductory Psychology offerings. These offerings support a variety of student needs: general education, foundational coursework to pursue a degree in Psychology, core requirements for allied fields, and lifelong learning/personal interest needs. The Psychology discipline emphasizes quality instruction and a sound curriculum that will expose students to contemporary theories, research methods, and beginning skills used to interpret and use scientific psychological knowledge. The Psychology discipline serves to support the TMCC s mission in terms of supporting general education, transfer degree programs, and occupational/technical degrees. In addition, the psychology faculty have been involved in supporting student services by providing consultation to College counselors, the Disability Resource Center, student tutoring centers, and have developed two student clubs (Psychology and Psi Beta, the honorary society in Psychology). Thus, the Psychology discipline is an important and integral part of the College and its mission. Degrees, Certificates, and/or Non-Credit Courses offered TMCC offers the following courses in the discipline of Psychology: PSY 101 General Psychology, PSY 102 Psychology of Personal and Social Adjustment, PSY 109 Learning Difficulties of the Student, PSY 130 Human Sexuality, PSY 207 Psychology of the family, PSY 210 Introduction to Statistical Methods, PSY 228 Psychology of Dreams, PSY 233 Child Psychology, PSY 234 Psychology of Adolescence, PSY 240 Introduction to Research Method, PSY 241 Introduction to Abnormal Psychology, PSY 261 Introduction to Social Psychology, PSY 270 Understanding Psychology through Film, PSY 275 Undergraduate Research, PSY 276 Aging in Modern American Society, PSY 290 Internship in Psychology, and PSY 299 Special problems in Psychology. Currently we also offer the Associate of Arts Degree: Psychology Emphasis Primary Goals and Objectives The primary goal of the Psychology discipline is to provide a quality educational experience that promotes students ability to understand, interpret, and use scientific psychological knowledge across a variety of areas within Psychology. This goal is supported by introducing students to basic theories, principles, research methods, and concepts in Psychology through coursework. Students also have separate objectives for taking Psychology courses that impact the discipline. Students generally are either meeting a general education and/or diversity requirement, a core requirement for an allied field of study (e.g., Applied Anthropology, Mental Health Technician, Mental Health Developmental Disabilities Technician, Substance Abuse Counselor, Early Childhood Education Teacher), requirement for entry into other programs (e.g., nursing program at UNR requires completion of Psychology 210, Truckee Meadows Community College Description of Program/Unit 1

3 PROGRAM UNIT REVIEW statistics, for admittance), foundational coursework for a degree in Psychology, or personal interest/lifelong learning goals, thus the courses must meet these diverse objectives as well. Factors Expected to Affect Future The American Psychological Association (APA) Guidelines for the Undergraduate Psychology Major suggested 10 goals and related learning outcomes for undergraduate education in Psychology programs. These goals were adopted by APA (August, 2006) and are grouped into two major categories: I. knowledge, skills, and values consistent with the science and application of psychology, and II. knowledge, skills, and values consistent with liberal arts education that are further developed in psychology. As mentioned in a previous report (2006), the TMCC Psychology discipline started its work on assessment with these goals in mind. In the past two years the Psychology discipline has reviewed and implemented the Master Course Outline with precise objectives and outcomes and measures to be adopted by each Psychology course offered at TMCC. A new assessment cycle plan was developed and collected data will be described later in this report. American Psychological Association (APA) Task Force on Undergraduate Education in Psychology (May, 2003) 2 Truckee Meadows Community College

