Psychology Discipline Review Presented by Julie Bishop, Kimberly Glackin, Angela Bahner, Matthew Westra, Robert Williams, Cebra Sims and Susan Benoit
The Psychology Discipline We offer Psychology 140 (General Psychology) and Psychology 243 (Lifespan Development) at all campuses. These courses, which make up the majority of psychology credit hours, are offered in person and online on all our campuses. The following courses are also offered most semesters: PSYC 144 Adjustment and Personality PSYC 162 Correctional Psychology PSYC 220 Psychology of Prejudice
The Psychology Discipline PSYC 230 Death and Dying PSYC 240 Child Development PSYC 245 Adolescent Psychology PSYC 260 Social Psychology
The Psychology Discipline We currently have an optimal number of full-time faculty: Spring 2015 MW-2 full-time, 4 Part-time BR-1 full-time, 4 Part-time PV-1 full-time, 4 Part-time LV-3 full-time, 2 Part-time Full time faculty teach 59% of credit hours, part-time teach 41%
Psychology Discipline Outcomes Students will learn the nature of psychology as a discipline Students will use the concepts, language, and major theories of the discipline to account for psychological phenomena Students will explain major perspectives of psychology Students will evaluate the quality of information; identify and evaluate the source, context, and credibility of behavioral claims; challenge claims that arise from myths, stereotype, or untested assumptions
Student Demographics The Psychology program serves (average 2010-2014) more than 5,700 students per academic year. These students generate an average of 19,714 credit hours per year. 65% of our students are female. In order of the most prevalent ethnicity of our students is: White-65.1% Black-16.4% Hispanic-8.9%
Student Demographics 71% of our students are under age 25. 36.5% of our students are in the 18-19 age group. The percentage of students age 25 and above has declined from about 35% in 2010 to 29% in 2014. 61% of our students are classified as full-time students. 1774 students were co-enrolled in developmental Math, lower numbers of students co-enrolled in developmental Reading and English.
Program Demographics Our average class size is 31 students. 70% of our classes are in person, 27% are online, and 3% are mixed instruction. Our success rate is approximately 66%. 84% of our students attend day classes 16% attend evening and weekend classes
Program Demographics Our Fall to Spring retention/graduated percentage is 73% Our Spring to Fall retention/graduated percentage is 49% Our average(2011-2014) net contribution (revenue over expense) is $928, 560.
Trends in Psychology at MCC Even as our student numbers and credit hours have decreased over the last four years as district numbers have decreased, we have remained stable in: Success rate Retention Students taking a full load Average age and ethnicity
Trends in Psychology at MCC Increase in online enrollment over the past 4 years compared to classroom enrollment. Significant decrease in evening/weekend enrollment. Decrease in dual credit headcount in the past year after two years of increase.
Psychology Assessment In the spring of 2012, an assessment measure was created using feedback from all full-time faculty in the discipline. Faculty decided to select the general education goal of critical thinking, which coincides with the American Psychological Association (APA) guidelines for undergraduate psychology curriculum. Three questions were developed to assess student understanding in this area.
Psychology Assessment Faculty selected another APA guideline, which is knowledge base of psychology. Seven questions were selected to assess student understanding of core competencies in psychology. This ten-item inventory was distributed as an appendix to final exams given by full-time faculty in a sample of PSYC 140 classes starting in Fall of 2012. The assessment was expanded to adjunct faculty who wished to participate in Fall of 2013.
Psychology Assessment Full-time faculty participation was 100% A summary of results from 2013 data: There was a positive correlation between Gen Ed score and Discipline score on the assessment. There was a significant correlation between the overall class grade and scores on both sections of the assessment. No correlation was found between scores on either section of the assessment with student age or number of credits completed
Psychology Assessment Students scores on both sections of the assessment were positively correlated with Fall 2013 Term GPA. In summary, results of the assessment are consistent with overall student performance, seem to predict overall success in the classroom, and are consistent with the APA s goals for undergraduate psychology instruction. In the future, psychology faculty may want to consider improving the assessment tool by aligning it more closely with the discipline s new course information form for PSYC 140.
Curriculum Revisions for PSYC 140 Following recommendations from APA Board of Educational Affairs Working Group on Strengthening the Common Core of the Introductory Psychology (2014) Emphasis: Foster greater conceptual consistency in introductory courses, while maintaining and supporting academic expertise and diversity among faculty
General Psychology Curriculum Foundation of empiricism Scientific method Critical thinking Research ethics 5 conceptual pillars Biological Cognitive Developmental Social & Personality Mental & Physical Health Integration Most topics involve integration among the pillars and cross-cutting themes Avoid a silo approach E.g. Learning is developmental, biological, cognitive, social
Using the Schematic of Classic Greek Structure
General Psychology Course Outline Scientific Method Instructors will choose at least two topic areas from each of the five pillars 1. Biological: Neuroscience, Sensation, Consciousness, Motivation 2. Cognitive: Cognition, Intelligence, Language, Memory, Perception 3. Developmental: Learning, Child Development, Adolescent Development, Adult Development 4. Social and Personality: Social Psychology, Personality, Emotion, Multicultural and Gender 5. Mental and Physical Health: Stress, Health, Abnormal Psychology and Therapy
General Psychology Course Outline Integration & Cross Cutting Themes In each pillar, instructors may discuss A. Cultural and social diversity B. Ethical considerations in studying or applying topics and concepts C. Variations in human functioning D. Applications of course content to practical life experiences or social problems E. Biopsychosocial influences
Expected Student Outcomes Based on APA Guidelines for the Undergraduate Psychology Major 2.0 (2013) Knowledge Base in Psychology Explain behavior and mental processes using basic psychology terminology, concepts, and theories. Apply psychological terminology, concepts, and theories to everyday life. Scientific and Critical Thinking Identify basics of the scientific method and research design, and use components to evaluate psychological explanations. Demonstrate psychological information literacy.
