Annual Department Report

Transcription

1 Annual Department Report Psychology Document Prepared By: Frank L. Conner, PhD Year of Report

2 Accomplishments Curriculum 1. Course Document Updates in CARP Please list the courses for which you updated or plan to update the Course Documents in CARP during the 2011/2012 academic ear: PY-097 Please list the courses for which you plan to update the Course Documents in CARP during the 2012/2013 academic year: I don t have an answer for this. Frankly, since we are constantly reviewing our courses, I haven t considered the implications (if any) for our CARP forms. This will be on our first agenda item in the fall. 2. Program/Curriculum Changes Document the following for the 2011/2012 academic year. If something does not apply, indicate N/A: New, revised or discontinued courses: New, revised or discontinued programs: New, revised or discontinued certificates: New, revised or discontinued degrees: Courses or Programs approved for online: Highlight any new or exciting curricular or co-curricular activities within courses or programs: List any courses for which a Service Learning component has been added: List and new articulation or transfer agreements that have been developed: Updated transfer guidelines with GVSU 2 Updated 3/28/12- ISIS

3 Describe the contributions of the Advisory Committee or other external advisors to program/course improvements: We have worked with the GO advisory committee to improve and extend our outreach. We have had two ½ day breakfast meetings to demonstrate to area agencies the value of our program and graduates. Summarize program/course improvements not mentioned above: The entire department (including adjunct) are considering the value of supplemental curricular technology. For the first time this year, we have required a supplemental, web-based component with our on-ground sections of PY-201. We have collected data on student experience with this addition and it is positive. However, we continue to debate the merit of this additional tool both pedagogically and financially. We informed adjunct that all classes in the Psychology Department must have a substantive writing element. Beginning next fall, we will be checking syllabi to assure this mandate is being met. During this year, we offered support and training to anyone wanting assistance in adding this to his or her class. Describe any efforts you have made to improve the transfer of our students or of your curricula to four-year institutions. We ve worked with GVSU to better align their transfer guide with our classes. We have opened a dialogue to assist our students in building relationships with GVSU faculty regarding potential research opportunities once they arrive to GVSU. This process will continue next year. 3. Faculty & Staff Describe any faculty & staff accomplishments: Ennis Young was added as a member of Achieving the Dream. The result of this work is we are adding two PY-097 classes in the fall specific to African-American males. Judy Jankowski, Sophie Rubin, Ennis Young, & Sandra Lancaster have all participated in conferences or external training relevant to their discipline. Frank Conner continues as a Peer Reviewer for International Conference on Transformational Learning, Midwest Research to Practice Conference, & Journal for Transformative Education. List any awards, presentations, publications: Dr. Sandra Lancaster presented at MDEC Dr. Sophie Rubin completed a chapter for an Introductory Psychology Textbook. Describe any faculty/student advising that occurred. Does this work relate to the departmental plan? Was this work effective? This year our advising was on a one-on-one basis. We have discussed adding some specific advising times in White Hall. Describe how EOL/Release time positions have contributed to your program outcomes? Dr. Sandra Lancaster s EOL/Release time as coordinator of Development Education (PY-097) has provided a continued voice into AFP. We have set long term goals to help the other 3 Updated 3/28/12- ISIS

4 departments understand the purpose of PY-097 and how it can aid them in working within their discipline specific developmental education classes. 4. Department Provide an update on any accreditation activities or plans. Do you plan to pursue accreditation? We are pursuing NADE certification for PY-097 Describe any new department/program specific partnerships or grants: Child Maltreatment Prevention Panel, in conjunction with Family Futures of GR. Describe any department/program projects or initiatives not previously mentioned: Judy Jankowski and Sophie Rubin had their students engage in a Post-Secrete experience. The results of this work (Judy two semesters, Sophie one semester) were posted in Sneden Hall. Psychology Department Speakers Series: o Will Psychologist Be Replacing Their Couch With A Computer Screen? o What s Your Problem; I Didn t Do Anything To Make You Feel That Way How We Communicate Without Saying Anything. o Will You Be Able To Pre-Order The Sex, Height, Hair Color, and Personality Of Your New Baby? And If You Can, Should You? o The Role of Technology in Our Lives: The Good, the Bad, and the Scary Judy Jankowski s PY-203 class held a Stress Fair in Sneden Hall open to all students. This Fair shared several student led booths on how to reduce stress in one s life. Psi Beta offered the following department supported activities o What s the Difference between a Psychologist, Social Worker, and Counselor? o Transferring into a Bachelor s Degree in Psychology o Love Psychology But Don t Want to Be A Psychologist? Working with Psi Beta, we had honor students hold tutoring hours in White Hall two afternoons a week for PY-201 students. We held four additional Adjunct meetings focused on professional development and consistency of teaching and outcomes. Goals A Goals List the goals here along with a progress update for each: Please provide outcomes associated with each goal above: 4 Updated 3/28/12- ISIS