4 CURRICULUM Program/Unit Review Assessment Reports List title(s) of past Program/Unit Reviews; indicate whether a program, discipline, or course review Psychology (program) X The last comprehensive Psychology Discipline Assessment Report was completed in 2006, and is attached and labeled in this report as Appendix D. Course Assessment Report Summaries Prefix Number Title Indicate date of assessment in the department assessment cycle PDCAR Date Modifications PSY 101 General Psychology Every Semester * Under Review PSY 102 Psychology of Per & Soc 2011 Under Review Adjustment PSY 130 Human Sexuality 2011 Under Review PSY 210 Intro to Stat Methods 2013 Under Review PSY 228 Psychology Of Dreams 2011 Under Review PSY 233 Child Psychology 2012 Under Review PSY 240 Intro to Research Methods 2012 Under Review PSY 241 Intro to Abnormal 2013 Under Review Psychology PSY 261 Intro Social Psychology 2013 Under Review PSY 276 Aging/Modern American 2013 Under Review Society PSY 299 Spec Problems/Psychology As needed Under Review The above table outlines the schedule of outcomes assessment for each Psychology class over the next three years. As the Psychology discipline s outcomes assessment procedures are in the process of being implemented in a programmatic manner across the curricula, including data collection methodologies, no summary of data analysis and modifications made to classes is yet available. Assessment Driven Improvements As discussed in Appendix C, the outcomes assessment methodology is currently being implemented across the curricula following the established schedule discussed immediately above. A more standardized student learning outcomes assessment has been developed and piloted for Psychology 101 and the first valid data collection process is underway this Fall 2011 semester. Moreover, all full- and part-time faculty members have been instructed by the Dean of the School of Liberal Arts (SOLA) to conduct outcomes assessment data collection this Fall 2011 semester (in accordance with the schedule above) and will be reporting their findings and discussions (including assessment driven implications of the analyses) in early Spring semester Given that the Psychology discipline is in the midst of establishing/implementing outcomes assessments standardized procedures in Psychology 101 starting in the School of Liberal Arts Curriculum 3

5 PROGRAM UNIT REVIEW fall 2011 semester, and requiring all instructors to provide reports of individualized student learning outcomes assessment implications per the schedule above, no data is currently available about specific outcomes assessmentdriven improvements. Evaluating Relevancy of Curriculum Course Content The course content is of high quality, rigorous, and appropriate. The course content is reviewed regularly by the faculty and the curriculum is updated as needed. Moreover, course content is modeled after the suggested ten goals as outlined in the American Psychological Association (APA) Guidelines for the Undergraduate Psychology Major and related learning outcomes for undergraduate education in Psychology programs. Last, each Psychology course has clearly enunciated student learning outcomes statements on the master course outlines (on file with the College). Degree/Certificate Requirements The Psychology discipline currently offers an Associates of Arts Degree with an emphasis in Psychology. For specific details regarding the requirements for the AA, Psychology Emphasis, see Appendix B. Methods of Instruction Traditional and online courses are regularly offered in Psychology every term. During the 2010/2011 academic year, one Psychology Professor offered hybrid sections of Psychology 101 (e.g., a course that has a combination of lecture and online modalities), but this was discontinued this 2011/2012 academic year given this teaching platform was the least desired by students. Faculty Qualifications In order to qualify as a part or full-time Psychology faculty member, the individual must hold a minimum of a Masters Degree in Psychology. Currently, the Psychology discipline has four full-time and fifteen part-time faculty members. Three of the 4 full-time Psychology faculty have earned doctoral degrees. Six of the 15 part-time Psychology faculty members have earned doctoral degrees. There are two additional Psychology faculty defined as part-time that are employed full-time at TMCC; Maria Teirumniks, Ph.D. of the Sociology Department (teaching online Social Psychology) and Armida Fruzzetti, Ph.D., currently the Acting Dean of the School of Liberal Arts. Post Completion Objectives (transfer, job placement, etc.) Three of the TMCC mission statements/objectives are met within the Psychology discipline. First, students enroll in Psychology classes to meet general education requirements and to complete lower division coursework in preparation to transfer to a university. This includes those transfer students interested in majoring in Psychology at a university who complete the applicable freshman and sophomore Psychology courses that will apply towards a Bachelor s Degree. Second, TMCC students pursuing various Associate of Applied Science Degrees take required Psychology courses, an example being that TMCC Nursing Students are required to complete Psychology 102. Third, some students take classes for life-long learning motivations, these individuals generally enrolling in more specifically focused courses such as Child Psychology. Secondary Student Preparation Efforts High School students who complete the Advanced Placement Psychology course in their respective high schools can earn credit for Psychology 101 at TMCC. 4 Curriculum Truckee Meadows Community College

