UNDERGRADUATE PROGRAM SELF-STUDY BACHELOR OF ARTS DEGREE/ BACHELOR OF SCIENCE DEGREE IN PSYCHOLOGY

Size: px
Start display at page:

Download "UNDERGRADUATE PROGRAM SELF-STUDY BACHELOR OF ARTS DEGREE/ BACHELOR OF SCIENCE DEGREE IN PSYCHOLOGY"

Transcription

1 UNDERGRADUATE PROGRAM SELF-STUDY BACHELOR OF ARTS DEGREE/ BACHELOR OF SCIENCE DEGREE IN PSYCHOLOGY Prepared by: The Undergraduate Program Committee Dr. Shannon Scott at February,

2 UNDERGRADUATE PROGRAM SELF-STUDY Bachelor of Arts Degree/Bachelor of Science Degree in Psychology TABLE OF CONTENTS I. Program Overview and Mission 4 A. Psychology Mission Statement and Goals 4 B. Philosophy Mission Statement and Goals 5 II. Institutional Effectiveness Student Learning Outcomes 6 Table 1. Assessment Measures and Success Criteria 7 Table 2. Summary Data Table 8 Table 3. Disaggregated Assessment Category/Component Data Table 9 III. Curriculum and Programs of Study 11 A. Degree Requirements, Specializations 11 B. Alignment of courses with student learning outcomes for the program 14 Table 4. Alignment of Student Learning Outcome by Course 14 Table 5. Indirect Course Instruction of Relevant Materials/Skills by Student Learning Outcome 15 C. Curriculum 15 Table 6. Psychology Course Enrollments in the Past Five years by Delivery Mode 18 Table 7. Philosophy Course Enrollments in the Past Five years by Delivery Mode 19 Table 8. Descriptive Data of UP Majors, Semester Credit Hours and Faculty/Student Ratio 20 D. Connection to the discipline 21 Table 9. Goals Identified by APA for Undergraduate Psychology Majors 22 Table 10. Identification of Coursework Targeted to Each Goal Identified by APA 23 Table 11. Alignment of Course Student Learning Outcomes with 10 Goals Identified by APA 24 E. Mechanisms fostering active learning practices and strategies for engagement in learning activities; preparation of students to do active learning including research and online learning. 29 Table 12. Fall 2011 Evaluation of Courses by Types of Activities 30 F. Comparisons to similar external programs including curriculum comparison. 31 Table 13. Sample Comparison of Program Requirements 31 G. Summary analysis identifying strengths and suggesting possible actions to be taken to strengthen the program. 31 IV. Quality and Quantity of Students and Graduates 32 A. Quantity of Students 32 Table 14. Quantity of Students 32 B. Quality of Students 32 Table 15. Quality of Students 33 C. Departmental Interactions with Students 33 2

3 V. Faculty Resources and Productivity 34 A. Summary of Faculty 34 Table 16. Overall Departmental Faculty by Rank 34 Table 17. Undergraduate Faculty by Rank 34 B. Scholarship 34 C. Workload Data 35 D. Service: Involvement in Professional Organizations 35 E. Faculty Development Activities 38 F. Summary 38 VI. Departmental Resources 39 A. Staff support 39 B. Physical facilities 39 C. Library resources 39 D. Research facilities 39 E. Information technology 39 F. Program budget and its effective management 40 Table 18. Department Operating Expenses 41 G. External and internal grants and contracts awarded 41 Table 19. External Grants and Contracts Awarded 41 Table 20. Internal Grants and Contracts Awarded 42 H. Departmental scholarships and endowments 43 I. External agreements, advisory groups, and partnerships 43 J. Summary 43 VII. Summary of Analyses 43 VIII. Appendices Appendix A. List of Psychology Course Offerings 46 Appendix B. List of Philosophy Course Offerings 49 Appendix C. Psychology Undergraduate Course Rotation 51 Appendix D. Psychology Course Prerequisites 52 Appendix E. Publications from Appendix F. Faculty Review 59 Appendix G.Student Associations 59 Appendix H. Departmental Web Site 59 Appendix I. Undergraduate Application 60 Appendix J. Psychology Program Code of Professional Conduct 63 3

4 I. Program Overview and Mission The Undergraduate Psychology program (UPP) is situated within the Department of Psychology and Philosophy at Texas Woman s University. At the undergraduate level, the department offers the BA and BS degrees in Psychology, a minor in Psychology, a minor in Philosophy, and a split minor in Psychology and Philosophy. At the graduate level, the department offers the Specialist and Doctoral degrees in School Psychology and the Master s and Doctoral degrees in Counseling Psychology. The Doctoral and Specialist degrees in School Psychology are approved by the National Association of School Psychologists (NASP). The Doctoral degree in Counseling Psychology is accredited by the American Psychological Association. There is not an accrediting body for undergraduate psychology programs. In addition to supporting over 400 majors, the UPP offers coursework that fulfills the humanities, social sciences, multicultural women s studies and global perspectives core requirements. In addition many other programs within the university require the completion of psychology and philosophy coursework as part of their major or as a pre-requisite to entry in their program, e.g. Nursing. A. Psychology Mission Statement and Goals The UPP is designed to empower and affirm undergraduate students through broad based training in the foundations of psychology. The program emphasizes the need to try to understand human behavior through critical thinking and scientific endeavors as well as the importance of practice that is informed by science. The program prepares students to pursue and complete graduate educational programs in several fields including psychology, occupational therapy, physical therapy, law and medicine. Therefore, students begin training that will prepare them to deliver health, educational and scientific services. The program is flexible enough to provide students the opportunity to take coursework that directly relates to their long term career goals. The program s philosophy, curriculum, faculty, and students attempt to create an atmosphere that is supportive, open, and flexible. Leadership skills are encouraged through coursework, involvement in professional organizations and program activities. In addition, the program provides training to undergraduate psychology students in the applied fields of psychology through Early Field and Cooperative Education. This training in turn provides services to many Metroplex social service agencies. The goals of the UPP are: 1. To enable students to develop a greater understanding of human behavior. 2. To prepare students to communicate effectively. 3. To educate students about the ethical guidelines within the field of psychology. 4. To enable students to participate in and conduct scientific investigations of behavior. Thus, the mission and goals of the UPP correspond with the University Mission Statement to empower students by inspiring intellectual curiosity and lifelong learning, embracing scholarship and research, developing leadership and personal responsibility, and promoting diversity and respect for all individuals as well as to educate students to succeed as they pursue careers, research or graduate study in the liberal arts, sciences, health, education and business professions (TWU web site, 2012). In addition, the mission and goals align with the College of Arts and Science s mission to prepare students with a broad knowledge and understanding of the world; an in-depth knowledge of their area of specialty; sophisticated intellectual, critical thinking, and practical skills; a strong sense of personal, ethical, and civic responsibility for making a difference in society; and the ability to apply their education to enrich every aspect of their lives (TWU General Catalog , p. 122). 4

