2012 Assurance of Learning Report - Kennesaw State University
2012 Assurance of Learning Report - Kennesaw State University
2012 Assurance of Learning Report - Kennesaw State University
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<strong>2012</strong> <strong>Assurance</strong> <strong>of</strong> <strong>Learning</strong> <strong>Report</strong><br />
Name <strong>of</strong> degree program: Psychology B. S.<br />
<strong>Report</strong> author(s): Pam Marek, Beth Kirsner, and Tim Martin<br />
Authors: Submit this report to the department chair no later than January 16, <strong>2012</strong><br />
Department Chair: Sharon Pearcey<br />
Date submitted to AOL Council Chair:<br />
Chairs: Submit this report to the AOL Council Chair no later than January 23, <strong>2012</strong><br />
Email the report to tpusater@kennesaw.edu<br />
Directions for Section A: In order to prepare for upcoming reports to SACS and the Georgia Board <strong>of</strong> Regents,<br />
AOL Council will begin tracking progress on the university-wide competencies and general education learning<br />
outcomes that were approved in the 2010-2011 academic year in addition to the global learning outcomes that<br />
were approved in 2007. To facilitate this tracking, AOL Council requests that report authors for each degree<br />
program complete Section A <strong>of</strong> this report with an updated description <strong>of</strong> the student learning outcomes for the<br />
degree program, an indication <strong>of</strong> whether each outcome is an example <strong>of</strong> any <strong>of</strong> the outcomes that AOL Council<br />
is tracking, and a description <strong>of</strong> where and how each outcome is assessed.<br />
Section A contains room for up to 10 student learning outcomes, but you may provide fewer outcomes if that is<br />
appropriate for your degree program. AOL Council requests that you complete Section A by providing a minimum<br />
<strong>of</strong> 5 and a maximum <strong>of</strong> 10 outcomes. If your program regularly assesses more than 10 learning outcomes, you<br />
need only provide information to AOL Council on 5 to 10 <strong>of</strong> the most relevant learning outcomes. AOL Council<br />
recommends the following guidelines for selecting the learning outcomes to include in your report:<br />
<br />
<br />
<br />
<br />
<br />
<br />
Include only those learning outcomes that faculty in the program have agreed to assess and report on a<br />
regular schedule. AOL Council recommends program faculty develop a schedule that assures that they<br />
are assessing each <strong>of</strong> the outcomes at least once in a 4-year period.<br />
Prefer learning outcomes that are examples <strong>of</strong> one or more <strong>of</strong> the university-wide competencies, global<br />
learning outcomes, or general education learning outcomes listed on the next page. When describing the<br />
learning outcome in Section A, use discipline-specific language as appropriate.<br />
Prefer learning outcomes that are potentially assessable for all students in the program (e.g., outcomes<br />
that are assessed in required courses that all students complete prior to graduation).<br />
Assess each outcome using at least one direct measure <strong>of</strong> student learning (e.g., faculty or supervisory<br />
assessment <strong>of</strong> student work such as assignments, examinations, or performances).<br />
For undergraduate programs, include at least one learning outcome for Academic and Pr<strong>of</strong>essional<br />
Expertise and at least one for Effective Communication Skills. The assessment <strong>of</strong> these outcomes<br />
should occur in upper-level courses or experiences as close as possible to completion <strong>of</strong> the degree<br />
program (e.g., senior-level capstone course, internship, exit exam).<br />
For graduate programs, include at least one learning outcome for Academic and Pr<strong>of</strong>essional Expertise,<br />
at least one for Effective Communication Skills, and at least one for Analytical Reasoning/Creative<br />
Problem Solving. Prefer assessments as close as possible to completion <strong>of</strong> the degree program.<br />
Directions for Section B: Respond to the boldfaced questions in Section B, which appears on the last page <strong>of</strong><br />
this report template. Provide supporting materials as appendices or as Web links in your report.<br />
1
DEFINITIONS OF LEARNING OUTCOMES 1 THAT KSU TRACKS<br />
UNIVERSITY-WIDE COMPETENCIES (APPROVED FY11)<br />
Academic and Pr<strong>of</strong>essional Expertise: Graduates will demonstrate knowledge, skills & dispositions at<br />
an appropriate and effective level <strong>of</strong> expertise within their field <strong>of</strong> study as defined by their degree<br />
program.<br />
Effective Communication Skills 2 : Graduates will demonstrate the knowledge, skills and dispositions to<br />
communicate appropriately and effectively in written, oral, graphic/visual and/or interpersonal forms as<br />
defined by their degree program.<br />
Analytical Reasoning/Creative Problem Solving 3 : Graduates will demonstrate analytical or creative<br />
skills that employ appropriate methodologies to address theoretical or practical issues as defined by their<br />
degree program.<br />
‘GLOBAL LEARNING FOR ENGAGED CITIZENSHIP’ OUTCOMES (APPROVED FY08)<br />
Global Perspectives (Knowledge) 4 : Graduating students recognize and incorporate the diversity,<br />
commonalities, and interdependence <strong>of</strong> the world’s people, nations, and/or environmental systems into<br />
their general knowledge, academic specializations and worldviews.<br />
Intercultural Engagement (Skills): Graduating students demonstrate effective and appropriate<br />
communication, interaction and teamwork with people <strong>of</strong> different nationalities and cultures, either locally<br />
or internationally.<br />
Global Citizenship (Attitudes): Graduating students demonstrate respect and support for the common<br />
good <strong>of</strong> the world community, including its diversity, attention to human rights, concern for the welfare <strong>of</strong><br />
others, and sustainability <strong>of</strong> natural systems and species.<br />
KSU’S GENERAL EDUCATION LEARNING OUTCOMES 5 (APPROVED FY11)<br />
Reading Comprehension: Students articulate comprehension <strong>of</strong> written material including the author’s<br />
rhetorical purpose and the strategic use <strong>of</strong> text features.<br />
Quantitative Interpretation: Students explain information presented in mathematical forms (e.g.,<br />
equations, graphs, diagrams, tables, or words) at a level appropriate for the complexity <strong>of</strong> problems in a<br />
college-level course.<br />
Quantitative Representation: Students convert information into a mathematical portrayal (e.g.,<br />
equations, graphs, diagrams, tables, or words) at a level appropriate for the complexity <strong>of</strong> problems in a<br />
college-level course.<br />
Social Sciences: Students analyze the complexity <strong>of</strong> human behavior and how social, historical,<br />
economic, political, or spatial relationships develop, persist, or change.<br />
Natural Sciences: Students apply the scientific method to analyze data related to natural phenomena<br />
found in everyday life.<br />
U.S. Perspectives: Students articulate the historical, political, social, or institutional developments <strong>of</strong> the<br />
United <strong>State</strong>s.<br />
1<br />
2<br />
3<br />
4<br />
5<br />
Three General Education (GE) outcomes (indicated in the footnotes below) overlap with some <strong>of</strong> the <strong>University</strong>-Wide<br />
Competencies and Global <strong>Learning</strong> Outcomes.<br />
Production <strong>of</strong> written communication: Students write appropriately for rhetorical situation, audience, purpose, and<br />
genre; demonstrate appropriate content, organization, syntax, and style; and acknowledge the use <strong>of</strong> information sources,<br />
according to convention.<br />
Critical Thinking: Students articulate a position on an issue and support it by evaluating evidence relevant to the<br />
position, considering opposing positions or evidence, and documenting sources according to convention.<br />
Global Perspectives: Students analyze creative works from one or more foreign countries in relation to the historical,<br />
political, economic, sociocultural, aesthetic, or personal contexts in which those works emerged.<br />
There are three additional General Education (GE) outcomes, indicated in the footnotes above.<br />
2
SECTION A. <strong>2012</strong> LIST OF STUDENT LEARNING OUTCOMES FOR<br />
Psychology B. S.<br />
Complete at least 5 and no more than 10 distinct learning outcomes for the program.<br />
Description <strong>of</strong> Student <strong>Learning</strong> Outcome 1:<br />
GSLO1. Our graduates will be able to communicate ideas concerning psychology clearly and effectively<br />
in both oral and written formats.<br />
SSLO 1 a Use APA style correctly in research reports and other written assignments. (skill)<br />
SSLO 1 b Demonstrate effective use <strong>of</strong> written language in research reports and other written<br />
assignments. (skill)<br />
SSLO 1 c Show effective use <strong>of</strong> spoken language in class presentations. (skill)<br />
Indicate whether the outcome described above is an example <strong>of</strong> any <strong>of</strong> the outcomes KSU tracks.<br />
Refer to the page <strong>of</strong> “Definitions <strong>of</strong> <strong>Learning</strong> Outcomes that KSU Tracks”. Check all that apply.<br />
Undergraduate programs: Include at least one outcome for which you check Academic and<br />
Pr<strong>of</strong>essional Expertise and at least one outcome for Effective Communication Skills.<br />
Graduate programs: Include at least one outcome for Academic and Pr<strong>of</strong>essional Expertise, at least one<br />
for Effective Communication Skills, and at least one for Analytical Reasoning/Creative Problem Solving.<br />
Check here only if none <strong>of</strong> the outcomes listed below apply<br />
UNIVERSITY-WIDE COMPETENCIES (see notes above) GENERAL EDUCATION LEARNING OUTCOMES<br />
Academic and Pr<strong>of</strong>essional Expertise<br />
Effective Communication Skills<br />
Analytical Reasoning/Creative Problem Solving<br />
GLOBAL LEARNING OUTCOMES<br />
Global Perspectives (Knowledge)<br />
Intercultural Engagement (Skills)<br />
Reading Comprehension<br />
Quantitative Interpretation<br />
Quantitative Representation<br />
Social Sciences<br />
Natural Sciences<br />
U.S. Perspectives<br />
Global Citizenship (Attitudes)<br />
Identify at least one course or<br />
experience (e.g. out-<strong>of</strong>-class exam or<br />
activity) in which program faculty<br />
assess students on this outcome.<br />
Senior Seminar (started in Fall 2011)<br />
Experimental Psychology<br />
Describe the method(s) by which program faculty<br />
assess students on this outcome (e.g., questions on<br />
examinations, papers, presentations, observations by<br />
a supervisor).<br />
Written integrative literature reviews (including APA style)<br />
are evaluated by full-time faculty, who indicate whether<br />
students' written communication skills are above<br />
expectations, meeting expectations, or below expectations.<br />
Oral presentations are evaluated by full-time faculty, who<br />
indicate whether students' oral communication skills are<br />
above expectations, meeting expectations, or below<br />
expectations.<br />
Full-time faculty evaluate the content and writing <strong>of</strong><br />
students' written research proposals<br />
Research Methods<br />
Full-time faculty evaluate the content and writing <strong>of</strong><br />
students' written literature reviews (minimum requirement)<br />
or research projects.<br />
Indicate the academic years during which this outcome was assessed and/or will be assessed:<br />
This outcome was assessed (or is scheduled to be assessed) during:<br />
2009-10 2010-11 2011-12 <strong>2012</strong>-13 2013-14<br />
3
SECTION A. <strong>2012</strong> LIST OF STUDENT LEARNING OUTCOMES FOR<br />
Psychology B. S.<br />
Complete at least 5 and no more than 10 distinct learning outcomes for the program.<br />
Description <strong>of</strong> Student <strong>Learning</strong> Outcome 2:<br />
GSLO2. Our graduates will be able to perform and critique empirical research through the use <strong>of</strong> critical<br />
thinking and the appropriate statistical techniques.<br />
Indicate whether the outcome described above is an example <strong>of</strong> any <strong>of</strong> the outcomes KSU tracks.<br />
Refer to the page <strong>of</strong> “Definitions <strong>of</strong> <strong>Learning</strong> Outcomes that KSU Tracks”. Check all that apply.<br />
Undergraduate programs: Include at least one outcome for which you check Academic and Pr<strong>of</strong>essional<br />
Expertise and at least one outcome for Effective Communication Skills.<br />
Graduate programs: Include at least one outcome for Academic and Pr<strong>of</strong>essional Expertise, at least one<br />
for Effective Communication Skills, and at least one for Analytical Reasoning/Creative Problem Solving.<br />
Check here only if none <strong>of</strong> the outcomes listed below apply<br />
UNIVERSITY-WIDE COMPETENCIES (see notes above)<br />
Academic and Pr<strong>of</strong>essional Expertise<br />
Effective Communication Skills<br />
Analytical Reasoning/Creative Problem Solving<br />
GLOBAL LEARNING OUTCOMES<br />
Global Perspectives (Knowledge)<br />
Intercultural Engagement (Skills)<br />
GENERAL EDUCATION LEARNING OUTCOMES<br />
Reading Comprehension<br />
Quantitative Interpretation<br />
Quantitative Representation<br />
Social Sciences<br />
Natural Sciences<br />
U.S. Perspectives<br />
Global Citizenship (Attitudes)<br />
Identify at least one course or<br />
experience (e.g. out-<strong>of</strong>-class exam or<br />
activity) in which program faculty<br />
assess students on this outcome.<br />
Research Methods<br />
Experimental Psychology<br />
Describe the method(s) by which program faculty<br />
assess students on this outcome (e.g., questions on<br />
examinations, papers, presentations, observations by a<br />
supervisor).<br />
All students complete a comprehensive, multiple-choice<br />
post-test that includes a set <strong>of</strong> questions related to<br />
quantitative reasoning.<br />
All students complete a comprehensive, multiple-choice<br />
post-test that includes a set <strong>of</strong> questions related to<br />
quantitative reasoning and interpretation <strong>of</strong> a table and<br />
graph.<br />
All students also prepare an experimental proposal that<br />
typically includes an analysis plan or a section with<br />
expected results <strong>of</strong> a quantitative analysis.<br />
Indicate the academic years during which this outcome was assessed and/or will be assessed:<br />
This outcome was assessed (or is scheduled to be assessed) during:<br />
2009-10 2010-11 2011-12 <strong>2012</strong>-13 2013-14<br />
4
SECTION A. <strong>2012</strong> LIST OF STUDENT LEARNING OUTCOMES FOR<br />
Psychology B. S.<br />
Complete at least 5 and no more than 10 distinct learning outcomes for the program.<br />
Description <strong>of</strong> Student <strong>Learning</strong> Outcome 3:<br />
GSLO 3. Our graduates will be able to define and use the major theories, constructs, and empirical<br />
findings in psychology.<br />
SSLO 3 a Demonstrate understanding <strong>of</strong> the major areas <strong>of</strong> psychology: learning and cognition;<br />
individual differences - clinical, abnormal, and personality; biological bases <strong>of</strong> behavior; and<br />
developmental and social. (knowledge)<br />
Indicate whether the outcome described above is an example <strong>of</strong> any <strong>of</strong> the outcomes KSU tracks.<br />
Refer to the page <strong>of</strong> “Definitions <strong>of</strong> <strong>Learning</strong> Outcomes that KSU Tracks”. Check all that apply.<br />
Undergraduate programs: Include at least one outcome for which you check Academic and Pr<strong>of</strong>essional<br />
Expertise and at least one outcome for Effective Communication Skills.<br />
Graduate programs: Include at least one outcome for Academic and Pr<strong>of</strong>essional Expertise, at least one<br />
for Effective Communication Skills, and at least one for Analytical Reasoning/Creative Problem Solving.<br />
Check here only if none <strong>of</strong> the outcomes listed below apply<br />
UNIVERSITY-WIDE COMPETENCIES (see notes above)<br />
Academic and Pr<strong>of</strong>essional Expertise<br />
Effective Communication Skills<br />
Analytical Reasoning/Creative Problem Solving<br />
GLOBAL LEARNING OUTCOMES<br />
Global Perspectives (Knowledge)<br />
Intercultural Engagement (Skills)<br />
GENERAL EDUCATION LEARNING OUTCOMES<br />
Reading Comprehension<br />
Quantitative Interpretation<br />
Quantitative Representation<br />
Social Sciences<br />
Natural Sciences<br />
U.S. Perspectives<br />
Global Citizenship (Attitudes)<br />
Identify at least one course or<br />
experience (e.g. out-<strong>of</strong>-class exam or<br />
activity) in which program faculty<br />
assess students on this outcome.<br />
Senior Seminar<br />
Research Methods<br />
Experimental Psychology<br />
Introductory Psychology<br />
Describe the method(s) by which program faculty<br />
assess students on this outcome (e.g., questions on<br />
examinations, papers, presentations, observations by a<br />
supervisor).<br />
Students complete the standardized Educational Testing<br />
Services’ Major Field Test in Psychology with national<br />
norms.<br />
Students complete a series <strong>of</strong> multiple-choice questions<br />
related to research methods (applicable to all areas <strong>of</strong><br />
psychology), ethics, and quantitative reasoning (overlap<br />
with GSLO 2).<br />
Students complete a multiple-choice posttest related to<br />
research methods (applicable to all areas <strong>of</strong> psychology)<br />
and quantitative reasoning (overlap with GSLO 2).<br />
Students have completed a posttest but its use for<br />
assessment purposes has not yet been confirmed.<br />
Indicate the academic years during which this outcome was assessed and/or will be assessed:<br />
For all courses other than Introductory Psychology, this outcome was assessed (or is scheduled to be<br />
assessed) during:<br />
2009-10 2010-11 2011-12 <strong>2012</strong>-13 2013-14<br />
5
SECTION A. <strong>2012</strong> LIST OF STUDENT LEARNING OUTCOMES FOR<br />
Psychology B. S.<br />
Complete at least 5 and no more than 10 distinct learning outcomes for the program.<br />
Description <strong>of</strong> Student <strong>Learning</strong> Outcome 4:<br />
GSLO 4. Our graduates will be able to understand and apply psychological knowledge to personal and<br />
group issues.<br />
SSLO 4 a Describe the major applied areas in psychology. (knowledge)<br />
SSLO 4 c Apply empirically tested psychological principles to personal goals. (knowledge) (skills)<br />
Indicate whether the outcome described above is an example <strong>of</strong> any <strong>of</strong> the outcomes KSU tracks.<br />
Refer to the page <strong>of</strong> “Definitions <strong>of</strong> <strong>Learning</strong> Outcomes that KSU Tracks”. Check all that apply.<br />
Undergraduate programs: Include at least one outcome for which you check Academic and Pr<strong>of</strong>essional<br />
Expertise and at least one outcome for Effective Communication Skills.<br />
Graduate programs: Include at least one outcome for Academic and Pr<strong>of</strong>essional Expertise, at least one<br />
for Effective Communication Skills, and at least one for Analytical Reasoning/Creative Problem Solving.<br />
Check here only if none <strong>of</strong> the outcomes listed below apply<br />