6 External Review N/A Non-credit Training Offered N/A Curriculum Development Strategies Assessment Findings and Strategies Programmatic outcomes assessment procedures intended to collect the first valid and reliable student learning outcomes data are currently being implemented this fall 2011 semester. For a detailed discussion of this methodology and progress to date, see Appendix C. External Resource Recommendations and Implementation Plans N/A Anticipated Factors Affecting Curriculum and Strategies Student interest in online instruction and online assisted coursework has increased significantly. For example, for the Fall 2011 semester, psychology course offerings are as follows: Psychology 101, 30 total sections, 23 lecture and 7 online classes Psychology 102, 4 total sections, 2 lecture and 2 online Psychology 130, 3 total sections, 1 lecture and 2 online Psychology 210, 1 lecture section Psychology 233, 2 total sections, 1 lecture and 1 online Psychology 240, 1 lecture section Psychology 241, 3 total sections, 2 lecture and 1 online Psychology 261, one online section For the Spring 2012 semester, the following courses are planned: Psychology 101, 30 total sections, 23 lecture and 7 online classes Psychology 102, 4 total sections, 2 lecture and 2 online Psychology 130, 3 total sections, 1 lecture and 2 online Psychology 210, 1 lecture section Psychology 233, 2 total sections, 1 lecture and 1 online Psychology 240, 1 lecture section School of Liberal Arts Curriculum 5

7 PROGRAM UNIT REVIEW Psychology 241, 3 total sections, 2 lecture and 1 online Psychology 261, one online section Online instruction accounts for 31% of the course offerings in Psychology during the 2011/2012 academic year. Additionally, regardless of instructional platform, Psychology 101 courses generally fill to capacity, and it is rarely observed that any of the Psychology course offerings are cancelled due to low enrollments. Moreover, of the 45 Psychology courses offered during the Fall and Spring semesters of the 2011/2012 academic year, 20 are scheduled to be taught by full-time faculty members. This translates into 56% of psychology courses being taught by part-time faculty. When comparing the need for adding full-time faculty to the Psychology discipline to other areas of the campus, the data based argument that Psychology has access to a highly qualified part-time faculty pool has been asserted as a reason to assign new full-time faculty positions to other disciplines and/or areas within TMCC that does not have the luxury of access to a highly qualified part-time pool. Although this may be a valid argument, this does not detract from the high percentage of Psychology courses offered by parttime faculty, nor weaken the argument that having a greater percentage of courses within the discipline taught by full-time faculty would strengthen the curricula. Currently, the Psychology discipline is effectively meeting its mission of offering a variety of courses addressing the TMCC missions of transfer education, general education for TMCC AAS candidates, and the lifelong learning interests of members of our community. 6 Curriculum Truckee Meadows Community College

8 DEMOGRAPHICS AND ENROLLMENT General Student Demographics Age 2 -year Average Headcount 66% Psychology TMCC 54% 22% 25% 0% 2% 11% 13% 1% 6% Under 18 yrs yrs yrs yrs. 50+ yrs. Under 18 yrs yrs yrs yrs. 50+ yrs. Total Fall 09 Spr 10 Fall 10 Spr 11 N N N N % % % % 0% 0% 0% 0% 75% 63% 68% 62% 13% 21% 19% 26% 13% 14% 10% 11% 0% 2% 2% 1% Psych. Avg % <1% 66% 22% 11% 1% TMCC Avg % 2% 54% 25% 13% 6% The number of students enrolled in Psychology courses who declare Psychology as their academic major grew to 274 in Spring of 2011 after the new emphasis was implemented in Fall of Improvement in enrollment occurred for each semester-to-semester studied. The group of students years old is the main group that enrolled in Psychology for the period. Increase in enrollment in this age group increased 475%. Psychology majors reveal age demographics significantly younger than TMCC as a whole. This may reflect that more students enrolled in Psychology are doing so to fulfill the baccalaureate requirements for transfer as opposed to taking the courses for personal interest. Almost half of this difference is offset by the lower 50+ year olds. All age groups, however, showed highly significant increases in enrollment. School of Liberal Arts Demographics and Enrollment 7