5 As outlined by the College of Arts and Science s mission statement, the program provides opportunities for students to excel academically through the following mechanisms: Provides research opportunities for students through research teams, independent studies, class research projects and hosting the Psychology Symposium Provides optimum classroom and/or online distance learning through continued professional improvement and training of instructors Provides the opportunity to acquire professional work experience through our Early Field Experience in Psychology and Cooperative Education courses Assists in development of leadership skills through Psi Chi Prepares students for graduate education or direct entry into a career through specialized coursework and skills workshops. In addition to the Undergraduate Psychology Major, the department also offers a Philosophy minor which not only serves the broader university, but also plays a critical role in the Undergraduate Psychology Major. B. Philosophy Mission Statement and Goals The mission of the philosophy component at TWU is (a) to introduce students to the study of philosophy, in particular major figures and debates in the history of philosophy; (b) to contribute to the undergraduate colleges at TWU by means of core curriculum classes and a minor in philosophy and finally (c) to contribute to the education of undergraduate students in psychology. The mission of the philosophy component at TWU is largely service oriented; since there is no major in philosophy at TWU it does not serve itself but the psychology major and undergraduate education in general. TWU s General Catalog writes that for many students philosophy may be the basis for a liberal education or an area of intensive study before undertaking graduate work (TWU General Catalog , p. 274). And while this is true, philosophy is more central to the mission of TWU than those words suggest. The mission statement of TWU writes TWU educates students to succeed as they pursue careers, research or graduate study in the liberal arts, sciences, health education and business professions (TWU General Catalog , p. 9). Philosophy plays an important part in this mission insofar as it is widely considered as a sine qua non of a liberal arts education. Likewise, the mission statement of the College of Arts and Sciences says that it seeks to produce graduates with sophisticated intellectual, critical thinking and practical skills; a strong sense of personal, ethical and civic responsibility (TWU General Catalog , 121). Here again, philosophy is central. In philosophy classes students are introduced to the principles of logic, both formal and informal; their sense of ethical and civic responsibility is honed through dialogue with the works of Plato and Aristotle, Machiavelli and Kant, and so on. The importance of philosophy to the missions of the college and the university is reflected in the number of philosophy course that satisfy core curriculum requirements in the humanities. In fact, every philosophy course offered at TWU satisfies that requirement; individual philosophy courses satisfy global perspectives and multicultural women s studies requirements. Moreover, we offer a minor in philosophy, giving students across the college the opportunity to pursue the study of philosophy at a more intense level. 5

6 The philosophy component is a critical component of the UPP. All undergraduate psychology majors are required to complete PHIL 2033 Logic and Critical Thinking and a course in ethics, PHIL 3053 Ethics, PHIL 3073 Bioethics or PHIL 3083 Ethics and Feminism. All told, these three courses serve the psychology program by introducing methods and techniques of critical thinking, logical analysis, and moral reasoning. Moreover, the philosophy component gives the students a broader intellectual background than would be acquired without this study. In studying the theories of the soul (psyche) offered by Plato or Aristotle, they are able to gain insight into their own studies. This creates wellrounded students and psychologists. II. Institutional Effectiveness Student Learning Outcomes As the institutional effectiveness process changed throughout this review period, the information included in the current program review will focus on the time period. In alignment with the program s mission and goals, the student learning outcomes during this time period were that students would demonstrate competency in undergraduate psychology content, effective written and verbal communication skills, and an understanding and application of research skills. The assessment measures and criterion for success can be seen in Table 1. As seen in Tables 2 and 3, graduating students in showed improvement in obtaining student learning outcomes. Students not only scored at the target level on the overall scores, students showed improvement in disaggregated data. Two areas in which students have historically scored lower on the ACAT are the Social Psychology and Statistics subscales. While students scored within targeted ranges, the areas of social psychology and statistics continue to be an area needing focus. 6

7 Table 1. Assessment Measures and Success Criteria Student Learning Outcome Assessment Measures Criterion for Success Demonstrate competency in UP content (knowledge) Demonstrate effective written and verbal communication skills (communication) Demonstrate an understanding and application of research skills (research) Standardized test ACAT Faculty-developed comprehensive test Psychology Program exit exam (PPEE) Course-embedded assessment in a capstone class PPEE Survey of students Course-embedded assessment in a capstone class Students will score within (or above) the national average on the ACAT Psychology exam with a score between 40 and 60. Students will pass the PPEE with a score of 75%. Score of at least 75% on research poster presentations in Experimental Psychology course or Tests and Measurement course. Score of at least 75% on PPEE In senior survey, 70% of students will report having participated in a research study, 25% will report having been a RA, and 25% will report having presented research at local, state, or national conferences, and/or be involved in the development of a manuscript. On research poster presentations in PSY 3354 and 3943 courses, students will receive a score of 75% or higher on research methodologies and application. 7

8 Table 2 Summary Data Table Student Learning Outcome 1 2 Assessment Measures (2 expected per outcome) Target Value Standardized test ACAT PPEE (Ethics) 93% 92% 91.4% 75% Course-embedded assessment in a capstone class 84.4% n/a n/a 75% PPEE 87% 85% 85.6% 75% 79.6% participation 77% participation 96.5% participation 70% participation 3 Survey of students 94.9% presentation and 8.5% Manuscript Preparation 94% presentation and 7% Manuscript Preparation 94% presentation and 3% Manuscript Preparation 25% presentation/ manuscript preparation Course-embedded assessment in a capstone class 25.4% research assistant 33% research assistant 37% research assistant 25% Research Assistant 84.5% n/a n/a 75% 8

9 Table 3. Disaggregated Assessment Category/Component Data Table Category/Component Data Target Value Assessment 1 Cumulative Score A. Abnormal (+-10) B. Clinical/Counseling (+-10) C. Developmental (+-10) D. Human learning/cognition (+-10) E. Statistics (+-10) F. Social (+-10) Assessment 2 Cumulative Score A. Research ethics 96% 95% 97.5% 75% B. Therapy ethics 83% 89% 85.2% 75% Assessment 3 Cumulative Score A. Written communication 85.3% n/a n/a 75% B. Oral communication 83.5% n/a n/a 75% Assessment 4 Cumulative Score A. Writing 87% 85% 85.6% 75% Assessment 5 Cumulative Score A. Participation in a research study 79.6% 77% 96.5% 70% B. Presentation of poster or paper at symposium 94.9% 94% 94% 20% C. Manuscript preparation 8.5% 7% 3% 5% D. Research Assistant 25.4% 33% 37% 25% E. Offered opportunity to serve as a research assistant 42.4% 46% 72.2% 50% Assessment 6 Cumulative Score A. Research methodology 84.5% n/a n/a 75% 9

10 Over the past five years, several steps have been made to improve performance in statistics and in social psychology. First, PSY 2033 Applied Statistics is now being taught within a computer classroom to increase students engagement in the material. Second, homework assignments have been developed for PSY 2033 to emphasize core concepts and skills in assignments. Third, beginning Fall 2011, all incoming students must take PSY 3354 Experimental Psychology. A core component of this course is data collection and analysis. This provides an additional opportunity for students to gain statistical knowledge. Also, beginning Fall 2010, students completing PSY 4103 must complete a research project providing another in-class opportunity to gain statistical knowledge. Therefore, the following steps have been taken to improve student outcomes in statistics: increasing student engagement, providing opportunities across multiple sections for students to gain knowledge regarding statistical concepts/ terms and developing more structured assignments. Social psychology has been a second area in which students have not scored consistently at or above national norms. The following steps have been taken to improve scores within social psychology: increased research team opportunities with social psychology as a major theme and increased coverage of social psychology (as an intersecting area of focus) in courses including developmental psychology, cognitive psychology and physiological psychology. One obstacle has been that students are not required to take social psychology in order to graduate. After much discussion and analysis, the UPP committee plans to add a faculty developed exam assessing sociocultural and international awareness to the assessment of this program student learning outcome. This will allow us to determine whether the deficit lies in specific knowledge of social psychology studies, which are predominantly assessed by the national exam currently used, or if the deficit lies in broader knowledge of the complexity of sociocultural and international diversity which is a key theme of social psychology. This additional assessment will allow us to determine the nature of the area of improvement so that appropriate changes can be made. As the university transitions from the institutional effectiveness to academic improvement process, the UPP is in the process of developing program student learning outcomes. The program has tentatively identified the following three program student learning outcomes: By the end of the program of study, students will be able to identify major concepts, theoretical perspectives, empirical findings and historical trends in psychology. Selected content areas of focus will include: abnormal psychology, clinical/counseling psychology, developmental psychology, human learning/cognition, social psychology. By the end of the program of study, all students will be able to demonstrate effective written and verbal communication skills. By the end of the program of study, students will be able to demonstrate knowledge of research skills. Over the next few months, we will finalize program student learning outcomes and identify the Projected Program SLOs Assessment Cycle. The UPP will target the first program learning outcome and thus will be identifying the measures to assess this outcome, criteria for success, program goals and a plan for assessment implementation coordination. 10