5 B Goals List goals here: Consistency of process and outcomes across the department Integration of PY-097 in other AFP classes Deeper understanding of the value of supplemental technology in on-ground classes Review and update of CARP documents Integration of Writing as a process and outcomes in PY-201 Program & Curriculum Assessment A Assessment This year all departments and programs are writing Program Outcomes, Program Learning Outcomes, and choosing an Assessment Project to work on. You should have received the template for reporting this information from Patti Trepkowski. This form is also included on the next page for your convenience. You can simply cut and paste the Program Outcomes & Assessment grid that you will be sending to Patti once it is finalized (replace the blank grid on the next page with your completed grid). B. Other Assessment Activities Please describe any other assessment activities in which this department or program was involved this year. 5 Updated 3/28/12- ISIS

6 Program Program Outcomes Student Learning Outcomes at the Program Level Psychology Upon completing the program, students Upon completing the program will: students will be able to: 1. Have their classes transfer into a psychology program at a four year college or university as the same content specific course offered at both institutions. 2. Apply components of psychology in their personal and professional life. 3. Have the classes from the department meet the college s requirements for General Education Distribution Requirements and MACRAO. 4. Perform as well as native students at transfer intuitions in upper level psychology classes. 5. Meet the program specific objects as a required course within a terminal degree at GRCC. Program will align with the knowledge, skills, and values expected and outlined by the American Psychological Association for undergraduate education in psychology. 1. Demonstrate competency in writing and verbal skills when applying evidence based theories in psychology to a range of phenomena. (Communication ILO). 2. Demonstrate the knowledge, skills, and values consistent with the application of psychology; knowledge base of psychology, research methods, critical thinking, and application. (Critical Thinking ILO) 3. Describe the application of psychology to environmental responsibility, social justice and cultural diversity (Social Responsibility ILO). 4. Evaluate how psychological concepts can apply to their personal life and future career (Critical Thinking ILO) Assessment Project Student Learning Outcome: Demonstrate competency when applying multiple research based theories in psychology to specific phenomena (Critical Thinking ILO). Students will be able to identify and distinguish between the types of research methods and the limitations of each. Students will be able to choose an appropriate research method for studying a particular topic and describe why other methods may not be appropriate. Strategy to accomplish the assessment: Beginning in the Fall semester of 2012, all students enrolled in PY 201 will take a mandatory multiple choice examination administered in Blackboard. The multiple choice exam will assess knowledge of research methods in terms of comprehension, application, and analysis. Goal: 80% of students enrolled in PY 201 will achieve a C or better on the multiple choice examination. The results will be used to inform pedagogical practices. 6 Updated 3/28/12- ISIS

7 Program Program Outcomes Student Learning Outcomes at the Program Level Assessment Project 7 Updated 3/28/12- ISIS

8 Social Work Upon completing the program, students will: 6. Have their classes transfer into a social work program at a four year college or university as the same content specific course offered at both institutions. 7. Have the classes from the department meet the college s requirements for General Education Distribution Requirements and MACRAO. 8. Perform as well as native students at transfer intuitions in upper level psychology classes. 9. Have their class fulfill partial requirements for state licensing requirements of a Registered Social Service Technician. Upon completing the program students will be able to: 1. Demonstrate competency in writing and verbal skills (Communication ILO). 2. Demonstrate competency when applying multiple research based theories in psychology to specific phenomena (Critical Thinking ILO). 3. Practice community engagement that addresses environmental responsibility, social justice, and cultural diversity. (Social Responsibility ILO). 4. Will describe the attributes of independent learners who understand and express the lifelong skills necessary for physical, social, economic, mental, and emotional wellbeing (Critical Thinking ILO) Student Learning Outcome: Demonstrate competency when applying multiple research based theories in Social Work to specific phenomena (Critical Thinking ILO). Students will be able to identify and distinguish between the types of research methods and the limitations of each. Students will be able to choose an appropriate research method for studying a particular topic and describe why other methods may not be appropriate. Strategy to accomplish the assessment: Beginning in the Fall semester of 2012, all students enrolled in PY 201 will take a mandatory multiple choice examination administered in Blackboard. The multiple choice exam will assess knowledge of research methods in terms of comprehension, application, and analysis. Goal: 80% of students enrolled in PY 201 will achieve a C or better on the multiple choice examination. The results will be used to inform pedagogical practices. 8 Updated 3/28/12- ISIS