UNIVERSITY-WIDE COMPETENCIES (see notes above)<br />
Academic and Pr<strong>of</strong>essional Expertise<br />
Effective Communication Skills<br />
Analytical Reasoning/Creative Problem Solving<br />
GLOBAL LEARNING OUTCOMES<br />
Global Perspectives (Knowledge)<br />
Intercultural Engagement (Skills)<br />
GENERAL EDUCATION LEARNING OUTCOMES<br />
Reading Comprehension<br />
Quantitative Interpretation<br />
Quantitative Representation<br />
Social Sciences<br />
Natural Sciences<br />
U.S. Perspectives<br />
Global Citizenship (Attitudes)<br />
Identify at least one course or<br />
experience (e.g. out-<strong>of</strong>-class exam or<br />
activity) in which program faculty<br />
assess students on this outcome.<br />
Lifespan Developmental Psychology<br />
(required course for majors that includes a<br />
large proportion <strong>of</strong> non-majors)<br />
Careers (required course for majors)<br />
Describe the method(s) by which program faculty<br />
assess students on this outcome (e.g., questions on<br />
examinations, papers, presentations, observations by a<br />
supervisor).<br />
We are beginning to develop a multiple-choice posttest with<br />
items that will apply principles <strong>of</strong> developmental psychology<br />
to personal and group issues.<br />
Although plans for discussion <strong>of</strong> an assessment instrument<br />
have not yet been implemented, we intend to gather input<br />
from Careers faculty regarding the possibility <strong>of</strong> assessing<br />
students’ knowledge <strong>of</strong> the applied areas <strong>of</strong> psychology<br />
(timetable not determined).<br />
Indicate the academic years during which this outcome was assessed and/or will be assessed:<br />
In developmental psychology, this outcome was assessed (or is scheduled to be assessed) during:<br />
2009-10 2010-11 2011-12 <strong>2012</strong>-13 2013-14<br />
6
SECTION A. <strong>2012</strong> LIST OF STUDENT LEARNING OUTCOMES FOR<br />
Psychology B. S.<br />
Complete at least 5 and no more than 10 distinct learning outcomes for the program.<br />
Description <strong>of</strong> Student <strong>Learning</strong> Outcome 5:<br />
GSLO 5. Our graduates will be able to understand and apply ethical principles in psychological<br />
undertakings.<br />
SSLO 5 c Understand and respect cultural differences in values and how those differences may<br />
modify the application <strong>of</strong> psychological findings or techniques.(knowledge) (attitude)<br />
Indicate whether the outcome described above is an example <strong>of</strong> any <strong>of</strong> the outcomes KSU tracks.<br />
Refer to the page <strong>of</strong> “Definitions <strong>of</strong> <strong>Learning</strong> Outcomes that KSU Tracks”. Check all that apply.<br />
Undergraduate programs: Include at least one outcome for which you check Academic and Pr<strong>of</strong>essional<br />
Expertise and at least one outcome for Effective Communication Skills.<br />
Graduate programs: Include at least one outcome for Academic and Pr<strong>of</strong>essional Expertise, at least one<br />
for Effective Communication Skills, and at least one for Analytical Reasoning/Creative Problem Solving.<br />
Check here only if none <strong>of</strong> the outcomes listed below apply<br />
UNIVERSITY-WIDE COMPETENCIES (see notes above)<br />
Academic and Pr<strong>of</strong>essional Expertise<br />
Effective Communication Skills<br />
Analytical Reasoning/Creative Problem Solving<br />
GLOBAL LEARNING OUTCOMES<br />
Global Perspectives (Knowledge)<br />
GENERAL EDUCATION LEARNING OUTCOMES<br />
Reading Comprehension<br />
Quantitative Interpretation<br />
Quantitative Representation<br />
Social Sciences<br />
Natural Sciences<br />
Intercultural Engagement (Skills)<br />
Global Citizenship (Attitudes)<br />
Identify at least one course or<br />
experience (e.g. out-<strong>of</strong>-class exam or<br />
activity) in which program faculty<br />
assess students on this outcome.<br />
Diversity group <strong>of</strong> courses (one required for<br />
majors)<br />
* Cross-Cultural Psychology<br />
* Psychology <strong>of</strong> Gender<br />
* Ethnic-Minority Psychology<br />
U.S. Perspectives<br />
Describe the method(s) by which program faculty<br />
assess students on this outcome (e.g., questions on<br />
examinations, papers, presentations, observations by a<br />
supervisor).<br />
We have just begun an investigation <strong>of</strong> measures <strong>of</strong><br />
attitudes (respecting cultural differences) that will be<br />
applicable across all courses in the diversity group, from<br />
which all psychology students must complete at least one<br />
course.<br />
Indicate the academic years during which this outcome was assessed and/or will be assessed:<br />
This outcome was assessed (or is scheduled to be assessed) during:<br />
2009-10 2010-11 2011-12 <strong>2012</strong>-13 2013-14<br />
7
SECTION B<br />
NARRATIVE REPORT OF AOL ACTIVITIES, FALL 2009 THROUGH FALL 2011<br />
1. Describe the AOL-related activities that faculty in your program have conducted from Fall 2009<br />
through Fall 2011. Provide Web links or append supporting materials that summarize these activities.<br />
The Assessment Committee includes Pam Marek (Chair), Beth Kirsner, and Tim Martin. We present what we<br />
have done in the context <strong>of</strong> learning outcomes. We include the same links to assessments in section B.1 and in<br />
section B.2, which focuses on the results <strong>of</strong> these assessments.<br />
Our General Student <strong>Learning</strong> Outcome (GSLO) 1 (Our graduates will be able to communicate ideas concerning<br />
psychology clearly and effectively in both oral and written formats) encompasses specific student learning<br />
outcomes (SSLOs) that relate to both general and discipline-specific (e.g., APA-style) skills. We are formally<br />
assessing written communication in three required courses: Research Methods (2000 level), Experimental<br />
Psychology (3000 level), and Senior Seminar (4000 level). In the two research sequence courses, instructors<br />
report student performance on specific sections <strong>of</strong> required reports (either literature reviews, empirical studies, or<br />
proposals). Although requirements differ across sections, examining data in this manner provides a glimpse into<br />
students’ strengths and weaknesses (see Appendix A). In the Senior Seminar courses, we conducted our first<br />
assessment in fall 2011 (see Appendix B). Senior Seminar instructors rated each individual student’s<br />
comprehensive paper and presentation as above expectations, met expectations, or below expectations. Again,<br />
requirements differ across sections, as does the amount <strong>of</strong> assistance (e.g., instructor review <strong>of</strong> drafts). However,<br />
all instructors require a major paper that integrates at least two psychological perspectives on a topic that has<br />
been approved by the instructor. All instructors also require an oral presentation.<br />
Our GSLO 2 (Our graduates will be able to perform and critique empirical research through the use <strong>of</strong> critical<br />
thinking and the appropriate statistical techniques) includes specific student learning outcomes (SSLOs) that<br />
encompass using statistical programs to do basic statistical functions, justifying use <strong>of</strong> statistical tests, using a<br />
computerized database to perform a competent literature search, and evaluating the quality <strong>of</strong> information. We<br />
do not isolate these outcomes via a specific course-wide assessment. However, they are subsumed in the<br />
evaluation <strong>of</strong> other assignments. First, in the laboratory component <strong>of</strong> our required sequence courses, students<br />
use SPSS to perform, interpret, and report on a variety <strong>of</strong> statistical tests embedded in different assignments<br />
throughout the semester. Second, in empirical reports and proposals, evaluation <strong>of</strong> the results or analysis plan<br />
sections encompasses selection <strong>of</strong> the appropriate statistical test. Third, we have also incorporated questions<br />
that involve making inferences from statistical results in standardized assessments for all research sequence<br />
students. Fourth, students’ ability to conduct a competent literature search is a prerequisite for preparing a<br />
satisfactory introduction for a proposal or empirical report and for preparing a major review paper such as that<br />
required in Senior Seminar. In our 2009 report, we reported data about the number <strong>of</strong> students who were<br />
involved in directed research projects with faculty mentors and the outcomes <strong>of</strong> those projects; we have<br />
requested similar information from faculty for 2011. To date, we have received reports from a majority, but not all,<br />
<strong>of</strong> our faculty.<br />
Our GSLO 3 (Our graduates will be able to define and use the major theories, constructs, and empirical findings<br />
in psychology) seems to relate quite closely to “content knowledge.” We continued to included course-wide<br />
assessments <strong>of</strong> content knowledge in our research sequence (standard pretest and posttest, see Appendix C),<br />
and senior seminar (Educational Testing Services’ Major Field Test, see Appendix D). Each semester, all<br />
students in all sections take these tests. Sequence assessments for both research methods and experimental<br />
psychology include subsections related to scientific methodology, quantitative literacy, and formal<br />
writing/grammar and APA style. The methods assessment also includes a section on ethics. Some sequence<br />
instructors also require students to complete the Collaborative Institutional Training Initiative’s online ethics<br />
tutorial for student researchers. The Major Field Test encompasses multiple subtopics. It provides scores for four<br />
broad content areas (including <strong>Learning</strong>, Cognition, Language, Memory, and Thinking; Perception, Sensory,<br />
Physiology, Comparative, and Evolutionary; Clinical, Abnormal, and Personality; and Developmental and Social)<br />
and assessment indicators for narrower content areas (including Memory/Thinking, Sensory/Physiological,<br />
Developmental, Clinical/Abnormal, Social, and Methods). These scores illuminate the relative standing <strong>of</strong> our<br />
students versus a nationwide sample and allow us to compare students’ content knowledge in different areas.<br />
However, interpretation is clouded because students are not required to take all <strong>of</strong> these courses and/or may<br />
have taken some <strong>of</strong> the courses prior to transferring to KSU. Students in our introductory psychology (1000 level,<br />
general education course and basic requirement for psychology majors) courses also completed a standard<br />
assessment at the end <strong>of</strong> the fall 2011 semester; however, results are not yet available. Appendix E includes the<br />
8
questions on the assessment; the items were systematically created to address content areas that are<br />
standardized across sections.<br />
Our GSLO 4 (Our graduates will be able to understand and apply psychological knowledge to personal and group<br />
issues) and GSLO 5 (Our graduates will be able to understand and apply ethical principles in psychological<br />
undertakings) both include SSLOs that encompass diversity issues and sociocultural differences, as does our<br />
GSLO 3. SSLO 4d (Recognize how sociocultural factors can affect the application <strong>of</strong> psychological techniques) is<br />
nested under GSLO 4. SSLO 5c (Understand and respect cultural differences in values and how those<br />
differences may modify the application <strong>of</strong> psychological findings or techniques) is nested under GSLO 5. In<br />
addition, SSLO 3b (Explain how sociocultural differences can affect behavior and cognition) is nested under<br />
GSLO 3. At present, we are not formally assessing these SSLOs although we did include a cross-cultural<br />
knowledge component in our fall 2007 through fall 2008 senior survey (results included in 2009 AOL report). We<br />
discontinued this assessment because students were not required to take a cross-cultural course and the<br />
questions pertained specifically to cross-cultural psychology. Our students are still not required to take a specific<br />
cross-cultural course. However, one <strong>of</strong> the primary changes to our revised curriculum effective Fall 2010 was the<br />
addition <strong>of</strong> the requirement that students complete a minimum <strong>of</strong> one <strong>of</strong> three courses in a diversity grouping that<br />
includes Cross-Cultural Psychology (PSYC 3355), Ethnic Minority Psychology (PSYC 3385), and Psychology <strong>of</strong><br />
Gender (PSYC 3425). In 2011, the Assessment Committee had a preliminary discussion regarding how to best<br />
design and implement a measure to address diversity outcomes. Although sociocultural issues are embedded in<br />
courses throughout the curriculum, we plan to focus on the diversity grouping. We have collected syllabi from the<br />
three courses, and we expect to collect input from course instructors in <strong>2012</strong> (as noted in Section B4) regarding<br />
measurement <strong>of</strong> learning outcomes. For the purposes <strong>of</strong> this report, we have included an appendix that indicates<br />
only enrollment and grades for diversity courses <strong>of</strong>fered in 2011 (see Appendix F).<br />
Our GSLO 6 relates to the ability to plan for careers. To date, we have not assessed this outcome, which applies<br />
most specifically to our lower level Careers in Psychology course. We will aim to discuss potential assessment<br />
with faculty who teach the Careers course. We will also consider adding a question about students’ perceptions<br />
<strong>of</strong> their career preparedness to our Senior Survey.<br />
Appendix G includes a complete listing <strong>of</strong> our learning outcomes.<br />
In addition to objective evidence <strong>of</strong> learning, our survey <strong>of</strong> senior seminar students also provides us with<br />
evaluations <strong>of</strong> specific aspects <strong>of</strong> our program and students’ perceptions <strong>of</strong> their learning. Across multiple<br />
semesters, our response rate has been in the 70% to 75% range, providing a relatively broad base <strong>of</strong> students’<br />
views. Our questions address such topics as lab facilities, teaching, advising, scheduling, perceptions <strong>of</strong><br />
importance <strong>of</strong> and expertise in written communication, statistical interpretation, and effective interaction with<br />
diverse populations, strengths and weaknesses <strong>of</strong> the psychology program, and plans after graduation. Appendix<br />
H includes a portion <strong>of</strong> the results from our fall 2011 survey. We also collected contact information from our<br />
seniors for potential use in an alumni survey.<br />
Finally, to provide talented students with an opportunity to learn more about teaching via interaction with faculty<br />
members and other students, the psychology department has introduced undergraduate teaching assistantships<br />
UTAs). All UTAs complete a confidentiality agreement before beginning their service. As would be expected, the<br />
responsibilities <strong>of</strong> UTAs vary across courses and instructors. To evaluate students’ perceptions <strong>of</strong> the UTAs who<br />
are assigned to their courses, the assessment committee has developed a UTA evaluation survey for students,<br />
and instructors have the option <strong>of</strong> using this form. Appendix I includes an excerpt <strong>of</strong> quantitative data from this<br />
form.<br />
9
2. Describe the type <strong>of</strong> evidence collected from Fall 2009 through Fall 2011 on student achievement <strong>of</strong><br />
the program’s learning outcomes and discuss the extent to which students are meeting, exceeding, or<br />
not meeting expectations on these outcomes. Provide Web links or append supporting materials<br />
(e.g., summary tables, charts) that summarize the evidence.<br />
If you have no evidence to report, indicate “Not applicable” for both Parts 2 and 3; if appropriate,<br />
provide reasons for not responding to these parts <strong>of</strong> the narrative.<br />
In this section, we focus on our most recent evidence for assessments described in AOL <strong>Report</strong> Section B.1.<br />
Links connect to the same appendices that were mentioned in Section B.1.<br />
Appendix A includes the results <strong>of</strong> the written communication assessment for sequence courses. In fall 2011, fulltime<br />
faculty evaluated writing assignments completed by 282 research sequence students. Data are listed<br />
separately for the first (Research Methods) and second (Experimental Psychology) courses in the research<br />
sequence. Research Methods is the first required psychology course in which students are challenged to prepare<br />
formal research reports or literature reviews using APA style. In the subsequent course, Experimental<br />
Psychology, grading criteria are typically more stringent; all students are required to prepare a formal proposal for<br />
an experiment. In both courses, specific criteria for and components <strong>of</strong> the formal writing assignment differ<br />
across instructors. However, there is considerable overlap in the components/sections graded by each faculty<br />
member. For each report section, Appendix A includes the number <strong>of</strong> students who were assessed, the mean<br />
and standard deviation for percentage <strong>of</strong> points earned, and the percentage <strong>of</strong> students who earned at least 70%.<br />
Overall, both Research Methods and Experimental Psychology students demonstrated competence in preparing<br />
all sections <strong>of</strong> a report, with particularly noteworthy performance on the title page, method section, and results.<br />
The method section reflects students’ ability to create or describe a research design, a necessary step in<br />
performing empirical research (GSLO 2). The overall mean percentages earned on the method section were 81%<br />
(Research Methods) and 83% (Experimental Psychology). The results section reflects aspects <strong>of</strong> quantitative<br />
literacy, including selecting appropriate statistical tests and, for completed projects, actually performing the tests<br />
and interpreting computer output (SSLO 2a and 2b). The overall mean percentages earned on the results section<br />
were 89% (Research Methods) and 80% (Experimental Psychology). Overall, students also performed at a<br />
satisfactory level on other sections linked directly to learning outcomes. For example, preparing an Introduction<br />
requires a competent literature search (SSLO 2c), and both the introduction and discussion engage students in<br />
evaluating the quality <strong>of</strong> information (SSLO 2f) and making usable connections between knowledge at different<br />
levels (e.g., theories and results, SSLO 2h).<br />
Ins<strong>of</strong>ar as the written communication objectives (SSLOs 1a, APA style, and 1b, written language), some<br />
instructors considered these items within the context <strong>of</strong> each section, whereas other instructors provided separate<br />
grades for APA style, general writing, or APA style/writing combined. Overall, students demonstrated satisfactory<br />
skill in applying APA style in both Research Methods (M = 74%, SD = 20%) and Experimental Psychology (M =<br />
84%, SD = 11%). The quality <strong>of</strong> writing was also satisfactory in both Research Methods (M = 77%, SD = 19%)<br />
and Experimental Psychology (M = 83%, SD = 13%).<br />