11 III. Curriculum and Programs of Study A. Degree Requirements, Specializations The director of the Undergraduate Psychology Program (UPP) and core undergraduate psychology program faculty, on an ongoing basis, evaluate the curricula and degree programs offered. This evaluation occurs in consultation with the Department chair and other appropriate parties, such as the University curriculum committee and the Vice President of Undergraduate Studies. Degree requirements, specializations, internships, and curricula modifications are developed, proposed, and implemented according to the guidelines and regulations of the University, College of Arts and Sciences, and the department. As recently as this past year, the undergraduate psychology program has undergone revisions with respect to course requirements. This process of continual evaluation, as evidenced by the recent revisions, ensures the quality of the curricula and degree programs offered by the TWU psychology program. Prior to Fall 2011, the UPP offered a BA/BS degree in psychology. Students could complete the B.A. or B.S. in Psychology following the general track, the B.S. in Psychology following the Occupational Therapy Track or the B.S. in Psychology following the Physical Therapy Track. For the General Track, TWU historically has offered students the choice of a Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) degree. A primary distinction between the former and the latter hinged on a requirement of foreign language and science, respectively. Given the increasing scientific emphasis within the discipline, and the fact that the majority of students opt for the B.S., effective fall 2011, the B.A. degree is no longer an option offered by the department. In addition, beginning Fall 2011, all psychology majors must complete PSY 3354 Experimental Psychology as opposed to having the option to complete PSY 3943 Tests and Measurements. 11

12 Another change implemented in Fall 2011 was the implementation of a pre-psychology status. Students interested in becoming psychology majors must now satisfy the requirements of the Pre- Psychology Track. This important modification mandates a specified set of courses be satisfactorily completed prior to applying for the major. The following is the information posted on the TWU UPP website: Beginning in the Fall of 2011 students wanting to enter the Psychology degree plan will have admission requirements that must be completed before becoming a Psychology major. These admission requirements are: Completion of 45 hours with a 2.5 cumulative GPA Completion of Introduction to General Psychology (PSY 1013), Developmental Psychology (PSY 1603), Professional Development in Psychology (PSY 2013) and Abnormal Psychology (PSY 2513) with a C or better, Psychology GPA of 2.5 or better, Completion of Elementary Analysis (MATH 1303) or higher, and Completion of the Psychology Major Application Process These changes have been made in order to ensure our standard of providing, broad based training in the foundations of psychology, via a well-rounded curricula for our students. These criteria and standards are also similar to the criteria and standards of other undergraduate programs in the state of Texas (cf., University of North Texas, UT-Dallas). Therefore, beginning Fall 2011, a pre-psychology major will complete the following psychology courses prior to applying to the psychology major: PSY Introduction to General Psychology, PSY Developmental Psychology, PSY Professional Development in Psychology, and PSY Abnormal Psychology. Once a student is admitted into the psychology major, the student will complete the following psychology and philosophy courses prior to earning a degree: PSY Applied Statistics PSY Behavior Therapy Laboratory/PSY Introduction to Behavior Therapy OR PSY Cognitive Psychology Laboratory/PSY Cognitive Psychology PSY Experimental Psychology PSY 3733.Psychology of Women PHIL Logic and Critical Thinking PHIL Ethics course: PHIL Ethics, PHIL Bioethics OR PHIL Ethics and Feminism 12

13 In addition, all students must take an additional 6 hours of psychology (any level course) and 12 hours from junior/senior level courses (please note that OT and PT track students must take PSY 4133 as one of these requirements): PSY Social Psychology PSY Adolescent Psychology PSY Positive Psychology PSY Psychological Tests and Measurements PSY Health Psychology PSY Forensic Psychology PSY History and Systems of Psychology PSY Physiological Psychology PSY Introduction to Counseling PSY Foundations of Family Psychology PSY Global Perspectives in Psychology PSY Early Field Experiences in Psychology PSY Independent Study PSY Cooperative Education in Psychology PSY Research Team *students may take either PSY 3163/3161 or 4103/4101 if they have completed the requirement listed above with the other laboratory course These degree requirements allow students to tailor their coursework to their specific career interests while still requiring a solid training in research, communication and knowledge. The General Track also allows for 26 hours of electives or minor hours so that students can further gain expertise in their areas of interest. Beyond the undergraduate degrees in psychology, a minor in psychology, a minor in philosophy and a split minor in psychology and philosophy, are options available to students. In order to successfully complete a minor in psychology, a student must successfully complete the two freshmen courses (introduction to psychology and developmental psychology), four additional psychology courses (three of which must be advanced level courses), and at least two of the advanced courses must be taken at TWU. In order to successfully complete a split minor in psychology and philosophy, a student must successfully complete the two freshmen courses (introduction to psychology and developmental psychology), two additional psychology courses (must be advanced level courses), and two additional philosophy courses (must be advanced level courses). One of the advanced psychology courses and one of the advanced philosophy courses must be taken at TWU. In order to successfully complete a minor in Philosophy, a student must successfully complete 18 hours of Philosophy, six hours of which must be advanced level courses. 13

14 B. Alignment of courses with student learning outcomes for the program As noted in Table 1, the student learning outcomes for the UPP align with the concepts of knowledge, communication, and research. As can be seen in Table 4, the majority of courses focus on increasing student s ability to demonstrate competency in undergraduate psychology content or knowledge. The other two program student learning outcomes are directly addressed (through explicit instruction of the relevant material/skills) in fewer courses as indicated by an X in that cell. However, many of the other courses help to develop competency in communication and research through the types of assignments that are assigned (see Table 5). For example, students write papers in many courses and in each of these courses, they are given feedback regarding APA writing style and general written communication. Also, psychology as a science is emphasized from our freshmen level on through both direct instruction of research methodology but also through participation in research studies or attendance of research symposiums as well as analysis of research literature in the relevant discipline such as journal article critiques in PSY 3161 Behavior Therapy Laboratory and PSY 4133 Physiological Psychology. Therefore, the program has attempted to both directly and indirectly address program student learning outcomes. Table 4. Alignment of Student Learning Outcome by Course Program Student Learning Outcome Course Knowledge Communication Research PSY Introduction to General Psychology X PSY Developmental Psychology X PSY Professional Development in Psychology x PSY Social Psychology X PSY Applied Statistics x x PSY Abnormal Psychology X PSY Adolescent Psychology X PSY Behavior Therapy Laboratory x PSY Introduction to Behavior Therapy X PSY Experimental Psychology x x PSY 3733.Psychology of Women X PSY Positive Psychology X PSY Psychological Tests and Measurements x PSY Health Psychology X PSY Forensic Psychology X PSY Cognitive Psychology Laboratory x PSY Cognitive Psychology x x x PSY History and Systems of Psychology x PSY Physiological Psychology x PSY Introduction to Counseling x PSY Foundations of Family Psychology x PSY Global Perspectives in Psychology x PSY Early Field Experiences in Psychology 14

15 Table 5. Indirect Course Instruction of Relevant Materials/Skills by Student Learning Outcome Program Student Learning Outcome Course Communication Research Participation in PSY Introduction to General Psychology Paper(s) research Participation in PSY Developmental Psychology Paper(s) research PSY Professional Development in Psychology direct Journal article PSY Social Psychology Paper(s) critiques PSY Applied Statistics Direct PSY Abnormal Psychology PSY Adolescent Psychology Oral Presentation PSY Behavior Therapy Laboratory Direct Literature analysis PSY Introduction to Behavior Therapy PSY Experimental Psychology Direct Direct PSY 3733.Psychology of Women Paper(s) PSY Positive Psychology Paper(s) PSY Psychological Tests and Measurements Paper(s) Direct PSY Health Psychology Paper(s) PSY Forensic Psychology Paper(s) PSY Cognitive Psychology Laboratory Direct PSY Cognitive Psychology Direct Direct PSY History and Systems of Psychology Paper(s) Paper(s)/Oral Journal article PSY Physiological Psychology Presentation critiques PSY Introduction to Counseling Paper(s) PSY Foundations of Family Psychology Paper(s) PSY Global Perspectives in Psychology Paper(s) PSY Early Field Experiences in Psychology Paper(s) C. Curriculum The undergraduate psychology curriculum offers a range of courses, from freshman (introductory, 1000 series) to advanced (3000 and 4000 series) level. As a department of psychology and philosophy, these include traditional psychology course requirements as well as courses that fulfill core and graduation requirements (see Appendix A and Appendix B). 15