9 PROGRAM UNIT REVIEW Gender 2-year Average Headcount Psychology TMCC 71% 56% 44% 29% Female Male Total Fall 09 Spr 10 Fall 10 Spr 11 N N N N % % % % 73% 71% 71% 72% 27% 29% 29% 28% Psych. Avg % 71% 29% TMCC Avg % 56% 44% As illustrated in the above graph, female enrollment outnumbers male enrollment for Psychology majors, as well as the college as a whole. These ratios held steady during the duration of the period studied, varying just 1percentage point from the averages. The difference is more pronounced when comparing males to the college demographic. 8 Demographics and Enrollment Truckee Meadows Community College

10 Ethnicity 2-year Average Headcount Psychology TMCC 67% 61% 4% 3% 4% 5% 0% 1% 16% 18% 3% 2% 12% 0% 3% 0% 1% 1% African American Asian Hawaiian or Pacific Islander Hispanic Native American White Two or more races International Students Unreported African American Hawaiian or Pacific Islander Native American Two or more races International Students Unreported Asian Hispanic White Total Fall N % 2% 8% 15% 0% 71% 0% 4% Spr N % 4% 4% 16% 2% 68% 0% 7% Fall N % 4% 4% 0% 18% 3% 65% 0% 0% 6% Spr N % 3% 3% 0% 16% 3% 53% 0% 0% 22% Psych. Avg 4% 4% <1% 16% 3% 61% <1% <1% 12% TMCC Avg 3% 5% 1% 18% 2% 67% 3% 1% 1% Note: Ethnicity categories were changed in Fall 2009 to align with new IPEDS and NSHE reporting requirements Similar to the college as a whole, the white enrollment headcount far exceeds the numbers found in other ethnicities. Psychology also shows consistency with the other ethnicities found in the college as a whole. The exception to this ethnic consistency is found in those remaining Unreported. Psychology contains 12% of unreported ethnicities compare to just 1% in the college. During the period under study, the number of unreported students climbed from 2 to 60. School of Liberal Arts Demographics and Enrollment 9

11 PROGRAM UNIT REVIEW Student Status Educational Goals 5-year Average Headcount PSY TMCC 86% 75% 3% 5% 0% 2% 6% 12% 2% 3% 2% 3% Earn a Degree Earn a Certificate Improve Job Skills Personal Enrichment Transfer Undecided Fall 06 Spr 07 Fall 07 Spr 08 Fall 08 Spr 09 Fall 09 Spr 10 Fall 10 Spr 11 Earn a Earn a Improve Personal Degree Certificate Job Skills Enrichment Transfer Undecided Total N ,082 % 82% 4% 1% 7% 2% 5% N ,019 % 83% 3% 1% 6% 2% 6% N ,125 % 83% 3% 1% 8% 3% 2% N ,133 % 83% 3% 0% 8% 3% 2% N 1, ,273 % 85% 2% 0% 8% 3% 2% N 1, ,229 % 84% 4% 0% 8% 2% 2% N 1, ,399 % 86% 3% 0% 8% 2% 1% N 1, ,561 % 86% 2% 0% 8% 2% 2% N 1, ,471 % 94% 2% 0% 2% 2% 0% N 1, ,502 % 92% 3% 0% 3% 2% 0% PSY Avg % 86% 3% 0% 6% 2% 2% TMCC Avg % 75% 5% 2% 12% 3% 3% More students have declared a degree emphasis in Psychology as their educational goal and this has been a growing trend over the five years covered. Fewer students declare personal enrichment for a goal in psychology classes and this was the case for all 5 years. The enrichment numbers peaked in Spring of 2010 and then plummeted to 3% in Demographics and Enrollment Truckee Meadows Community College