Although overall results are encouraging, a more detailed analysis <strong>of</strong> the percentage <strong>of</strong> students who did not<br />
achieve at least 70% on a report or proposal section, writing quality, or APA style reveals some weaknesses. For<br />
example, approximately one third <strong>of</strong> the Research Methods students did not achieve what may be considered a<br />
passing grade on APA style, writing quality, and references, and only slightly more than half <strong>of</strong> the students<br />
earned 70% or better on the abstract. The abstract is the last section written; it is possible that students received<br />
less feedback on drafts <strong>of</strong> this section than on other portions <strong>of</strong> the report. Among Experimental Psychology<br />
students, the percentage <strong>of</strong> students who achieved a 70% or better on APA style and writing quality (when graded<br />
separately) was quite high (96% for APA style and 88% for writing quality). However, in one section in which<br />
grades for APA style and writing quality were combined, only slightly more than half <strong>of</strong> the students earned 70%<br />
or better. On a more positive note, the vast majority <strong>of</strong> Experimental Psychology students (89%) earned at least<br />
70% on the abstract and 85% did so on the discussion.<br />
Regarding the “perform” component <strong>of</strong> GSLO 2 (Our graduates will be able to perform and critique empirical<br />
research through the use <strong>of</strong> critical thinking and the appropriate statistical techniques), data collected to date for<br />
research involvement show that 76 different students worked on research projects under the mentorship <strong>of</strong> 14<br />
faculty members. Twenty-four <strong>of</strong> the students participated in more than one project or multiple phases <strong>of</strong> a<br />
project across different semesters. Of these 24, 15 worked with more than one faculty member. Overall,<br />
students worked on approximately 54 different research projects or phases <strong>of</strong> research projects. As a result, 25<br />
10
poster or paper presentations were completed or accepted at pr<strong>of</strong>essional conferences (e.g., Southeastern<br />
Psychological Association, American Psychological Association, Georgia Undergraduate Research Conference in<br />
Psychology) or at executive meetings <strong>of</strong> target groups (e.g., AID Atlanta), one manuscript was published, and five<br />
written reports (e.g., honors project, Dean’s Office) were completed. In addition, eight manuscripts are being<br />
prepared or revised for publication, and seven conference presentations are planned for the future. Note that the<br />
data in this paragraph include both research conducted for directed research course credit and research<br />
involvement for which students did not receive course credit.<br />
Appendix B includes the results <strong>of</strong> the assessment <strong>of</strong> communication skills in the four Senior Seminar sections<br />
from fall 2011, together with enrollment and performance data for these sections. In each course section, the<br />
Senior Seminar instructor checked one <strong>of</strong> the three options for each skill. In one course section, APA style was<br />
evaluated as part <strong>of</strong> written language rather than separately. Of the 63 students on the final roster, the three who<br />
received a grade <strong>of</strong> W or WF were not included in the communication skills analysis. As shown in the Appendix<br />
B, a clear majority <strong>of</strong> students met or exceeded expectations in all three areas evaluated: written language,<br />
75.9%; APA style, 81.8%; and spoken language, 78.1%. The weight <strong>of</strong> the paper in the final grade (M = 50.1%,<br />
SD = 4.3%) ranged from 45% to 56%. The weight <strong>of</strong> the presentation in the final grade (M = 20.2%, SD = 5.0%)<br />
ranged from 13% to 25%. Other course components that varied across seminar sections included activities and<br />
assignments, such as article reviews, quizzes, and discussions.<br />
Appendix C includes the results <strong>of</strong> the assessments for our Research Methods and Experimental Psychology<br />
courses together with the actual test instruments used. The multiple-choice tests, administered via Survey<br />
Monkey, include subareas focusing on methodology, ethics, quantitative reasoning, and formal grammar/APA<br />
style. At the beginning <strong>of</strong> the semester, students complete a pretest that can serve as an overview <strong>of</strong> topics that<br />
will be discussed in the course. Students take the same test again during the last laboratory period <strong>of</strong> the course.<br />
As shown in the Summary <strong>of</strong> Methods assessment posttest results, as might be expected, responses from the<br />
135 Research Methods students who had completed both the pre- and posttest showed that overall percent<br />
correct for the 20-question assessment was significantly higher on the posttest (M = 70.2%, SD = 12.9) than on<br />
the pretest (M = 58.4%, SD = 12.5), t(134) = 10.14, p < .001. For the purposes <strong>of</strong> assessment, our focus is on the<br />
level <strong>of</strong> posttest performance. Students performed particularly well on questions related to key aspects <strong>of</strong> ethics<br />
(93.8%), including coverage <strong>of</strong> plagiarism, informed consent, and the role <strong>of</strong> the IRB. Students achieved<br />
satisfactory performance on items about scientific methodology (75.1%) and quantitative literacy (74.9%), but had<br />
difficulty with questions related to technical aspects <strong>of</strong> APA style (e.g., use <strong>of</strong> that versus which, while versus<br />
although) and formal grammar (e.g., pronoun antecedent agreement, use <strong>of</strong> apostrophes, punctuation <strong>of</strong><br />
compound sentences) (44.4%).<br />
Again, as might be expected, responses from the 83 Experimental Psychology students who had completed both<br />
the pre- and posttest showed that overall percent correct for the 28 question assessment was significantly higher<br />
on the posttest (M = 64.3%, SD = 12.3) than on the pretest (M = 50.3%, SD = 12.3), t(82) = 10.66, p < .001.<br />
Students improved in all three topic areas (scientific method, posttest 71.8%), quantitative literacy (posttest,<br />
61.0%), and APA style and formal grammar (70.4%). Clearly, although students grasped some <strong>of</strong> the key<br />
concepts <strong>of</strong> inferential statistics, (e.g., the meaning <strong>of</strong> statistical significance, 89%, and purpose <strong>of</strong> ANOVA versus<br />
multiple t tests, 82%), they struggled with drawing conclusions from experimental descriptions and with<br />
interpreting a line graph with multiple variables (highest percent correct on these questions, 45%).<br />
Appendix D presents the results <strong>of</strong> the ETS Psychology Major Field Test (MFT), which has been required <strong>of</strong><br />
graduating seniors since 2002. As noted in the previous AOL report (2010), percentile averages on this test<br />
declined from 2002 to 2006, and then began a recovery from 2006 to 2009. For the past two years, these scores<br />
have been stable at somewhat above the 50 th percentile. The tendency <strong>of</strong> students to exhibit better performance<br />
on the clinical and social/developmental subtests than the cognitive/perceptual subtests also continued.<br />
Appendix E presents the questions asked on the Introductory Psychology assessment. Results are not yet<br />
available.<br />
11
Appendix F includes information about 2011 enrollment and performance in the three diversity courses, all <strong>of</strong><br />
which are open to students who are not majoring in psychology. Although Cross-Cultural Psychology had the<br />
largest enrollment, the difference may be attributable to variation in course enrollment caps (e.g., the number <strong>of</strong><br />
seats available for Cross-Cultural was triple the number available for the other courses in the spring and fall 2011<br />
semesters). Ethnic Minority Psychology and Psychology <strong>of</strong> Gender seemed to have a higher proportion <strong>of</strong><br />
psychology majors than did Cross-Cultural Psychology. Among psychology majors, the percentage who earned a<br />
C or better (required to avoid retaking the course) seemed lower in Ethnic Minority Psychology (68%) than in the<br />
other courses, in which 86% to 94% <strong>of</strong> those enrolled successfully completed the course. The difference appears<br />
to be attributable to the relatively larger proportion <strong>of</strong> psychology majors (approximately 22%) who withdrew from<br />
Ethnic Minority courses.<br />
Appendix H includes self-reported information from Senior Seminar students about their involvement in and<br />
perceptions <strong>of</strong> various aspects <strong>of</strong> the psychology department. For example, 18% <strong>of</strong> 50 respondents participated<br />
in directed research and 20% served as undergraduate teaching assistants, rating the experiences as 4.33 and<br />
4.20 respectively on a scale ranging from 1 (poor) to 5 (excellent). Quality <strong>of</strong> teaching was rated highly (4.40),<br />
and, on a scale ranging from 1 (not at all) to 7 (to a very great extent), students indicated that they are using what<br />
they have learned in the psychology program in their lives (5.72). Open-ended comments about their use <strong>of</strong><br />
knowledge are included in the appendix. Considering our diversity-related outcomes, we asked students about<br />
the perceived importance <strong>of</strong>, and their competence in, interacting effectively with individuals from a variety <strong>of</strong><br />
cultural backgrounds in their potential careers. Students also responded to similar items related to writing highquality<br />
reports and interpreting and drawing conclusions from statistical information. Students’ (N = 39) ratings <strong>of</strong><br />
importance for the three skills on a 1 to 7 scale (with a higher score indicating a more positive rating) were<br />
statistically similar (6.21 for interacting effectively, 5.95 for report writing, and 5.67 for interpreting statistics).<br />
Students’ ratings <strong>of</strong> personal pr<strong>of</strong>iciency for the three skills on a 1 to 7 scale (with a higher score indicating a more<br />
positive rating) were also statistically similar (5.97 for interacting effectively, 5.44 for report writing, and 5.41 for<br />
interpreting statistics). Self-ratings <strong>of</strong> skill were significantly correlated with self-reported GPA for report writing,<br />
r(35) = .49, p = .002, and statistical interpretation, r (35) = .38, p = .02, but not for effective interaction, r (35) = .06,<br />
p = .70.<br />
Appendix I includes quantitative excerpts from students’ evaluations <strong>of</strong> UTAs in five courses. For each<br />
dimension, only students who indicated that they saw or interacted with a TA on a particular dimension (e.g.,<br />
received help in class, received assistance with computers, attended study session, etc.) were asked to provide a<br />
rating. All ratings were on a scale from 1 (very low quality) to 10 (very high quality). These ratings were gathered<br />
to provide input for instructors to discuss various aspects <strong>of</strong> the UTA assignment with the UTAs themselves.<br />
Ratings suggest that students generally reacted quite positively to UTAs’ contributions to their courses.<br />
12
3. Discuss whether and how the department has used the evidence <strong>of</strong> student learning described in Part<br />
2 to improve the program. Include discussion <strong>of</strong> changes that are scheduled to be implemented in<br />
the future or are currently being considered. Include Web links or append supporting materials that<br />
illustrate these program improvements.<br />
Our new curriculum, which included a diversity grouping (see Appendix J), went into effect in fall 2010. We have<br />
no plans for further changes at present. Regarding communication-related learning outcomes, it is possible that<br />
the department will begin to consider potential ways (e.g., tutorials or workshops) to enhance students’ writing<br />
skills, which, in part, may relate to challenges in comprehending readings from pr<strong>of</strong>essional literature. In a similar<br />
vein, we may begin to discuss ways to build or reinforce basic quantitative skills for those students who need such<br />
scaffolding prior to tackling more complex statistical analyses. However, these issues have not yet been brought<br />
up for discussion at a faculty meeting, so it would be premature to provide a timeline or further speculation on how<br />
those who need assistance would be encouraged to attend.<br />
4. Provide a plan and timeline from Spring <strong>2012</strong> through Fall 2013 for (a) collecting evidence <strong>of</strong> student<br />
learning and (b) conducting supporting activities related to the assessment process.<br />
For the purposes <strong>of</strong> parsimony, we have opted to organize this information by learning outcome because several<br />
<strong>of</strong> our assessments will continue to be implemented in all semesters or on an annual basis. A summary table <strong>of</strong><br />
the planned timeline is presented in Appendix K.<br />
GSLO1 (Our graduates will be able to communicate ideas concerning psychology clearly and effectively in both<br />
oral and written formats). We are formally assessing written communication in three required courses: Research<br />
Methods (2000 level), Experimental Psychology (3000 level), and Senior Seminar (4000 level). Senior Seminar<br />
(PSYC 4499) assessment data for both written and oral communication skills will continue to be collected each<br />
semester. Research Methods (PSYC 2300/L) and Experimental Psychology (PSYC 3301/L) will continue to be<br />
collected at least at the end <strong>of</strong> every spring semester. In all cases, all sections will be asked to participate.<br />
GSLO 2 (Our graduates will be able to perform and critique empirical research through the use <strong>of</strong> critical thinking<br />
and the appropriate statistical techniques). As noted in section A <strong>of</strong> this report, specific SSLOs are subsumed in<br />
the evaluation <strong>of</strong> other assignments. We do not foresee any immediate change in this procedure. However, we<br />
will aim to collect data annually regarding the extent <strong>of</strong> student participation in directed research and other<br />
structured research-related activities together with information on the outcomes (e.g., reports, conference<br />
presentations); this data will address most specifically “performing empirical research” at a somewhat higher level<br />
than would work on class projects.<br />
GSLO 3 (Our graduates will be able to define and use the major theories, constructs, and empirical findings in<br />
psychology). We are formally assessing content knowledge in Research Methods and Experimental Psychology<br />
each semester and plan to continue to do so. Similarly, we currently plan to continue to have Senior Seminar<br />
students complete the Major Field Test each semester. We are also planning to design an assessment for the<br />
Developmental Psychology course (PSYC 3305 – required <strong>of</strong> all majors although the course is populated by<br />
many non-majors as well). Because we do not have an individual designated to coordinate these sections and<br />
because many sections are not taught by tenure track faculty, it will take time to develop a feasible procedure for<br />
implementation. We will target a “trial run” no later than fall <strong>2012</strong>. We will also discuss the possibility <strong>of</strong><br />
continuing our posttest assessment <strong>of</strong> Introductory Psychology students across all sections <strong>of</strong> this general<br />
education course. In fall 2011, such an assessment was initiated as part <strong>of</strong> a research project regarding the<br />
association between <strong>of</strong>fering incentives (e.g., a small number <strong>of</strong> points dependent on score) and the results <strong>of</strong> an<br />
Introductory Psychology posttest. The findings <strong>of</strong> this project have not yet been compiled, and no timeline has<br />
been developed for continuing posttest administration.<br />
As noted previously, our diversity related outcomes (SSLO 3b, Explain how sociocultural differences can affect<br />
behavior and cognition; SSLO 4d, Recognize how sociocultural factors can affect the application <strong>of</strong> psychological<br />
techniques; and SSLO 5c, Understand and respect cultural differences in values and how those differences may<br />
modify the application <strong>of</strong> psychological findings or techniques) are nested under three GSLOs. These diversity<br />
outcomes encompass a combination <strong>of</strong> knowledge and attitudes. In <strong>2012</strong>, the Assessment Committee plans to<br />
focus its attention on finding and implementing an instrument to assess, at the least, the attitudinal component <strong>of</strong><br />
these outcomes among students who are taking courses in our diversity grouping. We are aiming to complete our<br />
first assessment no later than the end <strong>of</strong> the fall <strong>2012</strong> semester.<br />
We also plan to continue our senior survey and UTA evaluations each semester.<br />
13
APPENDICES<br />
Letter Topic<br />
A Sequence Writing Assessment (Fall 2011)<br />
B Senior Seminar Courses: Enrollment, Student Performance, and Communication Assessment<br />
(Fall 2011)<br />
C Sequence Assessment <strong>Report</strong>: Fall 2011<br />
D Average Percentile Ranks for the Major Field Test, 2002-2011<br />
E Introductory Psychology Assessment: Posttest Questions (Fall 2011)<br />
F Diversity Area Courses: Enrollment and Student Performance (Spring 2011 - Fall 2011)<br />
G Psychology B. S.: Student learning outcomes (from 2006 AOL <strong>Report</strong>)<br />
H Senior Survey Results Fall 2011 (Excerpts for AOL <strong>2012</strong> report)<br />
I Evaluation <strong>of</strong> UTAs: Fall 2011<br />
J Bachelor <strong>of</strong> Science Degree in Psychology (Fall 2010 - Present)<br />
K Summary Table <strong>of</strong> Planned Assessment Activities<br />
Back to Section B1<br />
Back to Section B2<br />
Back to Section B3<br />
Back to Section B4<br />
14
Appendix A<br />
Sequence Writing Assessment (Fall 2011)<br />
Research Methods<br />
<strong>Report</strong><br />
Section N M SD<br />
Experimental Psychology<br />
% earning<br />
≥ 70% N M SD<br />
% earning<br />
≥ 70%<br />
Title 134 89% 19% 80% 28 93% 7% 100%<br />
Abstract 131 74% 23% 56% 76 81% 13% 89%<br />
Introduction 191 83% 14% 82% 93 76% 17% 73%<br />
Method 164 81% 18% 77% 94 83% 19% 77%<br />
Results 76 89% 20% 86% 87 80% 21% 76%<br />
Discussion 120 82% 21% 75% 72 79% 12% 85%<br />
References 132 79% 22% 66% 85 79% 19% 72%<br />
Figure 39 90% 20% 87% 49 77% 21% 82%<br />
Writing<br />
Components<br />
APA Style 80 74% 20% 65% 26 84% 11% 96%<br />
Writing<br />
quality 79 77% 19% 68% 26 83% 13% 88%<br />
APA/Writing<br />
Combined 58 74% 28% 69% 16 75% 13% 56%<br />
Back to Section B1<br />
Back to Section B2<br />
Back to Appendices<br />
15
Appendix B<br />
Senior Seminar Courses: Enrollment, Student Performance, and Communication Assessment (Fall<br />
2011)<br />
Grade Distribution For Fall 2011 Senior Seminar Courses (4 Sections)<br />
Grade Frequency Percent<br />
63 100.0<br />
A 27 42.9<br />
B 16 25.4<br />
C 11 17.5<br />
D 1 1.6<br />
F 5 7.9<br />
WF 1 1.6<br />
W 2 3.2<br />
I 0 0.0<br />
Communication Skills Assessment for Fall 2011 Senior Seminar Courses<br />