Expected Student Outcomes Ethics & Social Responsibility Explain how psychology can promote civic, social, and global outcomes that benefit others. Describe psychology-related issues of global concern (e.g. poverty, health, migration, human rights, rights of children, international conflict, sustainability Communication Express ideas that reflect basic psychological concepts and principles and/or construct plausible arguments based on psychological concepts Professional Development Generalize psychology content and skills to personal and career goals.
Classroom Assessment Example Global Concerns Project Students complete exploratory 1 page essay, an annotated bibliography, and final report integrating research findings and reflecting upon ethics, values, and human behavior Students must identify a global concern and research how human behavior may contribute to and also solve these complex problems (e.g. poverty, light pollution, human trafficking, terrorism etc.) Focus on psychological information literacy, social responsibility and ethics, communication, and application outcomes Students relate topics to major pillars in psychology, and identify integration and cross-cutting themes
Psychology Strengths High level of faculty expertise across the district, in various areas of psychology Several members of the faculty have a Ph.D. in psychology Despite declining district enrollment overall, psychology enrollment remains relatively strong, providing solid revenue numbers for MCC We have faculty who have published books and professional journal articles Many faculty teach both online and in the traditional classroom
Psychology strengths Despite budget constraints, faculty participate in professional development opportunities All of our classes are transferable to four year institutions A district shell for online use by adjunct faculty has been completed and is in use Our faculty numbers remained stable after many faculty in the district retired with the end of the Early Retirement program. Faculty who were eligible chose to stay at MCC
Psychology Strengths Psychology was in the second cohort of district assessment and created an assessment measure used by 100% of the full-time faculty Many four year institutions in the region have extremely large intro psych classes, our students appreciate our smaller class sizes and low cost alternative to lecture-hall general psychology courses. We offer a wide variety of classes at different times of the day/evening/weekend and online to maximize student convenience and opportunity Psychology is part of the revised AA degree requirements, so enrollments should remain strong
Areas of Concern Declining enrollments at MCC may be contributing to lower enrollments in courses outside of PSYC 140/PSYC 243, so some sections do not survive cut day Enrollments for evening classes are decreasing, which diminishes access for non-traditional students who do not want to take online instruction Aging IT infrastructure: difficult to do innovative media or online activity in many classrooms. Computers in some classrooms/offices are extremely out of date.
Areas of Concern Although district enrollment is down, many psychology classes are at cap limit and are overcrowded. At MW for example, 39 students are squeezed into classrooms that were built for a smaller number of students, making students uncomfortable. Budget cuts at MW also forced the removal of trash cans from classrooms, often resulting in classrooms with trash on the desks and floors during the day. As we concern ourselves with retention, it is often comfort/appearance issues that students notice, especially when they have other educational options to choose from in the region.
Areas of Concern Budget limitations have reduced the opportunities for faculty to participate in professional conferences and other professional development opportunities. Past budget cuts took away reimbursement for state licensing and APA memberships, reimbursement should be reinstated for these costs. Over 50% of FT psychology faculty qualify for retirement within the coming year. Retirements may or may not happen, but the potential should be noted.
Opportunities As we potentially move toward updating classroom technology, MCC would benefit from investigating a video streaming service that serves all social science programs, not just psychology. In the long run, this may be more cost efficient than trying to update individual DVD holdings and relying on video clips of varying quality (e.g., YouTube). Textbook publishers have cut back on the media they used to provide, and high quality psychology video series from Annenberg and Scientific American are 20 years old and have not been updated. Students will go elsewhere if do not keep our technology/media updated!
Opportunities Online enrollments are a source of growth, the number of sections should be expanded. PSYC 243, Lifespan Development, is a one-to-one transfer and prerequisite for many regional nursing programs, marketing of this low-cost option for pre-nursing students should be aggressive. Marketing opportunities should be explored to expand dual-credit enrollment for local high school students, and to encourage summer session enrollment as a low-cost option for students planning to attend four year institutions.
Opportunities Employment of mental health counselors and marriage and family therapists is projected to grow 29 percent from 2012 to 2022, much faster than the average for all occupations. Growth is expected as more people have mental health counseling services covered by their insurance policies. (Bureau of Labor Statistics) Create and partner more community events.
Community Involvement Students at MCC Blue River have completed projects to aid these community agencies: Children s Mercy Hospital s SCAN Clinic Information was given to aid in evaluating their program against national models CAPA Student projects allowed them to update therapeutic activities for at risk kids and restructure Mandated Reporter trainings. Little Blue Elementary School Student reports helped school administrators to create a sensory room for special needs students.
Student Field Trips Blue River students have been invited to Little Blue Elementary to do Theory of Mind activities.
Student field trips, Con t Students have also visited Speaks Funeral Home and Porter s Funeral Home and Crematorium in order to learn more about the death and dying process.
Community Involvement, Con t We also started All for the Children in 2011. This is a large community-wide event that involves students from MCC-Blue River, Little Blue Elementary, local community agencies, LINC, and law enforcement to raise awareness about child abuse in our area. This also gives our students a chance to engage in project based learning in an interdisciplinary manner. Here is a small clip, created by a student, of the day long activity: https://www.youtube.com/watch?v=knsxwtxkqlg&feature=youtu.be
The End!