16 The course offering lists presented in Appendix A and Appendix B reflect recent revisions which occurred in response to evaluating level of course offerings and number of course offerings. Specifically, prior to Fall of 2011, the psychology undergraduate program did not offer any sophomore level courses. In addition, several courses that were offered as junior level courses at TWU were traditionally offered as sophomore level courses at other universities and community colleges. Therefore, five courses (PSY 3013/2013 Professional Development in Psychology, PSY 3023/2023 Social Psychology, PSY 3033/2033 Applied Statistics, PSY 3513/2513 Abnormal Psychology, and PSY 3633/2633 Adolescent Psychology) were adjusted to be in alignment with other institutions and more accurately reflect the appropriate level of course. In addition to revisions of course levels, the psychology program added three advanced courses (PSY 3933 Positive Psychology, PSY 4013 Health Psychology, and PSY 4023 Forensic Psychology) which were approved in Fall These courses were added in response to student requests for more variety in advanced coursework. In addition, these courses bring diversity in the type of content students have access to allowing them to personalize their coursework to reflect their career goals. Finally, the addition of these courses begins to bring our course offerings more in line with other universities in the area. With the three additional courses, we are now offering 23 courses in comparison to 30 courses offered at the University of North Texas, 35 courses at Texas A & M, and 60 courses offered at the University of Texas at Arlington. The UPP does plan to propose additional courses to within the next two years in order to further decrease the disparity in our offerings. By offering these in a rotating sequence, this will not lead to increased cost but potentially can increase student satisfaction with course offerings and student ability to enroll in coursework tailored to their career goals. The current rotation schedule (currently being updated) can be found in Appendix C. Another change to the curriculum has been the enforcement of prerequisites. Established prerequisites ensure that each student has acquired a solid foundation to assist him or her through the natural progression of toward more advanced courses. Each prerequisite must be successfully completed with a grade of C or better, in order to register for a more advanced course which requires the prerequisite (see Appendix D). Completion of foundational courses as part of the Pre-Psychology status will also help students to complete the pre-requisites in a timely manner. The UPP has offered courses utilizing multiple modes of delivery for course content ranging from the traditional face-to-face (ftf) to distance (online) learning. In addition, the department has in the last few years included a hybrid (ftf and online) delivery mode for selected courses. The online course offerings are currently confined to the summer semesters and a small number of courses are offered through a hybrid delivery mode in longer semesters. One challenge to these models has been to accommodate the number of students wishing to take the course and faculty/instructor resources. As can be seen in the enrollment numbers in PSY 1013 Introduction to General Psychology during the academic year (see Table 6), offering fewer ftf and a large hybrid course actually led to a reduction in overall student enrollment (738 total students in compared to 582 total students in ). Therefore, the UPP has continued to offer the hybrid course but also had to offer additional sections of ftf courses. During the upcoming Fall 2012 semester, all courses will be ftf courses as we evaluate the cost effectiveness and student learning of the hybrid format. 16

17 Examination of Table 6 and Table 7 reveal the rapid increase in enrollment in many of the undergraduate psychology and philosophy courses. Analysis of the undergraduate psychology program (see Table 8) over the past ten years reveals that semester credit hour production has increased by 120% from (5,106 SCH) to (11,233 SCH). While some of this growth is due to growth in the university at large, the number of psychology majors have increased by 171% from (n = 196) to (n = 532). In addition, the graduate level psychology programs have also grown in semester credit hours across this time span by 10%. Examination of psychology courses required prior to entry into the psychology program each show substantial growth in the past five years (see Table 6). Although these numbers do not include the summer offerings this year (meaning that all of these percentages will increase), PSY 1013 Introduction to General Psychology enrollment has increased by 43%, PSY 1603 Developmental Psychology enrollment has increased by 19%, PSY 2013 Professional Development in Psychology enrollment has increased by 6%, and PSY 2513 Abnormal Psychology enrollment has increased by 53%. As is evident by analysis of Table 7, one major change to the philosophy program has been reduction in the number of courses offered. Analyses of semester credit hour production for Philosophy reveals an increase of 90% from (1,194 SCH) to (2,274 SCH). These substantial increases with corresponding decreases in funding of the part time faculty budget is a serious area of concern that impacts not only the UPP but also accreditation issues related to the department s graduate programs. 17

18 18

19 19

20 Table 8. Descriptive Data of UP Majors, Semester Credit Hours and Faculty/Student Ratio UG Enrollment (Fall) White African-American Hispanic Asian/Pacific Islander Amer Ind/Alaskan Native International Other Average Age of Students 24 yrs 25 yrs 25 yrs 25 yrs 25 yrs 24 yrs 24 yrs 24 yrs 24 yrs 25 yrs Current Admit Status (Fall) FTIC Freshmen New UG Transfers Avg Hours Transferred 48 hrs 52 hrs 62 hrs 51 hrs 59 hrs 58 hrs 55 hrs 53 hrs 51 hrs 58 hrs Retention/Graduation FTIC 1-yr Retention Rate 38% 59% 68% 45% 67% 38% 39% 52% 69% 50% FTIC 6-yr Grad. Rate % 27% 14% 13% 13% 38% 17% 25% UGTransfers 4-yr Grad Rate 31% 43% 59% 30% 53% 65% 65% 44% 54% 43% Degrees Conferred Baccalaureate Average Time to Degree (yrs) yrs 3.0 yrs 3.3 yrs 3.2 yrs 3.3 yrs 3.1 yrs 3.3 yrs - Average Total Credit Hours hrs 131 hrs 135 hrs 132 hrs 137 hrs 131 hrs 134 hrs - Average GPA for graduates UG SCH by PSY Prefix UGL SCH (AY) 2,158 2,640 3,492 3,825 3,519 4,422 4,077 4,236 4,383 4,809 UGU SCH (AY) 2,948 2,955 3,594 4,130 4,348 4,764 4,739 5,338 5,800 6,424 Student / Faculty Ratio (Fall) 18/1 17/1 20/1 21/1 21/1 21/1 23/1 21/1 24/1 29/1 Faculty FTE (Fall) Student FTE (AY) Graduate SCH by PSY Prefix Masters 1,125 1,903 1,586 1,435 1,420 1,293 1,142 1,128 1,310 Doctoral 1,496 1,328 1,264 1,259 1,219 1,382 1,432 1,377 1,569 Total SCH by PSY Prefix 9,377 11,784 12,311 12,100 13,583 13,447 14,080 14,785 16,386 Total SCH by PHIL Prefix 1,194 1,467 1,506 1,542 1,761 1,959 1,935 2,097 2,274 Total Faculty (Fall) Professor Assoc. Professor Asst. Professor Lecturer/Other Adjunct Faculty Teaching Assistant Faculty Information White African-American Hispanic Asian/Pacific Islander International Part-time Faculty Full-time Faculty UG Student FTE is based upon 12 SCH. 2 Faculty and Faculty FTE data include both undergraduate and graduate level for all programs. 20

students to complete their degree online. During the preliminary stage of included Art, Business, Computer Science, English, Government, History, and

students to complete their degree online. During the preliminary stage of included Art, Business, Computer Science, English, Government, History, and Texas Woman s University College of Arts and Sciences Bachelor of General Studies Program Undergraduate Program Review May 2012 I. PROGRAM REVIEW AND MISSION A. History Texas Woman s University has a proud

More information

Master of Arts in Higher Education (both concentrations)

Master of Arts in Higher Education (both concentrations) Higher Education Dickinson Hall, Room 419 (501) 569-3267 Master of Arts and Doctor of Education The Master of Arts in Higher Education is designed for those individuals who are interested in entering or

More information

Psychology. Mission. Outcomes

Psychology. Mission. Outcomes 233 Psychology Mission The mission of the psychology department is to assist students in the development of lifelong professional, spiritual, scholarly and scientific talents. Talents in psychology involve

More information

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program.