Frequency<br />
Percent<br />
Written language 58 100.0<br />
Exceeded expectations 16 27.6<br />
Met expectations 28 48.3<br />
Below expectations 14 24.1<br />
APA style 44 100.0<br />
Exceeded expectations 15 34.1<br />
Met expectations 21 47.7<br />
Below expectations 8 18.2<br />
Spoken language 55 100.0<br />
Exceeded expectations 13 23.6<br />
Met expectations 30 54.5<br />
Below expectations 12 21.8<br />
Back to Section B1<br />
Back to Section B2<br />
Back to Appendices<br />
16
Appendix C<br />
Sequence Assessment <strong>Report</strong>: Fall 2011<br />
Prepared by: Pam Marek (12/25/2011)<br />
This report using the same tentative operational definition <strong>of</strong> satisfactory (70%) as was used in the spring 2011.<br />
As noted previously, 70% is not considered a “universal” standard, but it may serve to focus discussions <strong>of</strong> ways<br />
to improve students’ learning <strong>of</strong> and reasoning about the more difficult subtopics. In addition, it seems important<br />
to note that, although sequence faculty collaborated to develop questions aligned with learning outcomes, items<br />
differ in complexity. For example, some questions were intentionally designed to require inference and thinking<br />
about multiple aspects <strong>of</strong> a topic rather than to evaluate more basic definitional or factual knowledge. A detailed<br />
listing <strong>of</strong> all questions and student responses (indicating the percentage <strong>of</strong> students who selected each answer<br />
option) for both the research methods and experimental assessment follow the summary <strong>of</strong> results.<br />
Research methods assessment<br />
Sample information<br />
In fall 2011, there were nine Methods sections, with a total enrollment according to the final roster <strong>of</strong> 262.<br />
Students from all sections participated in the pretest and posttest. For the pretest, 204 (77.9%) students provided<br />
identifying information and answered questions. For the posttest, 168 (64.1%) students provided identifying<br />
information and answered questions. For the pre-post comparisons, 135 students (51.5%) provided identifying<br />
information and took both tests.<br />
The grade distribution for the 262 Research Methods students listed on the final rosters is shown below. The<br />
percentage <strong>of</strong> students who earned a C or better (required to avoid repeating the course) was 68.3%, which<br />
seems somewhat comparable to the 70.2% for Research Methods students (N = 121) in spring 2009<br />
(included in the January 2010 Comprehensive Program Review) and in fall 2009 (N = 190, 64.7%, included in<br />
the January 2010 AOL <strong>Report</strong>).<br />
Grade N %<br />
262 100.0<br />
A 45 17.2<br />
B 74 28.2<br />
C 60 22.9<br />
D 30 11.5<br />
F 26 9.9<br />
WF 2 0.8<br />
W 23 8.8<br />
I 2 0.8<br />
<br />
Among Methods students with an ID who responded to the fall 2011 pretest question about whether they had<br />
taken Methods previously (N = 204), 174 (85.3%) indicated that this was the first time they were taking<br />
Methods, and 30 (14.7%) indicated that this was not the first time they had taken Methods.<br />
Students from one experimental section, with a final roster <strong>of</strong> 31 students, also participated. For the pretest, 23<br />
(74.2%) students provided identifying information and answered questions. For the posttest, 24 (77.4%) students<br />
provided identifying information and answered questions. For the pre-post comparisons, 20 students (64.5%)<br />
provided identifying information and took both tests.<br />
Topics on assessment<br />
The multiple-choice assessment included 20 questions that encompassed four broad areas: methodology (6<br />
questions), ethics (3 questions), quantitative literacy (6 questions), and grammatical writing/APA style (5<br />
questions). The grammatical/APA style items included complex sentences, use <strong>of</strong> which versus that, use <strong>of</strong><br />
apostrophes and pronoun antecedent agreement, compound sentences, and use <strong>of</strong> although versus while.<br />
Relationship between grades and topics on assessment<br />
For the research methods students who provided IDs for the posttest, final grade, on a scale from 0 (F) to 4<br />
(A), was positively correlated with overall percent correct on the posttest, r(166) = .38, p < .001, and with the<br />
17
percent correct on the methodology (.29), ethics (.17), quantitative literacy (.32), and writing (.18) sections, all<br />
ps ≤ .032.<br />
For the experimental students who provided IDs for the posttest, final grade, on a scale from 0 (F) to 4 (A),<br />
was positively correlated with overall percent correct on the posttest, r(21) = .49, p = .02, and with the percent<br />
correct on the writing section (.50, p = .01). However, final grade was unrelated to percent correct on the<br />
methodology, ethics, or quantitative literacy components <strong>of</strong> the posttest, all ps > .23.<br />
Summary <strong>of</strong> Methods assessment posttest results: Overall<br />
<br />
For Research Methods students who provided IDs for both the Methods pretest and posttest, as would be<br />
expected, students’ (N = 135) overall percent correct for the 20 question assessment was significantly higher<br />
on the posttest (M = 70.2%, SD = 12.9) than on the pretest (M = 58.4%, SD = 12.5), t(134) = 10.14, p < .001.<br />
Scores for each <strong>of</strong> the four broad areas are shown below. Students improved in all areas across the<br />
semester but did not reach a 70% level for identification <strong>of</strong> correctly written sentences.<br />
Topic<br />
Number <strong>of</strong><br />
questions N<br />
%<br />
Posttest M (SD)<br />
%<br />
Pretest M (SD) T<br />
Scientific method 6 135 75.1 (16.4) 69.8 (18.5) t(134) = 3.00, p = .003<br />
Ethics 3 135 93.8 (13.6) 78.3 (22.4) t(134) = 6.63, p < .001<br />
Quantitative literacy 6 135 74.9 (21.9) 52.8 (21.3) t(135) = 10.13, p < .001<br />
Writing 5 135 44.4 (25.7) 39.6 (21.8) t(134) = 2.14, p = .03<br />
For Experimental students who provided IDs for both the Methods pretest and posttest, students (N = 20)<br />
overall percent correct for the 20 question assessment was significantly higher on the posttest (M = 79.2%,<br />
SD = 10.7) than on the pretest (M = 70.5%, SD = 9.30), t(134) = 10.14, p < .001. Scores for each <strong>of</strong> the four<br />
broad areas are shown below. Students improved in quantitative literacy and writing across the semester but<br />
did not reach a 70% level for identification <strong>of</strong> correctly written sentences. Pretest and posttest scores for the<br />
scientific method and ethics were similar (which, for Ethics, appears to be a ceiling effect). Although no<br />
statistical tests were conducted and the sample for Experimental students was small, the pretest scores for<br />
the Experimental students seem remarkably similar to the posttest scores for the Research Methods students<br />
in the table above.<br />
Topic<br />
Number <strong>of</strong><br />
questions N<br />
%<br />
Posttest M (SD)<br />
%<br />
Pretest M (SD) T<br />
Scientific method 6 20 79.2 (16.1) 75.8 (14.8) t(19) = 1.28, p = .21<br />
Ethics 3 20 95.0 (12.2) 93.3 (13.7) t(19) = 0.57, p = .58<br />
Quantitative literacy 6 20 85.0 (19.4) 76.7 (15.7) t(19) = 2.24, p = .04<br />
Writing 5 20 63.0 (26.2) 43.0 (24.5) t(19) = 3.56, p = .002<br />
<br />
<br />
Methods-Experimental pretest comparison (for all students who provided identification on the pretest): As<br />
would be expected, the overall score on the Methods pretest was significantly higher for Experimental<br />
students (N = 23, M = 72.2%, SD = 10.0) than for Research Methods students (N = 204, M = 57.8, SD =<br />
12.9), t(225) = 5.14, p < .001. Experimental students’ scores were significantly higher on the ethics (p = .001)<br />
and quantitative literacy (p < .001) components, but not on the methodology or writing items. Means differ<br />
somewhat from those shown in the preceding prepost comparisons because this analysis also includes those<br />
students who only took the pretest.<br />
Methods-Experimental posttest comparison (for all students who provided identification on the posttest): As<br />
might be expected, the overall score on the Methods posttest was significantly higher for Experimental<br />
students (N = 24, M = 78.1%, SD = 11.0) than for Research Methods students (N = 168, M = 68.5, SD =<br />
14.4), t(190) = 3.15, p = .02. Experimental students’ scores were significantly higher than those <strong>of</strong> Methods<br />
students on the writing items (p < .001) and marginally higher on for statistical literacy (p = .08). Scores on<br />
methodology and ethics items were similar for the two groups. Means differ somewhat from those shown in<br />
the preceding prepost comparisons because this analysis also includes those students who only took the<br />
posttest.<br />
18
Summary <strong>of</strong> posttest results: Subtopics (For each item mentioned, when two percentages in parenthesis are<br />
separated by a comma, the first percentage is for research methods students and second is for experimental<br />
students.)<br />
<br />
<br />
<br />
<br />
Scientific method<br />
o Strengths: Students were able to identify an example <strong>of</strong> naturalistic observation (99%, 100%), to discern<br />
why a conclusion was not scientific (86%, 92%), recognize that correlational research enables prediction<br />
but not causation (86%, 92%), and, to a possibly lesser extent, identify a dependent variable in an<br />
experimental description (79%, 88%).<br />
o Weaknesses: Students in research methods did not realize that it is inappropriate to draw a cause-effect<br />
conclusion if groups are not equivalent prior to an experiment (52%, but 79% for experimental) nor was<br />
either group able to infer an appropriate operational definition for an independent variable (36%, 21%).<br />
Ethics<br />
o Strengths: Students readily recognized the multiple functions <strong>of</strong> an IRB (97%, 92%), information included<br />
on an informed consent (95%, 96%), and two possible types <strong>of</strong> plagiarism (84%, 92%).<br />
Quantitative literacy<br />
o Strengths: Students knew how to interpret a standard deviation (82%, 92%) and a negative correlation<br />
(82%, 92%). Experimental students knew how to calculate measures <strong>of</strong> central tendency for a small set<br />
<strong>of</strong> numbers (92% for experimental compared to 70% for methods) and how to interpret a z score (88% for<br />
experimental compared to 68% for methods).<br />
o Weaknesses: Neither group did particularly well ins<strong>of</strong>ar as identifying a variable that was not continuous<br />
(68%, 63%) or identifying nominal and interval variables (77%, 67%).<br />
Writing<br />
o Strengths: Experimental students did well in identifying correct usage <strong>of</strong> “although” rather than “while”<br />
(84% compared to 51% for methods).<br />
o Weaknesses: Students had difficulty recognizing correct use <strong>of</strong> possessives and agreement <strong>of</strong> pronouns<br />
with nouns (30%, 33%), proper construction and punctuation <strong>of</strong> a sentence containing two independent<br />
clauses (41%, 75%), appropriate use <strong>of</strong> “that” versus “which” (58%, 63%), and proper punctuation when a<br />
dependent clause follows the main clause (47%, 67%).<br />
19
Experimental assessment<br />
Sample information<br />
In fall 2011, there were four Experimental sections, with a total enrollment according to the final roster <strong>of</strong> 114.<br />
Students from all sections participated in the pretest and posttest. For the pretest, 96 (84.2%) provided identifying<br />
information and answered questions as did four students whose names were not included on final rosters. For<br />
the posttest, 92 (80.7%) students provided identifying information and answered questions. For the pre-post<br />
comparisons, 83 students (72.8%) provided identifying information and took both tests.<br />
<br />
The grade distribution for the 114 students listed on the final fall 2011 rosters is shown below. The<br />
percentage <strong>of</strong> students who earned a C or better (required to avoid repeating the course) was 76.3%, which<br />
seems comparable to the 71.2% for Experimental students (N = 155) in spring 2009 (included in the January<br />
2010 Comprehensive Program Review) and in fall 2009 (N = 116, 77.6%, included in the January 2010 AOL<br />
<strong>Report</strong>).<br />
Grade N %<br />
114 100.0<br />
A 18 15.8<br />
B 30 26.3<br />
C 39 34.2<br />
D 9 7.9<br />
F 7 6.1<br />
WF 2 1.8<br />
W 6 5.3<br />
I 3 2.6<br />
<br />
<br />
Among students with an ID who responded to the Fall 2011 pretest question about whether they had taken<br />
Experimental previously (N = 100), 79% indicated that this was the first time they were taking Experimental,<br />
and 21% indicated that this was not the first time they had taken Experimental.<br />
When Methods was taken: The data below includes information that students reported on the pretest plus<br />
additional information that was filled in for all students with an ID on either pretest, posttest, or roster who did<br />
not answer the question. Approximately half (51.7%) <strong>of</strong> these students indicated that they had taken Methods<br />
in spring 2011. Another 30.5% reported taking Methods in fall 2010.<br />
Frequency Percent<br />
Cumulative<br />
Percent<br />
1-11Spring 61 51.7 51.7<br />
2-10Fall 36 30.5 82.2<br />
2.5-10Summer a 1 .8 83.1<br />
3-10Spring 13 11.0 94.1<br />
4-09Fall 4 3.4 97.5<br />
6-08Fall 2 1.7 99.2<br />
8-07Fall 1 .8 100.0<br />
Total 118 100.0<br />
a Transfer credit<br />
Topics on assessment<br />
The multiple-choice assessment included 28 questions that encompassed three broad areas: methodology (7<br />
questions), quantitative literacy (16 questions), and grammatical writing/APA style (5 questions). The<br />
grammatical/APA style items included complex sentences, use <strong>of</strong> which versus that, use <strong>of</strong> apostrophes and<br />
pronoun antecedent agreement, compound sentences, and use <strong>of</strong> although versus while. These were the same<br />
grammatical/APA style topics used on the methods assessment but the examples differed.<br />
Relationship between grades and topics on assessment<br />
Final grade, on a scale from 0 (F) to 4 (A), was positively correlated with overall percent correct on the<br />
posttest, r(87) = .45, p < .001, and with percent correct on the methodology, r(87) = .44, p < .001, and<br />
quantitative literacy, r(87) = .34, p = .001, sections. However, final grade was unrelated to percent correct on<br />
the writing component <strong>of</strong> the posttest, r(87) = .10, p = .33.<br />
20
Summary <strong>of</strong> Experimental assessment posttest results: Overall<br />
For Experimental students who provided IDs for both the pretest and posttest (N = 83), as might be expected, the<br />
overall percent correct for the 28 question assessment was significantly higher on the posttest (M = 64.3%, SD =<br />
12.3) than on the pretest (M = 50.3%, SD = 12.3), t(82) = 10.66, p < .001. Scores for each <strong>of</strong> the three areas are<br />
shown below. Students improved in all areas across the semester but did not reach a 70% level for quantitative<br />
literacy.<br />
Topic<br />
Number <strong>of</strong><br />
questions N Posttest M (SD) Pretest M (SD) T<br />
Scientific method 7 83 71.8 (19.9) 57.8 (22.7) t(82) = 5.84, p < .001<br />
Quantitative literacy 16 83 61.0 (13.5) 46.3 (14.2) t(82) = 8.74, p < .001<br />
Writing 5 83 70.4 (23.2) 56.9 (23.5) t(82) = 4.45, p < .001<br />
Summary <strong>of</strong> results: Subtopics<br />
Scientific method<br />
o Strengths: Students identified an example <strong>of</strong> external validity (83%), recognized that researchers use<br />
counterbalancing to reduce carryover effects (84%), and differentiated between reliability and validity<br />
(84%) but seemed somewhat less successful at recognizing possible confounds (71%) and identifying<br />
multiple criteria for causation (73%).<br />
o Weaknesses: Students had difficulty distinguishing between the purposes <strong>of</strong> random assignment and<br />
random sampling (37%) and identifying an example <strong>of</strong> regression to the mean (58%).<br />
<br />
<br />
Quantitative literacy<br />
o Strengths: Students recognized the meaning <strong>of</strong> statistical significance (89%) and identified why<br />
researchers use ANOVA instead <strong>of</strong> separate t tests (82%). They seemed somewhat less successful at<br />
defining a Type II error (77%), indicating the meaning <strong>of</strong> the critical region (73%), and identifying potential<br />
significant main effects and an interaction from tabular data (72%).<br />
o Weaknesses: Students had difficulty identifying multiple influences on statistical power (69%), identifying<br />
influences on the size <strong>of</strong> an inferential statistic (66%), identifying the use <strong>of</strong> a 2 x 2 independent samples<br />
ANOVA based on an experimental description (65%), and identifying why effect size measures are used<br />
(64%).<br />
• They seemed to have greater difficulty identifying multiple factors that influenced significance (55%),<br />
distinguishing a quasi-independent and independent variable (53%), and selecting a particular test<br />
based on a description <strong>of</strong> a two-group, dependent-samples design (50%).<br />
• Students found it extremely challenging to draw a conclusion from an experimental description that<br />
did not include inferential statistics (45%), that related to one variable with three levels (40%), and<br />
that involved a hypothesis about an interaction (32%). Students seemed to have the most difficulty<br />
when asked to interpret a line graph illustrating two main effects and an interaction (18%) in contrast<br />
to their ability to interpret tabular data with similar (but not directly parallel) information (72%, as<br />
mentioned above).<br />
Writing<br />
o Strengths: Students identified proper punctuation when a dependent clause follows the main clause<br />
(74%) and correct usage <strong>of</strong> “although” rather than “while” (73%).<br />
o Weaknesses: Students had difficulty identifying correct use <strong>of</strong> possessives and agreement <strong>of</strong> pronouns<br />
with nouns (69%), distinguishing between the use <strong>of</strong> “that” and “which” (68%), and determining proper<br />
construction and punctuation <strong>of</strong> a sentence containing two independent clauses (67%).<br />
21
F11 RESEARCH METHODS POSTTEST QUESTION BY QUESTION RESULTS<br />
Correct answers highlighted<br />
Percentages for methods sections first, Ns for questions ranged from 161 to 168<br />
Percentages for experimental section next, in parentheses, Ns for all individual questions = 24<br />
Percentages rounded to total 100%<br />
Note: Results start with Q5 because preliminary questions included identifying information (e.g., name, section).<br />
F11 Research methods posttest: Scientific method questions<br />
5. Stanley has been chased by a dog twice in his life. Based on these two episodes, Stanley has concluded that, in general,<br />
dogs are aggressive towards people. Stanley’s conclusion is not a scientific one because _____.<br />
0% ( 0%) a. it is common knowledge that dogs are aggressive<br />
4% ( 4%) b. Stanley has not compared the number <strong>of</strong> dogs that have chased him versus the number<br />
<strong>of</strong> dogs that have not chased him<br />
10% ( 4%) c. Stanley’s experiences with dogs may not be representative <strong>of</strong> other people’s experiences<br />
with dogs<br />
86% ( 92%) d. His conclusion is not scientific because <strong>of</strong> both (b) and (c)<br />