9 Program Program Outcomes Student Learning Outcomes at the Program Level We are still tweaking" these with Patti Program Program Outcomes Student Learning Outcomes at the Program Level Developmental Education - Psychology Upon completing the program, students will: 1. Increase their understanding of the eight choices of becoming successful students; Accepting personal responsibility, Discovering self-motivation, Employing interdependence, Master selfmanagement, Gaining self-awareness, Adopting life-long learning, Developing emotional intelligence, Strengthening academic self-efficacy 2. Use course success strategies and tools to enhance learning in co-requisite developmental-level classes. 3. Demonstrate success in subsequent college-level classes. 4. Apply course success strategies and tools in personal and professional lives. Upon completing the program, students will be able to: 1. Effectively express ideas in writing when completing daily guided journal entries and writing assignments (Communication ILO). 2. Effectively express and exchange ideas in reading, speaking, and listening through in-class reading aloud, topic discussions, and presentations (Communication ILO). 3. Apply critical thinking skills by defining critical thinking, engaging in critical thinking activities, constructing logical arguments, asking probing questions, and making effective choices (Critical Thinking ILO). 4. Explain the benefit of mutually supportive relationships and strengthened emotional intelligence as related to social awareness and relationship management (Social Responsibility ILO). 5. Demonstrate greater personal responsibility for creating college and life success (Personal Responsibility ILO). Assessment Project Assessment Project Student Learning Outcome: Improve self-concept by developing self-acceptance, self-confidence, selfrespect, and self-love (Personal Responsibility ILO). Students will improve their level of self-efficacy to succeed in college by believing in themselves, becoming more confident in their competence as students, valuing and accepting themselves, and developing a higher level of self-respect and self-love. Strategy to accomplish the assessment: Beginning in the Fall semester of 2012, all students enrolled in PY 097 will take a mandatory pre- and post- selfassessment administered in Blackboard. The 64 item, 10-point Likert scale inventory will assess eight personal qualities related to the program outcomes. Goal: 80% of students completing PY 097 will increase from pre-test scores to post-test scores on the Believing in Myself sub-scale. The results will be used to inform pedagogical practices. 9 Updated 3/28/12- ISIS

10 Gerontology Upon completing the program, students will: 10. Have their classes transfer into a gerontology related program at a four year college or university as the same content specific course offered at both institutions. 11. Earn a Certificate allowing them to pursue employment working with an aging population. 12. Have the classes from the department meet the college s requirements for General Education Distribution Requirements and MACRAO. 13. Perform as well as native students at transfer intuitions in upper level classes. 14. Connect the knowledge, skills, and attitudes from this certificate to relevant other degrees; nursing, business, occupational therapy, etc. Upon completing the program students will be able to: 1. Demonstrate knowledge of the key terms, concepts, theories, challenges, assessment techniques, and therapeutic interventions related to the physical and mental health aspects of aging. 2. Apply theoretical concepts of physical and mental health and aging to real-life situations, discuss the impact of these illnesses on an older individual, and describe methods by which human service professionals may intervene. Student Learning Outcomes: 1. Demonstrate the application of aging-related technical knowledge gained in coursework and other learning experiences to an on-site field placement. 2. Demonstrate older adult helping skills which build on previous field placement and learning experiences and reflect his/her educational goals. 3. Define components of the helping process and discuss how the process is applied in a real life situation (i.e. their field placement agency). Strategy to accomplish the assessment: Third party assessment in the form of Student Practicum Evaluation feedback provided by Placement Site Supervisors upon completion of GO 283 Gerontology Practicum 2 3. Apply theoretical concepts related to aging and the aging process to real-life situations; discuss the impact of these concepts on individuals, families, Goal: 90% mean of students enrolled in GO 283 will demonstrate these abilities within a practicum setting with no single student falling below a rating of 75. The results will be used to inform pedagogical practices. 10 Updated 3/28/12- ISIS

11 and society. 4. Demonstrate knowledge of the institutional problem areas faced by seniors. 5. Apply theoretical concepts related the study of gerontology to real-life situations involving the amelioration of pressing senior citizen needs. 6. Identify local, state and national resources available to meet the needs of the elderly. 11 Updated 3/28/12- ISIS