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program. Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program Background The Departments of Higher Education and Early Education and

More information

Master of Science in Counseling Psychology

Master of Science in Counseling Psychology Certificates Addictions Counseling Psychology Child and Family Counseling Psychology Providing training in professional psychology at the graduate level, the program is designed for those pursuing further

More information

Master of Science in Counseling Psychology

Master of Science in Counseling Psychology Emphasis Options Addictions Counseling Psychology Child and Family Counseling Psychology Providing training in professional psychology at the graduate level, the program is designed for those pursuing

More information

Psychology. Forensic Psychology Master of Science (M.S.)

Psychology. Forensic Psychology Master of Science (M.S.) University of North Dakota 1 Psychology http://www.und.edu/dept/psych/ Bradley, Derenne, De Young, Ferraro, Grabe, Holm, Kehn, Kelly, King, Legerski, Looby, McDonald, Miller, Peters, Petros, Plumm, Poltavski,

More information

THE UNIVERSITY OF TEXAS AT TYLER. Department of Psychology and Counseling STRATEGIC PLAN 2013-2018

THE UNIVERSITY OF TEXAS AT TYLER. Department of Psychology and Counseling STRATEGIC PLAN 2013-2018 THE UNIVERSITY OF TEXAS AT TYLER Department of Psychology and Counseling STRATEGIC PLAN 2013-2018 Department of Psychology and Counseling Purpose and Values Core Purpose: Our core purpose is to prepare

More information

PSYCHOLOGY DEPARTMENT

PSYCHOLOGY DEPARTMENT PSYCHOLOGY PSYCHOLOGY DEPARTMENT 226 McDonald Bldg. (435) 652-7815 http://dixie.edu/humanities/psychology.php To find faculty & staff phone numbers and email addresses, please consult the University Directory

More information

. P S Y C H O L O G Y.

. P S Y C H O L O G Y. . P S Y C H O L O G Y. MASTER OF ARTS DEGREE PROGRAMS IN PSYCHOLOGY As a special-purpose institution of higher education for urban programming, Texas Southern University embraces the concept of liberal

More information

DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY UNDERGRADUATE STUDENT HANDBOOK

DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY UNDERGRADUATE STUDENT HANDBOOK DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY UNDERGRADUATE STUDENT HANDBOOK C.W. POST CAMPUS DEPARTMENT OF NURSING UNDERGRADUATE STUDENT HANDBOOK TABLE OF CONTENTS MISSION STATEMENT FOR

More information

Psychology. Administered by the Department of Psychology within the College of Arts and Sciences.

Psychology. Administered by the Department of Psychology within the College of Arts and Sciences. Psychology Dr. Spencer Thompson, Professor, is the Chair of Psychology and Coordinator of Child and Family Studies. After receiving his Ph.D. in Developmental Psychology at the University of California,

More information

Psychology. 42 Credits Complete the requirements shown in the General Education Requirements section of this catalog. Include this specific course.

Psychology. 42 Credits Complete the requirements shown in the General Education Requirements section of this catalog. Include this specific course. Psychology Psychology is the science of behavior and mental processes. Behavior is anything an organism does that we can observe and record; examples include smiling, talking, yelling, and marking a questionnaire.

More information

EXECUTIVE SUMMARY. List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year)

EXECUTIVE SUMMARY. List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year) STUDENT LEARNING ASSESSMENT REPORT SUBMITTED BY: C.KOPAC AND M. VENZKE DATE: JUNE 26, 2014 REVISED JANUARY 2015 TO MEET UAC RECOMMENDATIONS SEE BELOW- HEADING HIGHLIGHTED IN GREY BRIEFLY DESCRIBE WHERE

More information

Student Admissions, Outcomes, and Other Data (updated September 2015)

Student Admissions, Outcomes, and Other Data (updated September 2015) Student Admissions, Outcomes, and Other Data (updated September 2015) Admissions (2007-2015) The minimum criteria for admission to the doctoral program in school psychology include: the pre-requisite educational

More information

Doctoral Study in Applied Developmental Psychology

Doctoral Study in Applied Developmental Psychology Doctoral Study in Applied Developmental Psychology Department of Psychology University of New Orleans College of Sciences New Orleans, LA With a Ph.D. in Applied Developmental Psychology from the University

More information

SELF-STUDY FORMAT FOR REVIEW OF EXISTING DEGREE PROGRAMS

SELF-STUDY FORMAT FOR REVIEW OF EXISTING DEGREE PROGRAMS SELF-STUDY FORMAT FOR REVIEW OF EXISTING DEGREE PROGRAMS Although programs engage in continual self-assessment and review of their work, periodic program reviews are designed to provide a broader view

More information

Goals & Objectives for Student Learning

Goals & Objectives for Student Learning Mission The principal educational purpose of the psychology department is to provide an excellent basic education for undergraduates in the theory, methodology, and core content areas of contemporary psychology.

More information

ESSENTIAL DUTIES AND RESPONSIBILITIES. Program Duties and Responsibilities:

ESSENTIAL DUTIES AND RESPONSIBILITIES. Program Duties and Responsibilities: An Invitation to Apply: Simmons College School of Nursing and Health Sciences: Department of Nursing Director of the Doctor of Nursing Practice (DNP) Program THE SEARCH Simmons College School of Nursing

More information

The College of Liberal Arts and Sciences

The College of Liberal Arts and Sciences The College of Liberal Arts and Sciences Proposal for a Biomedical Sciences Major (BS) Professor Bernd Fritzsch, DEO, Department of Biology Associate Professor Bryant McAllister, DUS, Department of Biology

More information

Psychology Minor Proposal 1. Psychology Undergraduate Minor Proposal Approved February 21, 2007

Psychology Minor Proposal 1. Psychology Undergraduate Minor Proposal Approved February 21, 2007 Psychology Minor Proposal 1 Psychology Undergraduate Minor Proposal Approved February 21, 2007 Prepared by the Psychology Department Undergraduate Minor Committee Harold Greene and Douglas MacDonald, Co-Chairs

More information

DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY GRADUATE STUDENT HANDBOOK

DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY GRADUATE STUDENT HANDBOOK DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY GRADUATE STUDENT HANDBOOK C.W. POST CAMPUS DEPARTMENT OF NURSING GRADUATE STUDENT HANDBOOK TABLE OF CONTENTS PAGE MISSION STATEMENT FOR C.W.

More information

Forensic Psychology Major Learning Objectives (adapted from APA)

Forensic Psychology Major Learning Objectives (adapted from APA) Forensic Psychology (BA) Mission Statement & Learning Objectives The mission of the Forensic Psychology major is to enhance understanding of behavior, in terms of its biological, cognitive, social, emotional

More information

PROCEDURES AND EVALUATIVE GUIDELINES FOR PROMOTION OF TERM FACULTY DEPARTMENT OF PSYCHOLOGY VIRGINIA COMMONWEALTH UNIVERSITY MARCH 31, 2014

PROCEDURES AND EVALUATIVE GUIDELINES FOR PROMOTION OF TERM FACULTY DEPARTMENT OF PSYCHOLOGY VIRGINIA COMMONWEALTH UNIVERSITY MARCH 31, 2014 PROCEDURES AND EVALUATIVE GUIDELINES FOR PROMOTION OF TERM FACULTY DEPARTMENT OF PSYCHOLOGY VIRGINIA COMMONWEALTH UNIVERSITY MARCH 31, 2014 This document describes procedures and evaluative guidelines

More information

STUDENT LEARNING ASSESSMENT REPORT

STUDENT LEARNING ASSESSMENT REPORT SUBMITTED BY: LINDA COTE-REILLY DATE: JULY 30, 2014 STUDENT LEARNING ASSESSMENT REPORT BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: 1. PSY 302 RESEARCH

More information

Bachelor s Degrees. You may earn a maximum of 30 college credits by examination. See page 22 for further information.