6. To determine if people arriving at the library alone would be more likely o hold the door open for a person coming in<br />
immediately after them than would people who arrived in pairs, researchers watched people entering the library from a<br />
window <strong>of</strong> a nearby building. This investigation best<br />
illustrates _____.<br />
0% ( 0%) a. a case study<br />
99% (100%) b. naturalistic observation<br />
1% ( 0%) c. archival research<br />
0% ( 0%) d. a longitudinal design<br />
7. A research study indicated that men who were married for a longer period <strong>of</strong> time were more likely to be bald than men who<br />
were married for a shorter period <strong>of</strong> time. This type <strong>of</strong> result best illustrates that _____.<br />
3% ( 0%) a. people responding to surveys might not always provide accurate answers<br />
1% ( 0%) b. experimental research is more practical than correlational research<br />
10% ( 8%) c. random sampling is necessary to equalize differences between groups<br />
86% (92%) d. correlational research enables prediction but does not indicate causation<br />
8. Suppose Nathan wanted to study the effect <strong>of</strong> stress on performance during public speaking. He designed an experiment in<br />
which all speeches would be made on a similar topic, in the same room, at a similar time <strong>of</strong> day, and to a similar<br />
audience. Which <strong>of</strong> the following best illustrates a possible operational definition for his independent variable?<br />
36% (21%) a. whether or not the speech was "just for practice" or for 20% <strong>of</strong> a course grade<br />
42% (71%) b. the number <strong>of</strong> three-second pauses and "uuhhs" that participants made during a speech<br />
12% ( 0%) c. a small auditorium with comfortable seats and good lighting<br />
10% ( 8%) d. how the audience ranked the clarity <strong>of</strong> speeches<br />
9. A researcher studying sensory processes asks participants to press the space bar as quickly as possible after a dot is<br />
flashed on the computer screen. The dot flashed is either green, blue, or yellow. Each participant completes 60 trials in a<br />
15 minute time period, with a 2-minute rest period after 30 trials. The computer records how quickly the participants press<br />
the space bar. What is the dependent variable in this experiment?<br />
5% ( 0%) a. the number <strong>of</strong> trials<br />
4% ( 4%) b. the length <strong>of</strong> the rest period<br />
79% (88%) c. the time it takes to press the space bar<br />
12% ( 8%) d. the color <strong>of</strong> the dot<br />
10. To evaluate the influence <strong>of</strong> caffeine on memory, Dr. Christopher recruited 100 participants and scheduled an experiment<br />
at 6:00 p.m. The first 50 students who showed up drank a non-caffeinated (placebo) drink ("No Caffeine" group) and then<br />
completed a memory task. The next 50 students who showed up drank a highly-caffeinated drink (“Caffeine” group) and<br />
completed the same memory task. An appropriate statistical analysis revealed that memory was significantly poorer in<br />
the Caffeine group. Can Dr. Christopher confidently conclude that caffeine impairs (hurts) memory?<br />
30% (17%) a. Yes. There was a manipulated IV and a measurable DV, and the experiment was<br />
conducted in a laboratory.<br />
16% ( 0%) b. Yes. Statistical analysis indicated that memory was poorer in the Caffeine group.<br />
52% (79%) c. No. Random assignment to groups was not used, so the groups may not have been<br />
equivalent prior to the experiment.<br />
2% ( 4%) d. No. Personal experience suggests that caffeine helps rather than hurts memory because<br />
it makes people more alert.<br />
22
F11 Research methods posttest: Ethics questions<br />
11. Which <strong>of</strong> the following is considered plagiarism?<br />
4% ( 4%) a. substituting synonyms for several words in the original source, maintaining the original<br />
sentence structure, and including a citation in your text<br />
11% ( 4%) b. putting ideas from the original source entirely into your own words, using your own<br />
sentence structure, and not including a citation in your text<br />
1% ( 0%) c. putting ideas from the original source entirely into your own words, using your own<br />
sentence structure, and including a citation in your text<br />
84% (92%) d. Both (a) and (b) are considered plagiarism.<br />
12. An informed consent form is designed to do all <strong>of</strong> the following except _____.<br />
2% ( 0%) a. state that the participants have the right to withdraw their participation at any time<br />
95% (96%) b. explain the hypothesis <strong>of</strong> the project<br />
1% ( 0%) c. inform participants that no penalties will be invoked if they choose not to participate<br />
2% ( 4%) d. give a general description <strong>of</strong> the project<br />
13. In evaluating whether or not to approve a proposed psychological research project, reviewers from the IRB would consider<br />
whether _____.<br />
1% ( 0%) a. participation in the research was voluntary<br />
2% ( 8%) b. benefits outweighed costs or risks<br />
0% ( 0%) c. vulnerable populations were protected<br />
97% (92%) d. all <strong>of</strong> the above criteria were met<br />
F11 Research methods posttest: Quantitative literacy questions<br />
14. All <strong>of</strong> the following are continuous variables except _____.<br />
68% ( 63%) a. number <strong>of</strong> children in a family<br />
4% ( 8%) b. temperature<br />
9% ( 12%) c. height<br />
19% ( 17%) d. time to solve a problem<br />
15. Although he was wearing his lucky Little League baseball shirt with number 27 on it, Rich did not do well in the game,<br />
possibly because the temperature was 84 degrees Fahrenheit. In this sentence, "shirt with number 27" is an example <strong>of</strong> a<br />
variable measured on a _____scale, and "84 degrees Fahrenheit" is an example <strong>of</strong> a variable measured on a _____<br />
scale.<br />
10% (21%) a. interval; ratio<br />
2% ( 4%) b. ratio; ordinal<br />
77% (67%) c. nominal; interval<br />
11% ( 8%) d. ordinal; nominal<br />
16. Seven members <strong>of</strong> a Girl Scout troop reported the following individual earnings from their sale <strong>of</strong> cookies:<br />
$1, $2, $4, $6, $7, $7, $8<br />
In this distribution, the mean is _____ than the mode and _____ the median.<br />
70% (92%) a. less than; less than<br />
22% ( 8%) b. less than; greater than<br />
5% ( 0%) c. greater than; less than<br />
3% ( 0%) d. greater than; greater than<br />
17. If the standard deviation for a set <strong>of</strong> test scores is large, you can conclude that _____.<br />
7% ( 4%) a. most students performed very well on the test<br />
6% ( 4%) b. most students performed very poorly on the test<br />
82% (92% c. the scores were quite variable (some students performed very well and others very<br />
poorly)<br />
5% ( 0%) d. the scores clustered together (many students performed at about the same level)<br />
18. Suppose you find a negative correlation <strong>of</strong> - .63 between the frequency <strong>of</strong> church attendance and how open-minded<br />
people are. This correlation suggests that _____.<br />
5% ( 0%) a. people who attend church more <strong>of</strong>ten are more open-minded<br />
82% (92%) b. people who attend church more <strong>of</strong>ten are less open-minded<br />
4% ( 0%) c. attending church more <strong>of</strong>ten causes people to be more open-minded<br />
9% ( 8%) d. attending church more <strong>of</strong>ten causes people to be less open-minded<br />
23
19. On his last Experimental Psychology exam (class M = 70.00, SD = 5.00), Michael’s standardized score (z score) was<br />
+3.00. What was Michael's raw score on his exam?<br />
68% (88%) a. 85<br />
13% ( 4%) b. 78<br />
4% ( 0%) c. 75<br />
15% ( 8%) d. 73<br />
F11 Research methods posttest: Writing questions<br />
20. Which <strong>of</strong> the following statements is grammatically correct?<br />
47% (67%) a. The wording <strong>of</strong> a question can influence people’s decisions because wording can lead people to focus on<br />
some options more than others.<br />
33% (25%) b. The wording <strong>of</strong> a question can influence people’s decisions, because wording can lead people to focus on<br />
some options more than others.<br />
11% ( 4%) c. Both (a) and (b) are correct.<br />
9% ( 4%) d. None <strong>of</strong> the above is correct.<br />
21. Which <strong>of</strong> the following statements is grammatically correct?<br />
58% (63%) a. Misinformation may create a memory that is false.<br />
27% (29%) b. Misinformation may create a memory which is false.<br />
12% ( 8%) c. Both (a) and (b) are correct.<br />
3% ( 0%) d. None <strong>of</strong> the above is correct.<br />
22. Which <strong>of</strong> the following statements is grammatically correct?<br />
2% ( 0%) a. An individual’s set weight is the weight at which they stay most <strong>of</strong> the time.<br />
60% (59%) b. An individual’s set weight is the weight at which he or she stays most <strong>of</strong> the time.<br />
1% ( 0%) c. Individuals’ set weight is the weight at which they stay most <strong>of</strong> the time.<br />
7% ( 8%) d. Individuals’ set weight is the weight at which he or she stays most <strong>of</strong> the time.<br />
30% (33%) e. Both (b) and (c) are correct.<br />
23. Which <strong>of</strong> the following statements is grammatically correct?<br />
4% ( 0%) a. There are two sides to every argument and one side <strong>of</strong> the argument is that willpower is <strong>of</strong> primary<br />
importance.<br />
12% ( 4%) b. There are two sides to every argument, one side <strong>of</strong> the argument is that willpower is <strong>of</strong> primary importance.<br />
21% ( 8%) c. There are two sides to every argument, and one side <strong>of</strong> the argument is that willpower is <strong>of</strong> primary<br />
importance.<br />
22% (13%) d. There are two sides to every argument; one side <strong>of</strong> the argument is that willpower is <strong>of</strong> primary importance.<br />
41% (75%) e. Both (c) and (d) are correct.<br />
24. Which <strong>of</strong> the following statements is correct according to the APA Publication Manual?<br />
15% ( 8%) a. While most people consider themselves religious, only a small percentage actually attend religious services<br />
regularly.<br />
51% (84%) b. Although most people consider themselves religious, only a small percentage actually attend religious<br />
services regularly.<br />
32% ( 4%) c. Both (a) and (b) are correct.<br />
2% ( 4%) d. None <strong>of</strong> the above is correct.<br />
Back to beginning <strong>of</strong> sequence assessment<br />
24
Correct answers highlighted<br />
Ns for individual questions were 91 or 92<br />
Percentages rounded to total 100%<br />
F11 EXPERIMENTAL POSTTEST QUESTION BY QUESTION RESULTS<br />
Note: Results start with Q5 because preliminary questions included identifying information (e.g., name, section).<br />
F11 Experimental posttest: Scientific method questions<br />
5. What is accomplished by randomly assigning participants to groups?<br />
35% a. It increases your ability to generalize the results <strong>of</strong> your study beyond your sample by making the sample<br />
representative <strong>of</strong> the population.<br />
23% b. It gives everyone in the population <strong>of</strong> interest an equal chance <strong>of</strong> being selected to participate in the<br />
experiment.<br />
37% c. It reduces the likelihood that individual differences will confound your results.<br />
5% d. It increases the likelihood that there will be a statistically significant difference between groups.<br />
6. Suppose a researcher assessed which <strong>of</strong> two self-paced instructional methods (computerized tutorial or printed worksheets)<br />
was more effective for teaching students about statistical power. Each <strong>of</strong> the sessions took 45 min to complete. Students<br />
were randomly assigned to sessions. One experimenter conducted computerized tutorial sessions in the morning, and<br />
another experimenter conducted sessions with printed worksheets in the afternoon. Which <strong>of</strong> the following are possible<br />
confounds in this experiment?<br />
3% a. Length <strong>of</strong> session<br />
25% b. Time <strong>of</strong> day sessions were conducted<br />
1% c. Experimenter personality<br />
71% d. Both (b) and (c) are possible confounds<br />
7. To establish that X causes Y, which <strong>of</strong> the following is necessary?<br />
9% a. X and Y covary.<br />
12% b. X occurs before Y.<br />
6% c. A third variable does not fully explain the X-Y relationship.<br />
73% d. All <strong>of</strong> the above are necessary to establish that X causes Y.<br />
8. Which <strong>of</strong> the following techniques is used to reduce carryover effects?<br />
10% a. Random assignment<br />
84% b. Counterbalancing<br />
6% c. Increasing sample size<br />
0% d. Using a one-tailed hypothesis test<br />
9. If Cynthia’s watch is working correctly (consistently indicating the number <strong>of</strong> minutes and seconds that have passed), but it<br />
gives the wrong time, then the watch is _____.<br />
7% a. reliable and valid<br />
84% b. reliable but not valid<br />
9% c. not reliable but valid<br />
0% d. not reliable and not valid<br />
10. The scoring percentage <strong>of</strong> basketball players was measured during the first week <strong>of</strong> the season. Those with the lowest<br />
scoring percentage were required to participate in a special training session before the next week <strong>of</strong> practice. The players<br />
who participated in the special training session had higher scoring percentages the next week. What is the name for the<br />
threat to internal validity that makes it difficult to say whether or not the training session was responsible for the improved<br />
performance <strong>of</strong> these players?<br />
17% a. instrumentation<br />
4% b. attrition (experimental mortality)<br />
58% c. regression to the mean (statistical regression)<br />
21% d. diffusion <strong>of</strong> treatments<br />
11. Suppose you conduct a study about how technology (e.g., taking classes online) affects academic performance. In your<br />
discussion section, you state, “these results provide a framework instructors can use to adjust course design to enhance<br />
college students’ achievement <strong>of</strong> learning outcomes.” Your friend questions this statement, arguing that because different<br />
universities use different types <strong>of</strong> technology, it is not appropriate to imply that your results will be applicable to the<br />
performance <strong>of</strong> all college students. Your friend's question most directly relates to one aspect <strong>of</strong> _____.<br />
5% a. internal validity<br />
83% b. external validity<br />
3% c. demand characteristics<br />
9% d. test-retest reliability<br />
25
F11 Experimental posttest: Quantitative literacy questions<br />
12. Finding a statistically significant difference between two groups indicates that _____.<br />
3% a. the difference is important in the real world<br />
89% b. the difference is unlikely to be due to chance<br />
1% c. the difference is very large<br />
7% d. the same difference would definitely occur if another researcher attempted to replicate the study<br />
13. An experimenter obtains a result that is not statistically significant but is fairly certain that result was attributable to a lack <strong>of</strong><br />
statistical power. To increase power in a future study, the experimenter could _____.<br />
29% a. increase the sample size<br />
1% b. refine the dependent variable (DV) to decrease measurement error<br />
1% c. increase the range (strength) <strong>of</strong> the independent variable (IV)<br />
69% d. do all <strong>of</strong> the above<br />
14. In a hypothesis test, the rejection region (“critical region”) consists <strong>of</strong> _____.<br />
17% a. sample values that are highly likely to be obtained if the null hypothesis is true<br />
73% b. sample values that are very unlikely to be obtained if the null hypothesis is true<br />
2% c. sample values that provide pro<strong>of</strong> that the null hypothesis is true<br />
8% d. sample values that provide pro<strong>of</strong> that the null hypothesis is false<br />
15. A Type II error occurs when ______.<br />
13% a. there is no significant effect <strong>of</strong> the IV on the DV, but you claim that there is, rejecting the null hypothesis<br />
10% b. there is no significant effect <strong>of</strong> the IV on the DV, and you retain (fail to reject) the null hypothesis<br />
77% c. there is a significant effect <strong>of</strong> the IV on the DV, but you claim that there is not, retaining (failing to reject) the<br />
null hypothesis<br />
0% d. there is a significant effect <strong>of</strong> the IV on the DV, and you reject the null hypothesis.<br />
16. Assuming that the difference between two sample means does not change, which set <strong>of</strong> sample characteristics is more<br />
likely to produce a significant value for the independent-samples (between-subjects) t test?<br />
9% a. n 1 = n 2 = 25 and small sample variances<br />
17% b. n 1 = n 2 = 25 and large sample variances<br />
55% c. n 1 = n 2 = 100 and small sample variances<br />
19% d. n 1 = n 2 = 100 and large sample variances<br />
17. As the difference in mean scores between groups in an experiment grows larger, the inferential statistic resulting from a<br />
test <strong>of</strong> this difference becomes _____. Large values <strong>of</strong> an inferential statistic (such as t) _____ occur by chance.<br />
66% a. larger; seldom<br />
3% b. larger; frequently<br />
24% c. smaller; seldom<br />
7% d. smaller; frequently<br />
18. Why are measures <strong>of</strong> effect size (such as Cohen's d) used if we already know the p value?<br />
7% a. because effect size measures provide information about the width <strong>of</strong> the confidence interval<br />
24% b. because effect size measures provide information about the likelihood that a result is due to chance<br />
64% c. because effect size measures provide information about standardized differences between treatment means or the<br />
percentage <strong>of</strong> explained variance<br />
5% d. because effect size measures provide information about whether the p value is accurate<br />
19. An experimenter measured working memory capacity in two conditions (focused, distracted) for every participant in an<br />
experiment. To determine whether working memory capacity differs between the focused and distracted conditions, an<br />
appropriate test would be the _____.<br />
4% a. single-sample t test<br />
50% b. dependent/related-sample t test<br />
37% c. independent-samples t test<br />
9% d. 2 x 2 mixed factorial ANOVA<br />
20. Dr. Jackson held an optional study session before Exam 2. On Exam 2, the mean score for students who did attend the<br />
study session was 82.50 (SD = 9.25) and the mean score for students who did not attend the study session was 85.60<br />
(SD = 7.37). Dr. Jackson <strong>of</strong>fered another optional study session before Exam 3. Based ONLY on the information<br />
provided and on your knowledge <strong>of</strong> statistics, would you suggest that students attend the second study session?<br />
3% a. No, because attending the study session caused the students to get lower scores on the exam.<br />
30% b. No, because inferential statistics reported in the question indicate that students who did attend the session<br />
scored significantly lower than those who did not attend the session.<br />
22% c. No, because scores for those who attended the study session were more variable than scores for those who<br />
did not attend.<br />
45% d. I don’t know, because the information reported in the question does not include inferential statistical tests<br />