12 Educational Status 2-year Average Headcount Psychology TMCC 67% 77% 9% 10% 24% 13% Continuing Students New Transfers New Students Continuing Students New Transfers New Students Total Fall 09 Spr 10 Fall 10 Spr 11 N N N N % % % % 54% 59% 49% 87% 15% 17% 10% 5% 31% 23% 41% 8% Psych. Avg % 67% 9% 24% TMCC Avg % 77% 10% 13% Psychology has fewer continuing students and more new students than TMCC as a whole. New transfer students parallel the whole college. School of Liberal Arts Demographics and Enrollment 11

13 PROGRAM UNIT REVIEW Enrollment Status 2-year Average Headcount 47% Psychology TMCC 30% 20% 17% 25% 24% 29% 8% Less than 6 credits Credits Earned Less than 6 Total Fall 09 Spr 10 Fall 10 Spr 11 N N N N % % % % 63% 50% 51% 41% 19% 11% 20% 23% 19% 26% 23% 27% 0% 13% 6% 9% Psych. Avg % 47% 20% 25% 8% TMCC Avg % 30% 17% 24% 29% Psychology majors taking 12+ credits per semester is significantly higher than the college as a whole. In addition, there are far fewer majors taking less than 6 credits. This finding is consistent with the number of all students taking credits at all workloads increasing rapidly over the last four semesters. For instance, full-time student majors grew from 30 students to 111 students over those four semesters. Student Recruitment Activities Psychology faculty participate in each Welcome Back Faire held in the student center. It should be noted that the student needs for Psychology curricula exceeds the ability of the department to offer classes, in particular for Psychology 101. To date, given the high interest/enrollment patterns in our university transfer courses, actively recruiting students for Psychology courses has not been necessary. Underserved Student Populations There is no formal process by which the Psychology discipline is actively recruiting underserved populations, although faculty do participate in student information and recruitment activities as requested. The Psychology discipline is ethnically diverse in comparison to the College, but this is not due to active recruitment efforts. 12 Demographics and Enrollment Truckee Meadows Community College

14 Enrollment Patterns Number of Sections Number of Sections: Fall Semesters Fall 06 Fall 07 Fall 08 Fall 09 Fall 10 Number of Sections: Spring Semesters Spr 07 Spr 08 Spr 09 Spr 10 Spr 11 Academic Years Fall % Change Spring % Change % 37-3% % 39 5% % 48 23% % 46-4% PSY (5 yr Avg) 40 4% 42 5% SOLA (5 yr Avg) 710 1% 717 1% TMCC (5 yr Avg) % % *SOLA = School of Liberal Arts The above graphs show the changing number of sections offered in all psychology classes from Fall to Fall and Spring to Spring. While the number of students taking psychology coursework has increased each semester (see full-time equivalent enrollment), our number of sections available for students has been less consistent. In the Fall of 06, TMCC offered 38 sections of psychology coursework, then cut back 2 sections to 36 sections in the Fall 07. School of Liberal Arts Demographics and Enrollment 13

15 PROGRAM UNIT REVIEW Fall 08 saw an increase of 4 sections from the previous fall to a total of 40. In Fall 09 and Fall 10 there were an additional 4 sections added with a total of 44 sections offered in each. Spring sections followed this mixed growth pattern, with 38 sections available in Spring 07 and a slight cut back to 37 sections in Spring 08. An additional 2 sections were added in Spring 09 bringing the total to 39. Spring 10 saw the most dramatic change and increase in sections for fall or spring, with an increase of 9 sections from Spring 09 to Spring 10 (a 23% increase). Spring 10 ended with a slight downturn from the high of 48 in Spring 10 to 46 sections. While the number of sections offered to students varied from year to year and semester to semester, the five year average growth in psychology sections was 4%. This increase outpaced both the Division (SOLA) which increased its sections by 1% and the college as a whole, which did not grow in offered sections. 14 Demographics and Enrollment Truckee Meadows Community College