Bachelor s Degrees. You may earn a maximum of 30 college credits by examination. See page 22 for further information. Bachelor s Degrees Maintaining Good Standing You must maintain a minimum cumulative grade-point average of 2.0 for the Bachelor of Applied Science, the Bachelor of Science in Nursing, and the Bachelor

More information

Psychology UNDERGRADUATE

Psychology UNDERGRADUATE Psychology Chair: Basma Faour, Ed.D. The Department of Psychology offers a B.A. program in General Psychology and M.A. programs in General Psychology, Clinical Psychology, Counseling, Industrial/Organizational

More information

Engage in careful, logical thinking and critical analysis.

Engage in careful, logical thinking and critical analysis. A. Semester System The Ohio State University operates on the Semester System. The academic year is divided into semesters. Autumn and Spring semesters typically have 14 weeks of classes followed by a week

More information

Psychology. Forensic Psychology Master of Science (M.S.)

Psychology. Forensic Psychology Master of Science (M.S.) University of North Dakota 1 Psychology http://www.und.edu/dept/psych/ Bradley, Derenne, De Young, Ferraro, Grabe, Holm, Kehn, Kelly, King, Legerski, Looby, McDonald, Miller, Peters, Petros, Plumm, Poltavski,

More information

Change the requirements for the Management Major and Minor

Change the requirements for the Management Major and Minor APC Document 25 (MGMT): Change the requirements for the Management Major and Minor Effective Date: Fall 2015 1. Delete: On pages 200-201: Bachelor of Science in Management The program leading to the B.S.

More information

Study in psychology provides multiple perspectives

Study in psychology provides multiple perspectives Psychology Faculty: Kim G. Brenneman (chair) Gregory Koop Judy H. Mullet Major: Psychology Minor: Psychology Study in psychology provides multiple perspectives on understanding persons as individuals and

More information

Learning Assurance Report. For the. Bachelor of Science Program. in the. Psychology Department. College of Humanities and Social Sciences.

Learning Assurance Report. For the. Bachelor of Science Program. in the. Psychology Department. College of Humanities and Social Sciences. Learning Assurance Report For the Bachelor of Science Program in the Psychology Department College of Humanities and Social Sciences Fall 23 Prepared by the Psychology Assessment Committee Michael Firment

More information

SECTION 4: MASTER OF EDUCATION DEGREE

SECTION 4: MASTER OF EDUCATION DEGREE SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifthyear program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

Mission/Vision/Strategic Plan Audiology and Speech-Language Sciences 2011-2016

Mission/Vision/Strategic Plan Audiology and Speech-Language Sciences 2011-2016 1 Mission/Vision/Strategic Plan Audiology and Speech-Language Sciences 2011-2016 UNC Mission Statement The University of Northern Colorado shall be a comprehensive baccalaureate and specialized graduate

More information

MASTER OF SCIENCE OCCUPATIONAL THERAPY

MASTER OF SCIENCE OCCUPATIONAL THERAPY Page 1 10/27/2014 10:31 AM MASTER OF SCIENCE OCCUPATIONAL THERAPY Occupational therapy is the art and science of facilitating participation in occupations. The core concepts and knowledge base of occupational

More information

SCHOOL PSYCHOLOGY 95. DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM William Robelee, Psy.D. (845) 575-3000, ext. 6016 bill.robelee@marist.

SCHOOL PSYCHOLOGY 95. DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM William Robelee, Psy.D. (845) 575-3000, ext. 6016 bill.robelee@marist. SCHOOL PSYCHOLOGY 95 DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM William Robelee, Psy.D. (845) 575-3000, ext. 6016 bill.robelee@marist.edu MISSION AND OBJECTIVES Today s school psychologists must function as effective

More information

College of Education. Department of Educational Psychology. New EPS Graduate Student Orientation Meeting Fall 2015

College of Education. Department of Educational Psychology. New EPS Graduate Student Orientation Meeting Fall 2015 College of Education Department of Educational Psychology New EPS Graduate Student Orientation Meeting Fall 2015 Northern Arizona University Approximately 27,715 undergraduate and graduate students, with

More information

College of Liberal Arts. Dr. Christina Murphy, Dean Dr. Samuel L. Dameron, Associate Dean www.marshall.edu/cola cola@marshall.edu

College of Liberal Arts. Dr. Christina Murphy, Dean Dr. Samuel L. Dameron, Associate Dean www.marshall.edu/cola cola@marshall.edu College of Liberal Arts Dr. Christina Murphy, Dean Dr. Samuel L. Dameron, Associate Dean www.marshall.edu/cola cola@marshall.edu MISSION OF THE COLLEGE The College of Liberal Arts is committed to excellence

More information

Curriculum Proposal Training Assessment Forms Center for Teaching and Learning

Curriculum Proposal Training Assessment Forms Center for Teaching and Learning Curriculum Proposal Training Assessment Forms Center for Teaching and Learning Monica Varner, Ph.D. Director of Assessment and Institutional Effectiveness and Center for Teaching and Learning Associate

More information

Division of Undergraduate Education 2009-2014 Strategic Plan Mission

Division of Undergraduate Education 2009-2014 Strategic Plan Mission Mission The mission of the Division of Undergraduate Education is to promote academic excellence through collaboration with colleges and support units across the University. The mission is realized through

More information

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 MSU Departmental Assessment Plan 2009 2010 Department: Education Department Head: Dr. Joanne Erickson Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 Degrees/Majors/Options Offered by Department

More information

WATSON SCHOOL OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON. BACHELOR OF ARTS DEGREE IN SPECIAL EDUCATION Adapted Curriculum

WATSON SCHOOL OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON. BACHELOR OF ARTS DEGREE IN SPECIAL EDUCATION Adapted Curriculum WATSON SCHOOL OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON BACHELOR OF ARTS DEGREE IN SPECIAL EDUCATION Adapted Curriculum Program Goals and Objectives The goals and objectives of the Special Education

More information

IHE Graduate Performance Report WESTERN CAROLINA UNIVERSITY

IHE Graduate Performance Report WESTERN CAROLINA UNIVERSITY IHE Graduate Performance Report WESTERN CAROLINA UNIVERSITY 2001-2002 Overview of Master's Program Western s masters program leading to professional education licensure include: MAEd in Comprehensive Education

More information

REGULATIONS GOVERNING THE DEGREE OF MASTER OF EDUCATION

REGULATIONS GOVERNING THE DEGREE OF MASTER OF EDUCATION REGULATIONS GOVERNING THE DEGREE OF MASTER OF EDUCATION May 27, 2013 NOTES: 1) Students who are admitted to the Master of Education Degree programs as of Spring Semester 1994 will be governed by the following

More information

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised

More information

The Department of Bioengineering

The Department of Bioengineering The Department of Bioengineering 226 Engineering Research Building Box 19138 817-272-2249 www.uta.edu/bioengineering Overview The Department of Bioengineering offers a Bachelor of Science (BS) degree in

More information

Graduate Programs in Education and Human Development

Graduate Programs in Education and Human Development Graduate Programs in Education and Human Development Department of Curriculum and Instruction Two master s degree options and a doctorate degree are offered in Curriculum and Instruction. The Master of

More information

CSM. Psychology, BS. 3. Students can demonstrate knowledge and understanding in history and systems, research methods, and statistics.