and does not indicate whether there was a difference in ability between the students who did and those who did<br />
not attend the study session.<br />
26
21. For an experiment comparing more than two treatment conditions, researchers use analysis <strong>of</strong> variance rather than<br />
separate t tests because _____.<br />
1% a. they cannot calculate an effect size measure for t tests<br />
9% b. it is easier to compute a single ANOVA than it is to compute two t tests<br />
82% c. ANOVA reduces the risk <strong>of</strong> Type I error by computing several means in one test<br />
8% d. ANOVA does not assume homogeneity <strong>of</strong> variance<br />
22. To determine the effect <strong>of</strong> color on problem solving performance, Diana conducted an experiment in which she varied only<br />
the color <strong>of</strong> anagrams (red, green, or black) and measured the number <strong>of</strong> anagrams solved. When analyzing data, she<br />
used an alpha level <strong>of</strong> .05. The results section <strong>of</strong> her report included the following statistical information about the effect<br />
<strong>of</strong> the color variable on anagrams solved: F(2, 57) = 7.35, p = .006. Based only on this description <strong>of</strong> the experiment and<br />
its results, you could most appropriately infer that the _____.<br />
14% a. effect size was large<br />
16% b. null hypothesis was not rejected<br />
30% c. interaction effect was significant<br />
40% d. analysis involved a one-way ANOVA<br />
A hairbrush manufacturer tested the satisfaction <strong>of</strong> a panel <strong>of</strong> consumers with its new brush. Some members <strong>of</strong> the<br />
panel had fine hair, others had medium hair, and others had coarse hair. Half <strong>of</strong> each group was instructed to brush<br />
with low pressure on the brush, and half <strong>of</strong> each group was instructed to brush with high pressure on the brush. The<br />
graph illustrates the results <strong>of</strong> the research.<br />
23. Although researchers cannot determine significance from a graph, the graph suggests that statistical analyses may reveal<br />
_____.<br />
18% a. main effects <strong>of</strong> both hair thickness and <strong>of</strong> pressure but no interaction between hair thickness and brushing<br />
pressure<br />
18% b. main effects <strong>of</strong> both hair thickness and <strong>of</strong> pressure and an interaction between hair thickness and brushing<br />
pressure<br />
54% c. a main effect <strong>of</strong> brushing pressure but no main effect <strong>of</strong> hair thickness and an interaction between hair<br />
thickness and brushing pressure<br />
10% d. a main effect <strong>of</strong> hair thickness but no main effect <strong>of</strong> brushing pressure<br />
27
To determine whether time <strong>of</strong> day and age relate to reading comprehension, a researcher recruited similar numbers <strong>of</strong> older<br />
and younger individuals. In each age group, one third <strong>of</strong> the participants attended sessions in the morning, one third attended<br />
sessions in the afternoon, and one third attended sessions in the evening. All participants read the same passage. Shortly<br />
after reading the passage, all participants took the same comprehension test (with possible scores ranging from 0 to 50). The<br />
table below shows hypothetical mean test scores for each group.<br />
24. Although researchers cannot determine significance from a table, the data suggest that statistical analyses may reveal<br />
_____.<br />
10% a. main effects <strong>of</strong> both time <strong>of</strong> day and <strong>of</strong> age but no interaction between time <strong>of</strong> day and age<br />
pressure<br />
72% b. main effects <strong>of</strong> both time <strong>of</strong> day and <strong>of</strong> age and an interaction between time <strong>of</strong> day and age<br />
15% c. a main effect <strong>of</strong> time <strong>of</strong> day but no main effect <strong>of</strong> age and an interaction between time <strong>of</strong> day and age<br />
3% d. a main effect <strong>of</strong> age but no main effect <strong>of</strong> time <strong>of</strong> day and no interaction between time <strong>of</strong> day and age<br />
To investigate how driving conditions influence perceived responsibility for accidents, Julie prepares brief scenarios. Each<br />
scenario describes a driver who is driving at one <strong>of</strong> two times (day or night) and who is involved in an accident (either<br />
swerving and hitting a light pole to avoid hitting another car or being hit in the rear by another car while slowing down<br />
for a traffic light). Julie randomly assigns an equal number <strong>of</strong> participants to each condition. Each participant reads one<br />
<strong>of</strong> the four scenarios and responds to a question about perceived responsibility for the accident. Julie hypothesizes that<br />
participants will perceive that drivers are less responsible for hitting a light pole at night than during the day, but that<br />
There will be no differences in perceived responsibility related to time for being hit in the rear by another car. Use the<br />
information about Julie's study to answer Questions 25 through 27.<br />
25. Time <strong>of</strong> day is a(n) _____ variable. The researcher is using a(n) _____ design.<br />
27% a. quasi-independent (subject); independent-samples (between-subjects)<br />
53% b. independent; independent-samples (between-subjects)<br />
5% c. quasi-independent (subject); dependent-samples (within-subjects)<br />
15% d. independent; dependent-samples (within-subjects)<br />
26. What statistical test should Julie conduct to test her hypotheses?<br />
11% a. 2 x 2 mixed ANOVA<br />
65% b. 2 x 2 independent-samples (between-subjects) ANOVA<br />
11% c. 2 x 2 dependent-samples (within-subjects) ANOVA<br />
13% d. 1-way independent-samples (between-subjects) ANOVA<br />
27. Suppose Julie found a significant main effect <strong>of</strong> time <strong>of</strong> day and a significant main effect <strong>of</strong> type <strong>of</strong> accident on perceived<br />
responsibility, but no significant time <strong>of</strong> day x type <strong>of</strong> accident interaction. Would her hypotheses be supported?<br />
34% a. Yes, because both time <strong>of</strong> day and type <strong>of</strong> accident influenced results.<br />
4% b. Can't tell - must look at means to determine the direction <strong>of</strong> differences for time <strong>of</strong> day.<br />
30% c. Can't tell - must look at means to determine the direction <strong>of</strong> differences for the two types <strong>of</strong> accident.<br />
32% d. No, because the interaction was not significant.<br />
28
F11 Experimental posttest: Writing questions<br />
28. Which <strong>of</strong> the following statements is grammatically correct?<br />
74% a. The Big Five Personality Inventory does not have a specific author because researchers in multiple countries<br />
developed it.<br />
16% b. The Big Five Personality Inventory does not have a specific author, because researchers in multiple countries<br />
developed it.<br />
9% c. Both (a) and (b) are correct.<br />
1% d. None <strong>of</strong> the above is correct.<br />
29. Which <strong>of</strong> the following statements is grammatically correct?<br />
68% a. Ambiguity may lead to conclusions that are illogical.<br />
22% b. Ambiguity may lead to conclusions which are illogical.<br />
10% c. Both (a) and (b) are correct.<br />
0% d. None <strong>of</strong> the above is correct.<br />
30. Which <strong>of</strong> the following statements is grammatically correct?<br />
4% a. A child’s academic development is influenced by their environment and genetics.<br />
22% b. A child’s academic development is influenced by his or her environment and genetics.<br />
3% c. Children’s academic development is influenced by their environment and genetics.<br />
2% d. Children’s academic development is influenced by his or her environment and genetics.<br />
69% e. Both (b) and (c) are correct.<br />
31. Which <strong>of</strong> the following is grammatically correct?<br />
13% a. The control group showed no change in depression and the experimental group showed a decrease in<br />
depression.<br />
0% b. The control group showed no change in depression, the experimental group showed a decrease in depression.<br />
11% c. The control group showed no change in depression, and the experimental group showed a decrease in<br />
depression.<br />
9% d. The control group showed no change in depression; the experimental group showed a decrease in depression.<br />
67% e. Both (c) and (d) are correct.<br />
32. Which <strong>of</strong> the following statements is correct according to the APA Publication Manual?<br />
7% a. While results supported the primary hypothesis, it is difficult to generalize the findings beyond a student<br />
population.<br />
73% b. Although results supported the primary hypothesis, it is difficult to generalize the findings beyond a student<br />
population.<br />
17% c. Both (a) and (b) are correct.<br />
3% d. None <strong>of</strong> the above is correct.<br />
Back to beginning <strong>of</strong> sequence assessment<br />
Back to Section B1<br />
Back to Section B2<br />
Back to Appendices<br />
29
Appendix D<br />
Average Percentile Ranks for the Major Field Test, 2002-2011<br />
Back to Section B1<br />
Back to Section B2<br />
Back to Appendices<br />
30
Appendix E<br />
Introductory Psychology Assessment: Posttest Questions (Fall 2011)<br />
1. Which <strong>of</strong> the following events is considered the formal beginning <strong>of</strong> psychology as scientific discipline?<br />
a. Freud’s publication <strong>of</strong> Interpretation <strong>of</strong> Dreams<br />
b. Hall’s establishment <strong>of</strong> a psychological laboratory at John Hopkins<br />
c. James’ publication <strong>of</strong> the textbook Principles <strong>of</strong> Psychology<br />
d. Wundt’s establishment <strong>of</strong> a psychological laboratory in Germany<br />
2. Pr<strong>of</strong>essor Lopez believes that severe depression results primarily from an imbalanced diet and abnormal<br />
brain chemistry. Which <strong>of</strong> the following schools <strong>of</strong> thought is consistent with Pr<strong>of</strong>essor Lopez’s perspective<br />
on depression?<br />
a. cognitive<br />
b. psychoanalytic or psychodynamic<br />
c. biological or neuroscience<br />
d. evolutionary<br />
3. Suppose Pr<strong>of</strong>essor Barnes finds a positive correlation between how religious people are and how openminded<br />
people are. This positive correlation indicates that _____.<br />
a. people who are more religious are more open-minded.<br />
b. people who are more religious are less open-minded.<br />
c. being more religious causes people to be more open-minded.<br />
d. being more religious causes people to be less open-minded.<br />
4. To study the effect <strong>of</strong> alcohol consumption on physical coordination, Dr. Chu asked a sample <strong>of</strong> men, all 21<br />
years old, to drink a beverage. The men were randomly assigned to one <strong>of</strong> three conditions (the beverage<br />
they drank contained either 0, 2, or 4 ounces <strong>of</strong> alcohol). Ten minutes after drinking the beverage, all men<br />
were given a series <strong>of</strong> physical coordination tests. Dr. Chu computed a physical coordination score for each<br />
participant. In this study, the independent variable was _____ and the dependent variable was _____.<br />
a. age; physical coordination score<br />
b. physical coordination score; amount <strong>of</strong> alcohol consumed<br />
c. amount <strong>of</strong> alcohol consumed; physical coordination score<br />
d. time between consumption and test; age<br />
5. During neuronal transmission, incoming information is received by _____ and an electrical impulse travels<br />
down ____ en route to other neurons.<br />
a. axons; axons<br />
b. axons; dendrites<br />
c. dendrites; axons<br />
d. dendrites; dendrites<br />
6. Compared to communication with neurotransmitters, communication by the endocrine system is ____; the<br />
_____ gland is considered the master or most influential gland because many <strong>of</strong> its hormones influence the<br />
activity <strong>of</strong> other glands.<br />
a. slower; thyroid<br />
b. slower; pituitary<br />
c. faster; thyroid<br />
d. faster; pituitary<br />
7. When President John F. Kennedy was hit by a sniper’s bullet in the back <strong>of</strong> the head, he died almost instantly,<br />
because the bullet destroyed the part <strong>of</strong> his brain that controls breathing, heartbeat, and other vital bodily<br />
functions. Which part <strong>of</strong> the brain was most likely injured?<br />
a. cerebellum<br />
b. medulla<br />
c. amygdala<br />
d. thalamus<br />
31
8. In the eye, light energy is converted into neural impulses by _____. In the ear, sound energy is converted into<br />
neural impulses by _____.<br />
a. lens; hair cells<br />
b. lens; eardrum<br />
c. rods and cones; hair cells<br />
d. rods and cones; eardrum<br />
9. In order to answer this test question, you must read the words on this page. Detecting the black marks on the<br />
page relies on the process <strong>of</strong> _____ and the ability to interpret these black lines as curves, letters, and words<br />
involves the process <strong>of</strong> _____.<br />
a. sensory threshold; sensory receptors<br />
b. sensation; perception<br />
c. writing; reading<br />
d. sensory capacity; sensory reception<br />
10. Angela went to the obstetrician for her seven week prenatal check-up. During the exam, Dr. Smith told her<br />
that her baby’s heat has just begun to beat. Angela is in what stage <strong>of</strong> prenatal development?<br />
a. teratogenic<br />
b. embryonic<br />
c. fetal<br />
d. zygotic<br />
11. Little Andrew has just begun to realize that his toy continues to exist even when he cannot see it, which<br />
suggests that he is in Piaget's _____ stage. Young Cynthia has limited ability to share another’s point <strong>of</strong> view<br />
and does not recognize that actions can be reversed (e.g., pouring liquid back into its original container),<br />
which suggests that she is in Piaget’s _____ stage.<br />
a. sensorimotor; concrete operational<br />
b. sensorimotor; preoperational<br />
c. preoperational; concrete operational<br />
d. preoperational; sensorimotor<br />
12. Carlos, a 70-year-old retired accountant, feels that his life has been worthless and meaningless. According to<br />
Erikson, Carlos has failed to achieve a sense <strong>of</strong> _____.<br />
a. integrity<br />
b. intimacy<br />
c. initiative<br />
d. autonomy<br />
13. Nature is to nurture as ________ is to ________.<br />
a. behavior; mental processes<br />
b. environment; genetics<br />
c. heredity; experience<br />
d. reason; emotion<br />
14. Ever since she foolishly drank too much beer at a Lady Gaga Concert in Chastain Park, and vomited all over<br />
her new boyfriend, Sharon becomes nauseous at the smell <strong>of</strong> beer. In this example, the conditioned stimulus<br />
is ___ and the conditioned response is____.<br />
a. her boyfriend; nausea<br />
b. nausea; loud noise<br />
c. nausea; the smell or taste <strong>of</strong> beer<br />
d .the smell or taste <strong>of</strong> beer; nausea<br />
15. Toddlers taught to fear speeding cars may also begin to fear speeding trucks and motorcycles, best<br />
illustrating _____. An animal trainer teaching a dog to perform a trick reinforces successively closer<br />
approximations <strong>of</strong> the trick, best illustrating _____.<br />
a. latent learning; observational learning<br />
b. secondary reinforcement; primary reinforcement<br />
c. shaping; discrimination<br />
d. generalization; shaping<br />
32
16. Memory acquisition is to memory retention as _____ is to _____.<br />
a. recall; recognition<br />
b. rehearsal; relearning<br />
c. interference; repression<br />
d. encoding; storage<br />
17. Research on memory construction reveals that memories _____.<br />
a. are stored as exact copies <strong>of</strong> experience.<br />
b. reflect a person's biases and assumptions.<br />
c. may be chemically transferred from one organism to another.<br />
d. even if long term, usually decay within about five years<br />
18. Miss Jan De Jong is orderly, neat, fairly quiet, and shy. She enjoys reading in her spare time and belongs to a<br />
social club that includes three librarians, nine real estate agents, and eight social workers. A tendency to<br />
conclude that Jan must be one <strong>of</strong> the three librarians would illustrate the powerful influence <strong>of</strong> _____.<br />
a. insight.<br />
b. mental set<br />
c. the representativeness heuristic.<br />
d. the availability heuristic. (stem pm, changed answer options so that all are in both books.<br />
19. Prior to deciding on the use <strong>of</strong> an intelligence test, Mr. Johnson determines whether the test provides a<br />
consistent measurement, indicating _____. He also determines whether the test measures what it was<br />
designed to measure, indicating _____.<br />
a. heritability; reliability<br />
b. reliability; validity<br />
c. validity; heritability<br />
d. validity; reliability<br />
20. Jeremy felt irritated with his performance on the soccer field. When he arrived home, he yelled at his brother.<br />
Which <strong>of</strong> the following reflects Jeremy's behavior?<br />
a. projection<br />
b. repression<br />
c. reaction formation<br />
d. displacement<br />
21. Susan is careless and disorganized suggesting that she ranks low on the Big Five trait dimension known<br />
as_____. Research suggests that the Big Five personality traits are effective for describing people ______<br />
cultures.<br />
a. openness; only in Western<br />
b. conscientiousness; in a variety <strong>of</strong><br />
c. openness; in a variety <strong>of</strong><br />
d. conscientiousness; in a variety <strong>of</strong><br />
22. Asch’s conformity studies indicated that _____ was an important influence on conformity. When the<br />
experiments were replicated in a diverse range <strong>of</strong> societies, findings indicated a greater conformity in<br />
societies that emphasized _____.<br />
a. group unanimity; collectivism<br />
b. group unanimity; individualism<br />
c. experimenter gender; collectivism<br />
d. experimenter gender; individualism<br />
23. Prejudice is likely to develop as a response to _____.<br />
a. self-serving bias<br />
b. groupthink<br />
c. social inequalities and competition<br />
d. role playing<br />
33
24. Which <strong>of</strong> the following describes the Diagnostic Statistical Manual (DSM-IV or DSM-V)?<br />
a. A comprehensive manual <strong>of</strong> statistical techniques published by the American<br />
Psychological Association.<br />
b. A comprehensive manual <strong>of</strong> statistical techniques published by the American Psychiatric<br />
Association.<br />
c. A comprehensive manual for diagnosing psychiatric disorders published by the American<br />
Psychological Association.<br />
d. A comprehensive manual for diagnosing psychiatric disorders published by the American<br />
Psychiatric Association<br />
25. Which <strong>of</strong> the following characterizes major depressive disorder?<br />
a. delusions <strong>of</strong> persecution.<br />
b. alternations between extreme hopelessness and unrealistic optimism.<br />
c. a persistent irrational fear <strong>of</strong> other people.<br />
d. feelings <strong>of</strong> personal worthlessness.<br />
Back to Section B1<br />
Back to Section B2<br />
Back to Appendices<br />
34
Appendix F<br />
Diversity Area Courses: Enrollment and Student Performance (Spring 2011 - Fall 2011)<br />
Cross<br />
cultural<br />
Ethnic<br />
Minority<br />
