How To Teach A Psychology Course

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1 UCD Clinical Psychology MA Program College of Liberal Arts and Sciences, Department of Psychology (11/08) Where LOs are Addressed in Curriculum How LOs are Assessed in Curriculum* Learning Objectives (LOs) Courses Experiential Learning (EL) Course Assignments EL Evaluations Students will understand the relationship between science and practice All courses across curriculum of statistics and methods used in the field and will be able to apply this knowledge Students will gain effective diagnostic knowledge and will be able to demonstrate diagnostic skills in professional settings of empirically supported assessments and will be able to use empirically supported assessment techniques in professional settings of empirically supported clinical interventions and will be able to use empiricallysupported clinical techniques in professional settings Students will understand the basic professional and ethical values of the field Advanced Statistics Clinical Research Methods Adult Psychopathology DevelopmentalPsychopathology Theories of Assessment Applied Assessment Clinical Interviewing Psychotherapy I Clinical Psychology: Ethics Indirectly addressed in all courses across curriculum Poster presentation Research proposal In class diagnoses In class presentations Assessment reports Video scores Quizzes and Final Exam exam scores # of pubs/presentations 1

2 Students will develop effective oral and written communication skills Students will develop strong critical thinking skills about and demonstrate sensitivity to persons of diverse backgrounds Students will be able to engage in effective selfevaluation processes Students will learn the basic strategies and principles of good teaching All courses across curriculum All courses across curriculum Indirectly addressed in all courses across curriculum Clinical Psychology: Ethics Clinical Interviewing Psychotherapy I Teaching assistantship (TA) Indirectly addressed through course experiences Case study interview Ethics autobiography Experiential assignment exam scores exam scores TA evaluations *Assessment Detail: Course Assignments Poster presentation in Advanced Statistics, students are expected to demonstrate their knowledge at the end of the course by preparing a poster presentation based on available data about a research question of interest to them. At the end of the semester, a poster session is held and all faculty members in the department are invited to review the posters and ask questions of the students. In this way, all faculty members can directly assess students conceptual knowledge of statistics and methods in an applied setting. 2

3 Research proposal In Clinical Research Methods, students are expected to display knowledge gained through the course by preparing a research proposal including Introduction, Method, and Proposed Analyses sections. In addition to the grade received on this project, we will indirectly assess this LO by examining the quality of students 2 nd year project proposals. In class diagnoses in the Psychopathology course the instructor requires students to diagnosis cases presented by instructor. We would expect to see higher rates of accurate diagnoses towards the latter part of the course. In class presentations in the Theories of Assessment course, the instructor will grade student presentations of assessment material. Assessment report in the Applied Assessment course, the instructor will grade student assessment reports. These reports will be evaluated on several dimensions including administration, scoring, interpretation, and clarity/accuracy of final written report. Video scores in Psychotherapy I, students are required to record three videos demonstrating clinical skills. We can compare scores from first to last videos for each student to examine progress over time. We would expect students to have higher scores for videos completed later in the course. Quizzes and final exam In Clinical Psychology: Ethics and Issues, students are given three quizzes throughout the semester. These quizzes present various ethical issues and dilemmas. The final exam will also present various ethical issues and dilemmas. In this way, we can assess students conceptual understanding of their ethical and legal obligations in psychology. By comparing the sophistication of their answers from the first quiz to individual questions on the final exam, we can assess their progress as they engage in an ethical acculturation process throughout this course. Case study interview In, students are required to conduct an in depth interview (that they devise) of a person from a different country than their own. The interview should be structured to ascertain information on the individual s culture, view of mental health and other issues to consider in providing psychological services to them. Students are given a grade for this case study to assess their knowledge in this area. Ethics autobiography In order to explore how to acculturate to the ethics of their chosen profession, students need to consider where they are coming from. In Clinical Psychology: Ethics and Issues, students are expected to write a paper in which they explore relevant issues in their backgrounds that will make it easier or harder for them to begin the process of acculturation into the ethics of our mental health profession. Their ability to engage in self evaluation throughout this paper will be assessed and graded. Experiential assignment In, students must engage in an ethnically diverse experience and provide a written report of this experience. These reports will be graded on thoroughness of digestion of the experience, as shown in the report by comparing and contrasting their experience with their expectations, stereotypes, or own cultural upbringing, and knowledge gained from this course. Experiential Learning Evaluations For thesis projects and internship competency projects, we will track rates and compute percentage of scores of Pass or Conditional Pass versus Fail at initial exam defense for each cohort each semester. For clinical internship evaluations, we have several separate sections that are relevant to our LOs above (Professionalism and Clinical Attitude, Clinical/Assessment Knowledge and Skills, and Diversity/Cultural Competence) as well as individual questions regarding diagnostic skills, communication skills, critical thinking skills, and self evaluation skills. Each of these questions is given a rating of 1 5 (1=considerably below average, 2=below average state of development, 3=average stage of development, 4=above average stage of development, and 5=considerably above average). In each semester, 3

4 for each LO, we can provide a percentage of 1 2 scores (below average) versus 3 5 scores (at or above average) to determine student performance on the relevant program LOs. We can also look at progress over time as students may enroll in multiple semesters of internship. We would expect to see higher average scores as students advance in the program. For, we have several separate sections (academic performance, clinical skills, research skills, teaching skills, interpersonal and professional skills) as well as several individual questions that are relevant to our LOs above. Each of these questions is given a rating of 1 5 (1=considerably below average, 2=below average state of development, 3=average stage of development, 4=above average stage of development, and 5=considerably above average). In each semester, for each LO, we can provide a percentage of 1 2 scores (below average) versus 3 5 scores (at or above average) to determine student performance on the relevant program LOs. We can also look at progress over time as students evaluations will be completed annually. We would expect to see higher average scores as students advance in the program. Number of presentations and publications will also be recorded in the. For TA evaluations, quantitative and qualitative data will be gathered in order to assess performance of our students engaged in teaching activities. We can compute scores for students engaged in teaching and compare based on year in program. We would expect to see higher average scores for students of more advanced standing. Feedback Loop: 1. Exit surveys a. Get student feedback about courses, instructors, experiential learning, and facilities 2. Focus groups a. General: i. Ask entering and graduating students to discuss how prepared they feel/felt to complete program requirements ii. Ask entering and graduating students to discuss how prepared they feel to begin work in the field b. Specific: i. Internship: Ask students to discuss how prepared they feel before and after completing clinical internship ii. : Ask students to discuss how prepared they feel before and after completing thesis project iii. Internship competency project: Ask students to discuss how prepared they feel before and after completing competency project c. Record minutes of these focus groups to be discussed at annual strategic planning meeting 3. Alumni outcome surveys a. Educational training placement rates (e.g., doctoral programs) b. Job placement rates 4. Annual strategic planning meeting a. Review learning objectives (LOs), curriculum, and assessments b. Review available exit/alumni surveys and minutes from various focus groups 4

5 c. Generate action item(s) which may include revising LOs/curriculum/assessment methods d. Record minutes of meeting 5