CSM. Psychology, BS. 3. Students can demonstrate knowledge and understanding in history and systems, research methods, and statistics. Student Outcomes Assessment Plan (SOAP) I. Mission Statement CSM Psychology, BS The mission of the Department of Psychology is to provide quality instruction in behavioral science to the students of California

More information

Program in Rehabilitation Counseling

Program in Rehabilitation Counseling Program in Rehabilitation Counseling The RC Profession Work and working are highly valued in our society. Rehabilitation Counselors provide and coordinate services for individuals with a range of physical,

More information

Academic Program: Doctoral Program in Clinical Psychology. Graduate or Undergraduate: Graduate Date: October 10, 2003

Academic Program: Doctoral Program in Clinical Psychology. Graduate or Undergraduate: Graduate Date: October 10, 2003 Academic Program: Doctoral Program in Clinical Psychology Graduate or Undergraduate: Graduate Date: October 10, 2003 Coordinator of the Program: Kenneth W. Sewell Person completing this form: Kenneth W.

More information

Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014

Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014 Introduction Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014 The practice of evaluation complements program management by gathering necessary information for improving

More information

DEPARTMENT OF PSYCHOLOGY

DEPARTMENT OF PSYCHOLOGY PSYCHOLOGY MAJOR Degree: Bachelor of Science DEPARTMENT OF PSYCHOLOGY MISSION STATEMENT The psychology program at Coastal Carolina University is comprised of a group of highly qualified and motivated teacher-scholars

More information

Graduate Program Goals Statements School of Social Work College of Education and Human Development

Graduate Program Goals Statements School of Social Work College of Education and Human Development Graduate Program Goals Statements School of Social Work College of Education and Human Development December 12, 2014 Program Youth Development Leadership (MEd) Master of Social Work (MSW) Doctorate in

More information

Undergraduate Degree Program Assessment Progress Report Cover Sheet

Undergraduate Degree Program Assessment Progress Report Cover Sheet 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:

More information

COLLEGE OF EDUCATION

COLLEGE OF EDUCATION COLLEGE OF EDUCATION 77 COLLEGE OF EDUCATION The mission of the College of Education is to prepare educators, counselors, administrators, and other professionals to be lifelong, innovative, informed, reflective

More information

Counseling, Educational Psychology, and Foundations

Counseling, Educational Psychology, and Foundations Mississippi State University 1 Counseling, Educational Psychology, and Foundations Department Head: Dr. David Morse Graduate Coordinator (COE): Dr. Charles Palmer Graduate Coordinator (EPY): Dr. Carlen

More information

Honors Program Student Handbook

Honors Program Student Handbook Honors Program Student Handbook NAU HONORS Cowden Learning Community Room 104 P.O. Box 5689 Flagstaff, AZ 86011-5689 (928) 523-3334 www.nau.edu/honors MISSION The mission of the Honors Program at Northern

More information

Doctor of Education in Educational Practice Degree

Doctor of Education in Educational Practice Degree SENATE PROGRAM PROPOSAL FORM for: CHECK ONE: Add, Change, Combine, Drop, Archive CHECK ONE: Degree program, Minor, Certificate, Emphasis area From: N.A. Approved By: Date: Department Department Chair From:

More information

Wichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05

Wichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05 School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05 Program evaluation in the Program occurs both (a) to make decisions about individual candidates

More information

Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT

Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT Provide the following contextual information: 1. Description of any state or institutional policies that may influence the application

More information

COLLEGE OF PUBLIC HEALTH

COLLEGE OF PUBLIC HEALTH As we enter the new millennium, public health looms large at the forefront of the world s concerns. Population pressures, environmental problems, maternal and child health care, disaster management, new

More information

Credit Programs and Awards

Credit Programs and Awards Credit Programs and Awards The college offers programs of instruction designed to meet a variety of educational and vocational needs of students. Students who wish to earn a baccalaureate degree may complete

More information

GETTING READY TO WORK IN PSYCHOLOGY

GETTING READY TO WORK IN PSYCHOLOGY GETTING READY TO WORK IN PSYCHOLOGY I f you are interested in a career as a psychologist, you have to complete graduate school in psychology. While most graduate programs in psychology are in academic

More information

Doctorate of Education (Ed.D.) in Counselor Education and Supervision. Admission to the Program

Doctorate of Education (Ed.D.) in Counselor Education and Supervision. Admission to the Program Minnesota State University, Mankato Department of Counseling and Student Personnel Doctorate of Education (Ed.D.) in Counselor Education and Supervision ADMISSIONS INFORMATION AND FORMS The Doctorate of

More information

IPP Learning Outcomes Report. Faculty member completing template: Greg Kim Ju, Marya Endriga (Date: 1/17/12)

IPP Learning Outcomes Report. Faculty member completing template: Greg Kim Ju, Marya Endriga (Date: 1/17/12) Page 1 IPP Learning Outcomes Report Program: Department: Psychology MA (General) Psychology Number of students enrolled in the program in Fall, 2011: 48 (Appendix A) Faculty member completing template:

More information

Learning and Teaching, Doctoral Program (Ed.D.) in

Learning and Teaching, Doctoral Program (Ed.D.) in Hofstra University 2014-2015 Graduate Studies Bulletin Learning and Teaching, Doctoral Program (Ed.D.) in Professor Torff, Graduate Program Director, 516-463-5803 Leading to the degree of Doctor of Education

More information

Department of Sociology and Social Work

Department of Sociology and Social Work Department of Sociology and Social Work 143 Department of Sociology and Social Work Chair: James L. Williams, Professor Location: CFO 305 Phone: 940-898-2052 Fax: 940-898-2067 E-mail:jwilliams2@mail.twu.edu

More information

The Owens Community College Honors Program:

The Owens Community College Honors Program: Owens Community College Honors Program Student Handbook 2013-2014 Table of Contents Mission 3 Vision 3 Student Learning Outcomes 3 Honors Scholars FAQs 4 The Honors Program Curriculum 7 Requirements for

More information

Administration and Supervision

Administration and Supervision Educational Administration and Supervision Dickenson Hall, Room 419 (501) 569-3267 The Educational Administration and Supervision program at UALR includes three graduate degree programs (e.g., Master s,

More information

GRADUATE PROGRAMS AGRICULTURAL AND APPLIED ECONOMICS TEXAS TECH UNIVERSITY. September 2013

GRADUATE PROGRAMS AGRICULTURAL AND APPLIED ECONOMICS TEXAS TECH UNIVERSITY. September 2013 GRADUATE PROGRAMS IN AGRICULTURAL AND APPLIED ECONOMICS AT TEXAS TECH UNIVERSITY September 2013 This handbook contains information about graduate programs in Agricultural and Applied Economics. It supplements

More information

The College of Food, Agricultural, and Environmental Sciences

The College of Food, Agricultural, and Environmental Sciences The College of Food, Agricultural, and Environmental Sciences Honors Program Handbook Effective Autumn 2013 We bring Knowledge to life. The Ohio State University Table of Contents The College of Food,

More information

LSU SCHOOL OF EDUCATION

LSU SCHOOL OF EDUCATION LSU SCHOOL OF EDUCATION GRADUATE PROGRAMS IN GIFTED EDUCATION Thank you for your interest in LSU s graduate programs in Gifted Education. We are proud to offer mentorship and coursework that is based upon

More information

APPLIED MASTER S PROGRAM IN PSYCHOLOGY

APPLIED MASTER S PROGRAM IN PSYCHOLOGY STUDENT HANDBOOK FOR THE APPLIED MASTER S PROGRAM IN PSYCHOLOGY Department of Psychology and Special Education Texas A&M University-Commerce PROGRAM OVERVIEW Revised May 2011 The faculty of the Department

More information

UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks

UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks Page 1 of 16 UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals,, and Benchmarks Mission The PhD Program in Clinical-Community Psychology

More information

PSYCHOLOGY Program Equivalency Criteria

PSYCHOLOGY Program Equivalency Criteria Division of Public Health Licensure Unit PO Box 94986 Lincoln, NE 68509 402-471-4970carrie.erickson@nebraska.gov PSYCHOLOGY Program Equivalency Criteria Applicant Name: First: Middle/MI: Last: In addition