16 Full-Time Equivalent Enrollment FTE: Fall Semesters Fall 06 Fall 07 Fall 08 Fall 09 Fall 10 FTE: Spring Semesters Spr 07 Spr 08 Spr 09 Spr 10 Spr 11 Academic Years Fall % Change Spring % Change % % % 260 9% % % % 316-4% PSY (5 yr Avg) 267 8% % SOLA (5 yr Avg) % % TMCC (5 yr Avg) % % *SOLA = School of Liberal Arts The above graphs show the number of FTE students enrolled in psychology coursework from Fall to Fall and Spring to Spring. Except for Spring 2011, Fall to Fall growth and Spring to Spring growth has been continuous. Fall FTE began at 227 in Fall 06 and increased each Fall ending with 311 FTE in Fall 10. Spring FTE also increased continuously from Spring 07 with an FTE of 215, through Spring 10 with 328. Spring 11 FTE did fall, however, to 316. Psychology FTE grew faster in both Fall and Spring than SOLA or TMCC. The five year School of Liberal Arts Demographics and Enrollment 15

17 PROGRAM UNIT REVIEW average Fall FTE growth for psychology was 8%, SOLA 6%, and TMCC 4%. Spring FTE growth was even more dramatic, with a five year average of 11% in comparison to SOLA, 7% and TMCC 4%. Retention Rates Fall 2010 Retention Rates PSY SOSC TMCC 76% 72% 70% Retention Rate Term Total Enrollments Number Retained Retention Rate Fall 06 1, % Spr 07 1, % Fall 07 1, % Spr 08 1, % Fall 08 1, % Spr 09 1, % Fall 09 1, % Spr 10 1,630 1,115 68% Fall 10 1,545 1,078 70% Spring 11 1,569 1,038 66% PSY (5 year Avg) 1, % SOLA Fall 10 18,213 13,787 76% TMCC Fall 10 36,505 26,346 72% *SOLA = School of Liberal Arts The above chart outlines the retention rates of enrolled psychology students from Fall 06 until Spring 11. During this cycle, retention rates in psychology have varied from a low of 64% in Spring 07 to a high of 72% in Spring 09. When comparing the average five year retention rates of students enrolled in psychology coursework to the Division and TMCC, we see that psychology retains 68%, the division 72%, and TMCC 76%. 16 Demographics and Enrollment Truckee Meadows Community College

18 Student to Faculty Ratios Student to Faculty Ratio: Fall Semesters Fall 06 Fall 07 Fall 08 Fall 09 Fall 10 Student to Faculty Ratio: Spring Semesters Spr 07 Spr 08 Spr 09 Spr 10 Spr 11 Academic Years Fall % Change Spring % Change % % % % % % % % PSY (5 yr Avg) % % SOLA (5 yr Avg) % % TMCC (5 yr Avg) % % *SOLA = School of Liberal Arts The SFR at TMCC is calculated by taking the number of students enrolled and dividing by the number of sections offered. So SFR at TMCC is roughly the same as average class size. The above graph shows the relatively consistent increase in SFR Fall to Fall and Spring to Spring. SFR for Fall 06 was 30.2 and increased each semester except Fall 09 in which it fell from 33.2 (Fall 08) to Fall SFR increased in Fall 10 again to Spring SFR has steadily grown with a low of 28.1 in Spring 07 and a high of 34.1 in Spring 11. We can see that SFR in School of Liberal Arts Demographics and Enrollment 17