Gender<br />
Total enrollment 254 126 116<br />
A 31.9 10.3 50.9<br />
B 37.4 31.7 33.6<br />
C 15.0 26.2 8.6<br />
D 3.9 7.9 2.6<br />
F 7.5 4.0 1.7<br />
W 3.5 18.3 2.6<br />
WF 0.8 0.8 0.0<br />
I 0.0 0.8 0.0<br />
Psychology majors<br />
N enrolled 146 104 97<br />
% total enrollment 57.5 82.5 83.6<br />
% earning C or better 85.6 68.3 93.8<br />
Back to Section B1<br />
Back to Section B2<br />
Back to Appendices<br />
35
Appendix G<br />
Psychology B. S.: Student learning outcomes (from 2006 AOL <strong>Report</strong>)<br />
General Student <strong>Learning</strong> Outcomes<br />
GSLO 1. Our graduates will be able to communicate ideas concerning psychology clearly and effectively in both<br />
oral and written formats.<br />
SSLO 1 a Use APA style correctly in research reports and other written assignments. (skill)<br />
SSLO 1 b Demonstrate effective use <strong>of</strong> written language in research reports and other written assignments.<br />
(skill)<br />
SSLO 1 c Show effective use <strong>of</strong> spoken language in class presentations. (skill)<br />
GSLO 2. Our graduates will be able to perform and critique empirical research through the use <strong>of</strong> critical thinking<br />
and the appropriate statistical techniques.<br />
SSLO 2 a Use a statistical program or spreadsheet to do basic statistical functions and tests. (skill)<br />
SSLO 2 b Describe the justifications for and limitations <strong>of</strong> statistical techniques for summarizing data and<br />
making inferences. (knowledge)<br />
SSLO 2 c Use computer or other databases to perform a competent literature search. (skill)<br />
SSLO 2 d Apply basic probability principles to practical and statistical problems. (knowledge)(skill)<br />
SSLO 2 e Recognize ethical and non-ethical research situations. (knowledge) (attitude)<br />
SSLO 2 f Evaluate the quality <strong>of</strong> information. (knowledge) (attitude)<br />
SSLO 2 g Recognize the possibility <strong>of</strong> errors in thinking and the situations in which they will likely occur.<br />
(knowledge)<br />
SSLO 2 h Make usable connections between knowledge at different levels such as theories, experimental<br />
results, correlational results, and observations. (skills)<br />
SSLO 2 i Develop logical arguments for conclusions. (skills)<br />
GSLO 3. Our graduates will be able to define and use the major theories, constructs, and empirical findings in<br />
psychology.<br />
SSLO 3 a Demonstrate understanding <strong>of</strong> the major areas <strong>of</strong> psychology: learning and cognition; individual<br />
differences - clinical, abnormal, and personality; biological bases <strong>of</strong> behavior; and developmental and social.<br />
(knowledge)<br />
SSLO 3 b Explain how sociocultural differences can affect behavior and cognition. (knowledge) (attitude)<br />
SSLO 3 c Explain how psychology’s empirical findings can be used for practical purposes. (knowledge)<br />
(skills)<br />
GSLO 4. Our graduates will be able to understand and apply psychological knowledge to personal and group<br />
issues.<br />
SSLO 4 a Describe the major applied areas in psychology. (knowledge)<br />
SSLO 4 b Describe techniques used in applied areas in psychology. (knowledge)<br />
SSLO 4 c Apply empirically tested psychological principles to personal goals. (knowledge) (skills)<br />
SSLO 4 d Recognize how sociocultural factors can affect the application <strong>of</strong> psychological techniques.<br />
(knowledge) (attitude)<br />
GSLO 5. Our graduates will be able to understand and apply ethical principles in psychological undertakings.<br />
SSLO 5 a Understand ethical principles in applied psychology and in psychological research. (knowledge)<br />
(attitude)<br />
SSLO 5 b Understand the limitations <strong>of</strong> applying untested theories or therapeutic techniques. (knowledge)<br />
(attitude)<br />
SSLO 5 c Understand and respect cultural differences in values and how those differences may modify the<br />
application <strong>of</strong> psychological findings or techniques.(knowledge) (attitude)<br />
GSLO 6. Demonstrate ability to plan for a career in psychology or other fields.<br />
SSLO 6 a Be able to state how the information gained by obtaining a degree in psychology can be used in<br />
careers inside and outside <strong>of</strong> the field <strong>of</strong> psychology. (knowledge)<br />
SSLO 6 b Describe the requirements for the major pr<strong>of</strong>essional fields within psychology. (knowledge).<br />
Back to Section B1<br />
36
Appendix H<br />
Senior Survey Results Fall 2011 (Excerpts for AOL <strong>2012</strong> report)<br />
Prepared by Pam Marek, on behalf <strong>of</strong> the Assessment Committee, December 23, 2011<br />
[DataSet1] V:\Users\Pam Marek\Documents\My Dropbox\Assessment\Senior survey\11 Fall\F11 Senior survey.sav<br />
Topic<br />
CONTENTS<br />
Directed research<br />
UTA experience<br />
Teaching and advising<br />
Psychology lab and website<br />
Scheduling and online courses<br />
Use <strong>of</strong> learning<br />
Strengths <strong>of</strong> psychology major (open ended comments)<br />
Weaknesses <strong>of</strong> psychology major (open ended comments)<br />
Career-related skills: Perceived importance and pr<strong>of</strong>iciency<br />
Long term career goal (10 years from now)<br />
Comments about KSU or career plans<br />
Current employment and plans to change after graduation<br />
Immediate post graduation plans and graduate school info<br />
Demographics<br />
Sample information: Of the 60 students who received a grade other than W (2) or WF (1) on the final rosters, 50 (79.3%)<br />
responded, at least in part, to the Fall 11 senior survey. In addition, 41 responded on the contact information form although<br />
only 36 (60.0%) actually provided contact information.<br />
DIRECTED RESEARCH<br />
Participation in directed research<br />
Frequency Percent<br />
Did directed research 9 18.0<br />
Did not do directed research 41 82.0<br />
Total 50 100.0<br />
Rating <strong>of</strong> directed research (1 = poor, 5 = excellent): Descriptive Statistics<br />
N Minimum Maximum Mean SD<br />
9 3 5 4.33 .71<br />
UTA EXPERIENCE<br />
Participation as UTA<br />
Frequency Percent<br />
Served as UTA 10 20.0<br />
Did not serve as UTA 40 80.0<br />
Total 50 100.0<br />
Rating <strong>of</strong> UTA experience (1 = poor, 5 = excellent): Descriptive Statistics<br />
N Minimum Maximum Mean SD<br />
10 3 5 4.20 .79<br />
Back to Contents <strong>of</strong> Senior Survey<br />
37
TEACHING AND ADVISING<br />
Ratings (1 = poor, 5 = excellent) Descriptive Statistics<br />
N Minimum Maximum Mean SD<br />
Rating <strong>of</strong> teaching quality 50 3 5 4.40 .57<br />
Rating <strong>of</strong> advising about program 50 1 5 3.96 1.05<br />
Rating <strong>of</strong> advising about career 50 1 5 3.96 1.09<br />
Number <strong>of</strong> Visits Descriptive Statistics<br />
N Minimum Maximum Mean SD<br />
Number <strong>of</strong> visits with advisor 50 0 10 3.80 2.23<br />
PSYCHOLOGY LAB AND WEBSITE<br />
Use <strong>of</strong> psychology lab<br />
Frequency Percent<br />
Used psychology lab 48 96.0<br />
Did not use psychology lab 2 4.0<br />
Total 50 100.0<br />
Number <strong>of</strong> visits to Psychology lab: Descriptive Statistics<br />
N Minimum Maximum Mean SD<br />
48 2 80 12.83 14.82<br />
Rating <strong>of</strong> lab assistance (1 = poor, 5 = excellent): Descriptive Statistics<br />
N Minimum Maximum Mean SD<br />
48 1 5 3.98 .93<br />
Use <strong>of</strong> psychology website<br />
Frequency Percent<br />
Visited website 49 98.0<br />
Did not visit website 1 2.0<br />
Total 50 100.0<br />
Back to Contents <strong>of</strong> Senior Survey<br />
38
SCHEDULING AND ONLINE COURSES<br />
Rating <strong>of</strong> satisfaction with scheduling (1 = not at all, 5 = extremely) Descriptive Statistics<br />
N 49<br />
Mean 3.78<br />
Median 4.00<br />
Mode 4.00<br />
SD 0.82<br />
Minimum 2.00<br />
Maximum 5.00<br />
Ratings <strong>of</strong> interest in one day a week classes (1 = not at all, 5 = extremely): Descriptive Statistics<br />
N Minimum Maximum Mean SD<br />
Interest in classes one weekday (M-Th) 47 1 5 3.68 1.43<br />
Interest in Friday only classes 47 1 5 2.13 1.54<br />
Interest in Saturday only classes 47 1 5 1.55 1.16<br />
Extent to which program limited by scheduling (1 = not at all, 5 = extremely): Descriptive Statistics<br />
N Minimum Maximum Mean SD<br />
Program limited 48 1 5 1.83 1.06<br />
Experience with online and hybrid courses<br />
Frequency Percent<br />
Have taken online or hybrid courses 41 85.4<br />
Have not taken online or hybrid courses 7 14.6<br />
Total 48 100.0<br />
Interest in online or hybrid courses if more available<br />
Frequency Percent<br />
Yes, would have taken 26 55.3<br />
No, would not have taken 13 27.7<br />
Don’t know 8 17.0<br />
Total 47 100.0<br />
Back to Contents <strong>of</strong> Senior Survey<br />
39
COMMENTS ABOUT USE OF LEARNING<br />
1. I'm more sensitive to diversity and delicate issues than I was before completing the program, although some <strong>of</strong> that could<br />
be attributed to maturation. The knowledge gleaned from the program will prove very useful in grad school.<br />
2. I began with Research methods. I now work in statistics. I am an analyst for a s<strong>of</strong>tware company. I would say that<br />
psychology helps me a great deal in my job. Many times I get data and the company really doesn't know what variables<br />
they need to gather data for. With psychology I can go back and create reliable surveys for them to use. This makes my<br />
models much more accurate when I know what information (data) works best and how to form and phrase the questions.<br />
3. I have a better understanding <strong>of</strong> my family and friends<br />
4. Using what I learned in my I/O classes to analyze what’s wrong with where I work. Using the info from my "social issues<br />
classes" to better myself.<br />
5. The knowledge I've gained helps me to better understand people's attitudes, personalities, and behaviors. Personally, I<br />
have been able to come up with methods to help myself cope with situations, because I can analyze and better<br />
understand the situation. I believe, I am more empathetic. I am able to identify aspects <strong>of</strong> conditioning, reinforcement, and<br />
motivation that I was previously unaware <strong>of</strong>. Also, I am a more selective and critical <strong>of</strong> my reading material.<br />
6. I am going to graduate school for occupational therapy and working with pediatrics and special needs children. This is<br />
used every day when working in a pediatric occupational therapy <strong>of</strong>fice.<br />
7. I have come to understand that behavior is so complex and can be due to multiple factors. It helps me be more patient<br />
with others and it helps in understanding myself.<br />
8. I don't have time to tell you all the ways, as I have to do some writing for my senior seminar class.<br />
9. Understanding why people do what they do on a daily basis.<br />
10. Relationship skills, family interaction, parenting skills, and customer service in retail<br />
11. I am applying to grad school in a Speech Language Pathology program. Speech Language Pathologists use aspects <strong>of</strong><br />
Psychology in their job duties.<br />
12. I use learned people skills in my job and in all social aspects <strong>of</strong> my life. I'v elearned to be more understanding and<br />
tolerant <strong>of</strong> differences<br />
13. organization <strong>of</strong> thoughts<br />
14. As a montessori teacher I have used much <strong>of</strong> what I have learned in the social, cultural, and developmental classes I<br />
have taken. I am better able to communicate with my students as well as their parents. I am also better able to see what is<br />
developmentally appropriate, good behavioral techniques, best for learning for the children in my classroom. I will most<br />
definitely say what I have learned in the psychology program has helped me become a much better teacher.<br />
15. The psychology program at KSU has encouraged me to explore my real dreams, which means I'm learning and exploring<br />
all kinds <strong>of</strong> psychological concepts in my life outside <strong>of</strong> school. I am currently looking for jobs that involve working with<br />
children with autism; I am currently in the learning and behavior course with Dr. Tag, and I am using all sorts <strong>of</strong> things I<br />
have learned in that class to help find a job.<br />
16. It has helped me to be more open to people and not have beliefs that are one-sided.<br />
17. Different pieces, mostly info from physiological psych. The neurotransmitters role in dysfunction and medication. I have a<br />
friend who has schizophrenia and have found it useful with her. A little <strong>of</strong> <strong>Learning</strong> and Behavior, reinforcement and<br />
operant learning. Statistics, like probability.<br />
18. I use most <strong>of</strong> what I have learned from psychology in my personal life, such as changing the way I think and relieving<br />
stress.<br />
19. I have learned to understand why people behave the way they do and I have also shared my knowledge with people<br />
around me<br />
20. I plan on applying what I have learned in the psychology program to a career in nursing.<br />
21. mentoring high school students...trying to help them to understand why they may be doing or possibly acting the way they<br />
are....<br />
22. Many aspects <strong>of</strong> psychology apply to everyday life. I find myself using the knowledge I have learned about behavior on a<br />
constant basis.<br />
23. I have a deeper appreciation <strong>of</strong> diversity, better communication skills, less anxiety speaking in front <strong>of</strong> a crowd, better<br />
critical thinking skills, and a much better understanding <strong>of</strong> published research.<br />
24. I use it every day in my human interactions. I also use much <strong>of</strong> the skills from research to gather information and to even<br />
evaluate other studies and the claims that are made.<br />
25. I am not planning on using the degree necessarily for a particular job. I am going into the animal medicine field. But what I<br />
have learned in regards to dealing with people and understanding how individuals think will help me with interpersonal<br />
skills. I will be able to understand and attempt to relate to people more easily.<br />
26. I think what I have learned has just changed my way <strong>of</strong> thinking about many social situations.<br />
27. I used in all my relationships between family friends or anyone else I meet on daily basis. It helps me understand why<br />
some people are the way they are.<br />
28. Information is invaluable to parenting and relationships.<br />
29. n/a<br />
30. I use Abnormal Psychology all the time. I am Type A so it helps to know more about my personality and how to modify<br />
my behavior so that I do not run into situations that could produce disorders later in life. Knowing what I know has also<br />
helped me know how to work with different types <strong>of</strong> people and understand them from a psychology perspective.<br />
40
31. I am not really using much <strong>of</strong> what I learned from the Psychology program in my life because I am not employed yet.<br />
32. I use psychology in all my daily interactions as well as when gathering and evaluating information.<br />
33. I work in human resources and the practical applications <strong>of</strong> psychology are useful to me there<br />
34. Most importantly I use it to avoid the advertisement that uneducated people do everyday to sell something. For example,<br />
when somebody comes up with something new I usually ask if they did a study, how many participants, etc. Also when I<br />
find surveys <strong>of</strong> something I usually research to see where they get the information and statistics.<br />
Back to Contents <strong>of</strong> Seminar Survey<br />
STRENGTHS OF PSYCHOLOGY MAJOR<br />
1. As I mentioned, the teaching is excellent. Best on campus, in my opinion. The pr<strong>of</strong>essors are willing, able and excited to<br />
help students with research.<br />
2. Perceptual / Cognitive / Physiological / Research / Statistics<br />
3. Some <strong>of</strong> the pr<strong>of</strong>essors are awesome and enjoy teaching others and you are need more pr<strong>of</strong>essors like them who care<br />
and are willing to help the students who really want to learn and succeed.<br />
4. Open-mindedness <strong>of</strong> some <strong>of</strong> the courses.<br />
5. 1. The number <strong>of</strong> knowledgeable pr<strong>of</strong>essors willing to help 2. The pr<strong>of</strong>essor's availability and response time 3. The<br />
consistent rigidity when it comes to the APA guidelines 4. The psyclab<br />
6. Knowing which classes to take is stressed greatly which is very helpful.<br />
7. The strengths <strong>of</strong> the psychology program are its focus on continuing education to masters and/or PhD program and its<br />
faculty. I have been blessed to have had passionate teachers that enjoyed teaching the material. Also, the mentor/mentee<br />
program.<br />
8. Excellent pr<strong>of</strong>essors and the staff is always available. Dr Pearcey has been an enormous source <strong>of</strong> support for<br />
me...always available when I ask. The psych pr<strong>of</strong>essors really want you to succeed, or at least that's how I felt.<br />
9. cognitive, perception, lifespan, research methods, experimental psych<br />
10. The pr<strong>of</strong>essors at ksu seem extremely knowledgeable and enthusiastic about their field. This is helpful to our learning<br />
experience<br />
11. Strengths are the quality <strong>of</strong> teaching and availability <strong>of</strong> help in APA formatting.<br />
12. teaches you good skills for every day life<br />
13. Overall I really liked all my pr<strong>of</strong>essors in the psychology program. I did have one particular pr<strong>of</strong>essor that I did not like.<br />
Although, I feel like only having one pr<strong>of</strong>essor I did not like our <strong>of</strong> a whole department is pretty good.<br />
14. I like how the program is highly research and science based. I am much happier earning a B.S. in psychology than I am a<br />
B.A. in psychology. I think this gives my degree stronger value. I also like how personal the program is. I appreciate how<br />
willing the pr<strong>of</strong>essors are to meet with me and work with me one-on-one with my particular issues.<br />
15. The wonderful teachers<br />
16. There is a good faculty overall and the mix <strong>of</strong> classes are, for the most part, a good variety.<br />
17. I think the psychology department has some great pr<strong>of</strong>essors that are very willing to help students. I also think the<br />
mentoring program is a great strength, especially to incoming freshmen or transfer students who are not sure were to turn.<br />
18. Faculty are helpful; research is great good clubs a lot <strong>of</strong> cross cultural consideration<br />
19. Emphasis on cross-cultural awardness.<br />
20. very strong writing practices<br />
21. The KSU psych dept. is very strong and the faculty very helpful.<br />
22. Opportunities to write research papers and understand published literature Classes related to my personal interests<br />
Wide variety <strong>of</strong> psychology-related courses Faculty willingness to answer questions Faculty involvement <strong>of</strong> students in<br />
class discussions<br />
23. There are a number <strong>of</strong> strengths in the psychology department. For example students are taught a number <strong>of</strong> critical<br />
thinking tactics, as well as a variety <strong>of</strong> tools to use in human interactions.<br />