More information

College. Of Education

College. Of Education College Of Education Contact Us 00971-2-5993111 (Abu Dhabi) 00971-4-4021111 (Dubai) 00971-2- 5993783 (College of Education) @Zayed_U www.facebook.com/zayeduniversity www.zu.ac.ae Introduction and Mission

More information

Special Education Doctoral Student Handbook

Special Education Doctoral Student Handbook Special Education Doctoral Student Handbook Department of Teacher Education College of Professional Education This Doctoral Handbook does not constitute a contract between current or prospective students

More information

M.S. in Curriculum and Instruction 31-36 credit hours

M.S. in Curriculum and Instruction 31-36 credit hours M.S. in Curriculum and Instruction 31-36 credit hours College of Education Kansas State University Preparing Educators to Be Knowledgeable, Ethical, Caring Decision Makers in a Diverse World The Mission

More information

College of Business. Other College of Business Programs. Master s Degrees

College of Business. Other College of Business Programs. Master s Degrees College of Business Dr. Neil Terry, dean Classroom Center, Room 216 WTAMU Box 60768 (806)651-2530 Fax (806)651-2927 nterry@wtamu.edu www.wtamu.edu Dr. LaVelle Mills, associate dean 806)651-3866 lmills@wtamu.edu

More information

MSU Departmental Assessment Plan 2007-2009

MSU Departmental Assessment Plan 2007-2009 Department: Psychology MSU Departmental Assessment Plan 2007-2009 Department Head: Richard A. Block Assessment Coordinator: Richard A. Block Degrees/Majors/Options Offered by Department B.S. in Psychology

More information

NOTE: This meeting was canceled due to inclement weather.

NOTE: This meeting was canceled due to inclement weather. NOTE: This meeting was canceled due to inclement weather. GRADUATE COUNCIL AGENDA for Thursday, December 14, 2000 at 2:00 p.m. Old Main 523 1. Minutes for the November 16, 2000, Graduate Council meeting

More information

DEPARTMENT OF PSYCHOLOGY Ph.D. in Clinical Psychology 90 SEMESTER HOURS

DEPARTMENT OF PSYCHOLOGY Ph.D. in Clinical Psychology 90 SEMESTER HOURS DEPARTMENT OF PSYCHOLOGY Ph.D. in Clinical Psychology 90 SEMESTER HOURS Program Coordinator: Ellen Koch, Ph.D. 301G Science Complex Ypsilanti, MI 48197 Ph: 734-487-0189 ekoch1@emich.edu Objectives The

More information

Cognition, Instruction, & Learning. University of Connecticut. Technology Graduate Program. Department of Educational Psychology.

Cognition, Instruction, & Learning. University of Connecticut. Technology Graduate Program. Department of Educational Psychology. University of Connecticut Cognition, Instruction, & Learning The Neag School of Education Department of Educational Psychology Technology Graduate Program Doctoral Handbook 2014-15 1 P a g e TABLE OF CONTENTS

More information

Community College of Philadelphia. Proposal for Associate in Arts in Psychology

Community College of Philadelphia. Proposal for Associate in Arts in Psychology Community College of Philadelphia Proposal for Associate in Arts in Psychology Writers: Facilitator: Don Bowers and Heidi Braunschweig Vijay Chauhan Date: June 21, 2010 Recommended Effective Semester:

More information

School Psychology PsyD Program Information for Applicants

School Psychology PsyD Program Information for Applicants School Psychology PsyD Program Information for Applicants PROGRAM OVERVIEW William James College offers a doctoral degree (PsyD) in school psychology that prepares practitioners to assume leadership roles

More information

University of Connecticut Ph.D. Degree Program in Educational Psychology: Cognition, Instruction and Learning Technologies (CILT)

University of Connecticut Ph.D. Degree Program in Educational Psychology: Cognition, Instruction and Learning Technologies (CILT) 1 University of Connecticut Educational Psychology: Cognition, Instruction and Learning Technologies University of Connecticut in Educational Psychology: Cognition, Instruction and Learning Technologies

More information

MASTER OF SCIENCE IN NURSING. Program Director Judith L. Papenhausen, Ph.D., RN. Graduate Coordinator and Chairperson Denise M. Boren, Ph.D.

MASTER OF SCIENCE IN NURSING. Program Director Judith L. Papenhausen, Ph.D., RN. Graduate Coordinator and Chairperson Denise M. Boren, Ph.D. MASTER OF SCIENCE IN NURSING Program Director Judith L. Papenhausen, Ph.D., RN Graduate Coordinator and Chairperson Denise M. Boren, Ph.D., RN The mission of the graduate program in nursing at California

More information

DEPARTMENT OF SOCIOLOGY

DEPARTMENT OF SOCIOLOGY DEPARTMENT OF SOCIOLOGY The Department of Sociology offers courses in Sociology (SOC) and two degrees in Sociology, the undergraduate Bachelor of Arts (B.A.) in Sociology and the graduate degree, the Master

More information

PHD NURSING PROGRAM INFORMATION

PHD NURSING PROGRAM INFORMATION PHD NURSING PROGRAM INFORMATION INTRODUCTION The PhD Program is designed for MSN or BSN graduates who are interested in earning a doctoral degree in nursing. The primary focus of the PhD Program is scientific

More information

Proposal for a New Degree Program at WVU Tech Psychology Bachelor of Arts

Proposal for a New Degree Program at WVU Tech Psychology Bachelor of Arts Annex IV, Page 1 of 15 Proposal for a New Degree Program at WVU Tech Psychology Bachelor of Arts Part I. Program Description A. Program Background and Objectives West Virginia University Institute of Technology

More information

Master of Arts in Psychology

Master of Arts in Psychology Master of Arts in Psychology Administrative Unit This program is administered by the Office of Graduate Studies and Research through the faculty of Psychology, Department of Psychology, College of Arts

More information

KU School of Education Graduate Student Handbook

KU School of Education Graduate Student Handbook KU School of Education Graduate Student Handbook 2011-2012 Graduate Student Responsibility All graduate students are responsible for informing themselves of requirements of the Graduate School as stated

More information

College of Arts and Sciences

College of Arts and Sciences Stetson University College of Arts and Sciences From its founding in 883, the College of Arts and Sciences has offered an energetic and imaginative approach to education in the liberal arts and sciences.

More information

School of Accounting Florida International University Strategic Plan 2012-2017

School of Accounting Florida International University Strategic Plan 2012-2017 School of Accounting Florida International University Strategic Plan 2012-2017 As Florida International University implements its Worlds Ahead strategic plan, the School of Accounting (SOA) will pursue

More information

MASTER OF SCIENCE IN NURSING Director: Jennifer Twaddell

MASTER OF SCIENCE IN NURSING Director: Jennifer Twaddell Nursing MASTER OF SCIENCE IN NURSING Director: Jennifer Twaddell Department of Nursing Mission and Purposes The Department of Nursing is dedicated to carrying out the mission of the College of Arts and

More information

Business - General Information

Business - General Information Manhattan College 1 Business - General Information Historical Note In September 1926, a two-year program of courses in business was offered to qualified students who had completed two years in Arts and

More information

McCOY COLLEGE OF BUSINESS ADMINISTRATION

McCOY COLLEGE OF BUSINESS ADMINISTRATION 143 McCOY COLLEGE OF BUSINESS ADMINISTRATION Denise Smart, Ph.D., Dean Robert Davis, Ph.D., Associate Dean Robert Olney, Ph.D., Associate Dean Eugene Payne, Ph.D., Assistant Dean Department Chairs Accounting...

More information

2009-2010 ANNUAL PROGRAM REVIEW MS IN COUNSELING SCHOOL COUNSELING CONCENTRATION

2009-2010 ANNUAL PROGRAM REVIEW MS IN COUNSELING SCHOOL COUNSELING CONCENTRATION 2009-2010 ANNUAL PROGRAM REVIEW MS IN COUNSELING SCHOOL COUNSELING CONCENTRATION I. School Counseling Graduate Program The Counseling and Psychology faculty discuss course content and offer suggestions

More information