19 PROGRAM UNIT REVIEW psychology has grown on an average 4% in Fall semesters and 5% in Spring semesters. The increase in five year average class size is matched by a 4% increase in Fall and 5% increase in Spring in both the division SOLA, and in the college as a whole. Number of Declared Degree/Emphasis Seekers In the Fall of 2009, TMCC offered our AA degree with an emphasis in psychology for the first time. Since then, over 676 students have declared this degree/emphasis. Student Success Rates Number of Students Earning a Degree Year # of Graduates Number of Declared Degree/Emphasis Seekers Fall Spring 2011 Acadplan Number of Students % # of Grads AA Psychology The new major delivered its first graduates in Fall 11 with 2 students. Given how new the major is at TMCC it is unclear what this means in terms of future graduates in the AA with the emphasis in psychology. Enrollment Development Strategies Demographic Findings and Strategies The TMCC catalog presented the Psychology Emphasis within the Associates of Arts degree for the first time in This may help explain the rapid increase in the number of Psychology-declared students since the Psychology Emphasis was instituted. The fact that Psychology majors are younger than the college as a whole may be due to the nature of the field itself. Psychology is a field with graduate education as the main gateway to practice, although many other bachelor-level careers recruit Psychology, as well. Thus, the length of study required may account for students beginning the study of this field at earlier ages than other fields. The American Psychological Association published, The changing gender composition of psychology, in which it reports the gender composition of the field rising from 20% female to 72%. This trend is evident in the TMCC Psychology 18 Demographics and Enrollment Truckee Meadows Community College

20 demographics, as well. Further study may be warranted to determine reasons for Psychology majors reporting Unreported in greater numbers than is evident in the college as a whole. Student Status Findings and Strategies The combined major and non-major student enrollment in Psychology courses demonstrates the effect of the Core Curriculum-Social Sciences requirement upon Psychology enrollments. The marked drop for enrolling for personal interest most likely reflects the severe economic conditions found in Nevada. The populace is more likely to seek employment qualifications in such times and to have fewer resources for personal enrichment, as well. The TMCC Personal Enrichment data dropped from 5% to 4%. Since the Psychology Dept. dropped substantially more, the department may want to consider marketing the personal enrichment factor of studying Psychology. The data revealing students continuing their educations in lower percentages than the college as a whole is probably explained by the higher percentage in new students. As the new major emphasis was discovered by more students over the period studied, the New Students category would naturally be higher statistically. Enrollment Patterns and Strategies Faculty and Staff FTE Spring 2007 Spring 2008 Spring 2009 Spring 2010 Spring 2011 Full-time Parttime Full-time Parttime Full-time Parttime Full-time Parttime Full-time Parttime Program Data Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Psychology Sections Student FTE Retention Rate 69% 68% 70% 66% 70% The first chart entitled Faculty and Staff FTE compares Spring Full time Faculty FTE to Part-time FTE. The proportion varied greatly during the five year period, from 21% Full Time in Fall 07 and 09 to 90% Full Time in Fall Spring 10 had 36% Full time FTE. The second chart entitled shows growth of psychology sections and student FTE as well as retention rates from each Fall semester. From Fall 2008 until Fall 2010, Fall sections increased from 38 to 44 (15% increase in sections). At the same time, student FTE went from 227 in Fall 05 to 311 in Fall 2010 (37% increase in student FTE). The chart also shows Retention rates vary with a low of 66% in Fall 08 to a high of 70% in Fall Student Success Rates and Strategies Ninety-three percent of all Psychology majors that list educational goals are pursuing a degree in Spring Only 26 of these 274 majors, however, are reporting their educational goals. This would suggest a need for the department to intervene directly with its majors in order to stimulate more self-reports in this category. Furthermore, 2% reported pursuing a certificate in the field, when no such certificate exists. The difference in the Personal Enrichment category may reflect a non-degree nature of the category. Perhaps, most TMCC psychology students pursuing personal enrichment meet their enrichment needs without pursuing an entire degree. The data revealing Psychology students continuing their educations in lower percentages than the college as a whole is probably explained by the higher percentage in new students. As the new major emphasis was discovered by more students over the period studied, the New Students category would naturally be higher statistically. School of Liberal Arts Demographics and Enrollment 19

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