24. This is a great program that <strong>of</strong>fers a wide range <strong>of</strong> opportunities. I would definitly recommend it to anyone interested in<br />
psychology.<br />
25. overall the teaching quality is very good.<br />
26. I believe that it is a very broad area that doesn’t restrict you from concentrating on other subjects.<br />
27. Excellent, accessible faculty who have an interest in their students.<br />
28. n/a<br />
29. The hybrid courses are great. Overall, the pr<strong>of</strong>essors (will not name names) were really great. There were moments<br />
where they seemed too tough, but each and every pr<strong>of</strong>essor was open to suggestions as to how they could make<br />
something better.<br />
41
30. Diverse classes from many different fields, mentoring programs, and pr<strong>of</strong>essors' willingness to advise.<br />
31. Human interactions and even applying psychology knowledge to marketing.<br />
32. The education <strong>of</strong> the Psychology pr<strong>of</strong>essors and their passion towards teaching.<br />
Back to Contents <strong>of</strong> Seminar Survey<br />
WEAKNESSES OF PSYCHOLOGY MAJOR<br />
1. I am a double major in biology and psychology, and am interested in neuroscience for graduate study. Determining what<br />
classes to take, how to go about managing my double major, and figuring out various other logistical nuances <strong>of</strong> studying<br />
biopsychology at KSU was, in no uncertain terms, a pretty big pain in the ass. Neuroscience is the future <strong>of</strong> psychology.<br />
I would love to see some coordination between the psychology and biology departments concerning neuroscience.<br />
2. Abnormal / Clinical / Theories / Social / Cross-Cultural. I list these not because the teaching was sub par but because<br />
these were not my interests.<br />
3. You all need more evening classes and better pr<strong>of</strong>essors teaching those classes. You all have to understand that some<br />
people work and have families and some <strong>of</strong> the pr<strong>of</strong>essors act like they don't care. You also need better people assisting<br />
in the Psychology Lab.<br />
1. The workload 2. The heavy insistence on making students work together. I know that sounds bad, but I had at least<br />
two group assignments every semester. KSU has a very diverse student population, with differing goals, and varying<br />
perspectives on the importance <strong>of</strong> a GPA. Personally, I totally disagree with any part <strong>of</strong> my grade depending on the work<br />
<strong>of</strong> another. I used to be a proponent for group activities, because it encouraged students to interact and hopefully foster<br />
some long lasting relationships. Inevitably, there was always one; however, that did not get the work in on time, did not do<br />
the work, did not meet with the group, was not a team player, or something. Then, one <strong>of</strong> my groups got five points<br />
deducted because the lack <strong>of</strong> group effort due to one person's insistence on being disagreeable. That semester I was one<br />
point shy <strong>of</strong> an "A". You have lost my vote with the KSU group project staple.<br />
4. Research should be stressed much more than it is.<br />
5. It should have more <strong>of</strong> a variety in scheduling options.<br />
6. I wish I had had more <strong>of</strong> an opportunity to interact with other psych majors. My senior seminar is the first chance I have<br />
had to do that during my time at KSU, and I love that seminar format. It really helps you to understand the material better<br />
when you get to talk with classmates and other psych majors. More seminar style classes would be better. Also, there are<br />
lots <strong>of</strong> psych classes in the catalog that were never <strong>of</strong>fered that I would have loved to take. Wish there were more<br />
learning community type options for psych majors. Also, I was never told anything about the Psi Chi honors society until<br />
almost the end <strong>of</strong> my time here. Wish I could have joined. Wish there were more chances for students to be mentored by<br />
faculty. I had that experience my last year and it was great, but wish it had been available from the beginning. "Careers"<br />
(the class) should be forced on everyone as a very early class in the psych curriculum. Didn't get to take it until I was a<br />
senior and it really needed to come earlier than that. Lots <strong>of</strong> useful info in that class that it was too late for me to take<br />
advantage <strong>of</strong>.<br />
7. ethnic minority psychology<br />
8. More times should be available for senior seminar<br />
9. A weakness <strong>of</strong> the Psych dept is the advising. The process needs to have input from both the student and the adviser.<br />
They should then collaborate together for an agreement for a schedule.<br />
10. Careers is a course that is required to graduate. I could not get into the class until I was a junior. There was information<br />
that I needed before that to know what the next step would be. There needs to be more <strong>of</strong> that class <strong>of</strong>fered.<br />
11. We need more industrial/organizational classes. Also, we should have a graduate program for psychology.<br />
12. more help on finding careers with a bachelors in psych<br />
13. I would like to see more focus on getting student more involved with psychology related activities.<br />
14. I think that some <strong>of</strong> the pr<strong>of</strong>essors are too hung up on the act <strong>of</strong> being a teacher and not the art. Two pr<strong>of</strong>essors I've had<br />
have completely taken the heart out <strong>of</strong> teaching, and the class became so unenjoyable. It just seemed like they didn't<br />
even care about the material or the students. I know it's hard to eliminate that, but I think caring is important.<br />
15. The extreme emphasis on research<br />
16. Could use more options for elective psych courses.<br />
17. I wish to see advising done in a different way. I think it would be more beneficial to a student to be assigned to one<br />
advisor instead <strong>of</strong> fighting over spots from the most coveted pr<strong>of</strong>essors. Or another is to have a students determine what<br />
they want to specialize in and then assign them to pr<strong>of</strong>essors in that particular field <strong>of</strong> psychology. I also would like to see<br />
more opportunities for research. I know this university is not to the level <strong>of</strong> other schools but I hope that one day KSU will<br />
be known more for its own psychology research.<br />
18. Some teachers are horrible. they expect you us to be pr<strong>of</strong>essional writers and yet we are just learners.<br />
19. Interpersonal relationships between pr<strong>of</strong>essors and students.<br />
20. n/a<br />
42
21. Include more online classes. I don't mean hybrid, but actual classes that allow you to take them and continue working as<br />
you manage it.<br />
22. Limited opportunities for research or lack <strong>of</strong> communication about opportunities Lack <strong>of</strong> interactive/hands-on experience<br />
in psychology-related activities (i.e. mock counseling, understanding research funding, workshops for graduate school<br />
applications or career choice development)<br />
23. I honestly do not really see one other than the fact that it would be nice if there were more opportunities for students to go<br />
on to graduate school.<br />
24. Can’t really think <strong>of</strong> anything.<br />
25. There is not enough information for students who do not plan on going to graduate school.<br />
26. I think Senior Seminar should not be based on one huge paper. Some people are good writers and some are not. Even<br />
when you use the lab and get people to read your paper, it is still not enough assurance to know that you are going to<br />
pass the class. The pr<strong>of</strong>essor may not like your paper and you do not know if you are going to pass the class or not the<br />
entire semester because you are waiting on that one grade.<br />
27. My only poor experience was an online class, "Careers in Psychology". Comments to students and teaching style were<br />
demeaning, sarcastic and caustic. I dropped the class. I have heard repeatedly the same evaluations from students in<br />
my time at KSU.<br />
28. n/a<br />
29. The major weakness within the Psychology program is the Psych lab. I was provided with incorrect information several<br />
times and the individual working in the lab was more interested on grading pr<strong>of</strong>essors' papers and working on their<br />
graduate-related work than they were with helping students.<br />
30. There are not many opportunities for students to participate in studies.<br />
31. Limited jobs when one graduated<br />
32. At the moment nothing Back to Contents <strong>of</strong> Senior Survey<br />
CAREER-RELATED SKILLS: PERCEIVED IMPORTANCE AND PERSONAL PROFICIENCY<br />
Perceived importance <strong>of</strong> specific skill in career (1=not at all important to 7=extremely important)<br />
There was a marginally significant difference in ratings <strong>of</strong> skill importance, F (2, 76) = 2.72, p = .07, partial η 2 = .07, a small<br />
effect. Bonferroni post hoc tests indicated that students considered themselves marginally more skilled in effective interaction<br />
with diverse groups than on their ability to interpret statistics (p =.07); ratings on other comparison pairs did not differ<br />
significantly.<br />
Descriptive Statistics<br />
N Minimum Maximum Mean SE SD<br />
Writing a high quality report 40 2 7 5.97 .18 1.16<br />
Interpreting and drawing meaningful conclusions<br />
from reports containing statistics<br />
Interacting effectively with individuals from a variety<br />
<strong>of</strong> cultural backgrounds<br />
39 1 7 5.67 .22 1.34<br />
39 3 7 6.21 .17 1.08<br />
Self-rating <strong>of</strong> personal specific skill (1=not at all skilled to 7=extremely skilled)<br />
There was a significant difference in ratings <strong>of</strong> personal skills, F (2, 76) = 4.21, p = .02, partial η 2 = .10, a small effect.<br />
Bonferroni post hoc tests indicated that students considered themselves marginally more skilled in effective interaction with<br />
diverse groups than on their ability to write a high quality report (p = 06) or interpret statistics (p =.07); ratings on these latter<br />
two skills did not differ (p =1.00).<br />
Writing a high quality report<br />
Descriptive Statistics<br />
N Minimum Maximum Mean SE SD<br />
39 3 7 5.41 .18 1.09<br />
Interpreting and drawing meaningful conclusions<br />
from reports containing statistics 39 3 7 5.44 .20 1.25<br />
Interacting effectively with individuals from a variety<br />
<strong>of</strong> cultural backgrounds 39 3 7 5.97 .17 1.06<br />
Self-rating <strong>of</strong> skill was significantly correlated with ratings <strong>of</strong> importance on all three dimensions: report writing, r<br />
(37) = .44, p = .005, statistical interpretation, r (36) = .46, p = .004, and effective interaction, r (36) = .53, p = .001.<br />
Self-ratings <strong>of</strong> skill were significantly correlated with self-reported GPA for report writing, r (35) = .49, p = .002,<br />
and statistical interpretation, r (35) = .38, p = .02, but not for effective interaction, r (35) = .06, p = .70.<br />
Back to Contents <strong>of</strong> Senior Survey<br />
43
LONG TERM CAREER GOAL (10 YEARS FROM NOW)<br />
1. I plan on obtaining my masters than my Ph.d then I would like to educate women, children, and difference races on the<br />
importance <strong>of</strong> mental health. I would love to write a book and a stage play as well as travel the world and do research on<br />
other cultures.<br />
2. I hope to be employed as a diagnostic medical sonographer.<br />
3. I plan to become a high school counselor. In the next ten years, I hope to finish graduate school and find a job as a<br />
counselor.<br />
4. I would like to get a masters degree in speech therapy<br />
5. I would like to get my MSW and work as a Marriage and Family Therapist<br />
6. I would like to get my LCSW and council people.<br />
7. I would like to obtain a Masters in some field <strong>of</strong> counseling, but I'm not sure yet which specific field it will be.<br />
8. My long-term career goal is to become an Art Therapist and then later return to school and study neuropsychology. I<br />
eventually would like to start my own practice specializing in children with needs.<br />
9. To have my own pediatric occupational therapy clinic.<br />
10. Neuropsychologist<br />
11. I plan to either be in graduate school or already have my doctorate in health psychology. I plan to be working with kids<br />
with chronic illnesses and helping them cope with those illnesses.<br />
12. Board certified clinical neuropsychologist. I plan to work for a hospital and conduct neurological evaluations <strong>of</strong> traumatic<br />
brain injury patients.<br />
13. In two years I will graduate with a second undergraduate degree as a registered nurse. I plan on immediatly working in the<br />
NICU and later specializing with a masters or doctorate.<br />
14. Masters degree in public health with a concentration in epidemiology. Principle Investigator.<br />
15. To work for Customs for a few years and then go back to school to seek a masters in either clinical psychology or I/O<br />
psychology.<br />
16. I would like to have completely a graduate program in I/O or Clinical Psychology and be working for the Department <strong>of</strong><br />
Homeland Security<br />
17. I aspire to obtain a position with the GBI. If that did not work out for me, I would still like to work for some sort <strong>of</strong><br />
government agency. If I stayed with my current employer, I would like to become a victim advocate with the DAs <strong>of</strong>fice.<br />
18. I would like to be a pr<strong>of</strong>essor at a middle sized university working toward his tenure. I would like to continue research at<br />
the institution where I am employeed.<br />
19. Statistician, data analyst, Plan on being active in the university program<br />
20. I want to be in a classroom teaching young children. I also wish to get my masters in montessori education. If I get my<br />
masters in montessori education then I can begin teaching adults to become montessori teachers. I would also like to own<br />
a school one day.<br />
21. I plan to study later on when I can afford it. I plan to work at a school being the director <strong>of</strong> discipline for middle school<br />
children.<br />
22. I would like to be an HR Director.<br />
23. I plan to be involved within the pharmaceutical industry in some capacity. I will either work on the clinical side developing<br />
and managing Phase 2-4 trials or I will still be a Pharmaceutical Sales Rep.<br />
24. Hopefully, I will be employed with a law enforcement agency or firm conducting interviews or doing legal research, and<br />
writing reports or writing proposals.<br />
25. Work right after graduation to save some money. Go to graduate school and hopefully get a job at a high paying<br />
accounting firm<br />
26. I do not know at this time and it is extremely stressful.<br />
27. I am uncertain. For now, employment is most important. In about two years, I hope to attend graduate school. I won't<br />
attempt further education until I've decided on a career choice this time. In the meantime, I will attempt to learn more<br />
about graduate school options for psychology majors and the careers available for people in the many fields <strong>of</strong><br />
psychology. I will do this by reading about the careers, visiting the Career Center, and meeting with faculty members.<br />
28. undecided.<br />
29. I will need to work after graduation for several years. I intend to go to graduate school to pursue a PhD.<br />
30. I do not know.<br />
31. doctorate with steady pay and job, paid <strong>of</strong>f loans Back to Contents <strong>of</strong> Senior Survey<br />
44
COMMENTS ABOUT KSU OR CAREER PLANS<br />
1. I would like to see KSU pr<strong>of</strong>essors be more diverse and treat everyone equally. I would also love to see the campus get a<br />
lot more parking areas. The parking is horrible. I also would like to see an on campus daycare for students who have<br />
children.<br />
2. One thing that I did not care for (although I do understand the importance behind it) was the stress on skills for graduate<br />
school and the assumption that everyone majoring in psychology was going to need those skills. Whenever I felt like<br />
certain information or skills were irrelevant to my future goals, i seemed to perform poorer on those tasks/assignments.<br />
3. I plan to go to grad school<br />
4. KSU is a fantastic school that is only getting better. Keep up the good work!<br />
5. I am thankful for my education at KSU and extremely thankful for the way it has prepared me to be a confident teacher.<br />
6. I am very pleased with my experience as a psychology major at KSU. I feel very ready to enter graduate school from my<br />
education here.<br />
7. I liked KSU and I feel like the students take classes seriously which is a big help and adds greatly to the learning<br />
experience.<br />
8. I hated the bursars <strong>of</strong>fice. They suck. I enjoyed KSU and the psychology classes. One <strong>of</strong> my main complaints was not the<br />
teaching but the other students. At times, I felt like I was not pushed. I felt as if other students were incompetent. Some <strong>of</strong><br />
the stories other students would tell detracted from useful time in class. I am paying for the teachers ability to convey<br />
knowledge and I detested other students idiotic stories detracting from class time. I fell like for certain classes at KSU<br />
(Social Psych) the school should have subsidized some <strong>of</strong> the pay for the time students would steal from class.<br />
9. I have had a wonderful experience at KSU, and I am constantly recommending this program to other potential students.<br />
10. I have really enjoyed my time at KSU.<br />
11. KSU have given me great opportunities to expand upon my career. I have enjoyed every minute <strong>of</strong> my time there. I would<br />
recommend this school to anyone interested in pursuing a degree.<br />
12. positive experience academically.<br />
13. I liked KSU. I've been to several colleges and KSU was my second favorite. I didn't participate in the traditional college<br />
student lifestyle, so I can only comment on the quality <strong>of</strong> the pr<strong>of</strong>essors, classroom appearance, etc. I will say that,<br />
although it has improved, parking is a nightmare at KSU.<br />
14. I loved my experience at KSU, there were great pr<strong>of</strong>essors and great students to study with.<br />
15. I am glad the KSU experience is almost over. I am optimistic about the future and look forward to it.<br />
16. I love <strong>Kennesaw</strong> <strong>State</strong> and all the faculty in the psych department.<br />
17. I truly had a blast studying Psychology. And I love it! The best part <strong>of</strong> all is that I can (and do) apply it to every day life.<br />
18. None<br />
19. none<br />
Back to Contents <strong>of</strong> Senior Survey<br />
CURRENT EMPLOYMENT AND PLANS TO CHANGE AFTER GRADUATION<br />
Current employment<br />
Frequency Percent<br />
Yes, employed for pay 39 79.6<br />
No, not employed for pay 10 20.4<br />
Total 49 100.0<br />
Plan to change employment after graduation (all who answered question)<br />
Frequency Percent<br />
Plan to change 40 80.0<br />
Do not plan to change 9 18.0<br />
Total 49 98.0<br />
45
IMMEDIATE POSTGRADUATION PLANS AND GRADUATE SCHOOL INFO<br />
Immediate postgraduation plans<br />
Frequency Percent<br />
Employment only 13 27.1<br />
Graduate school only 4 8.3<br />
Both employment and<br />
graduate school<br />
26 54.2<br />
Other 5 10.4<br />
Total 48 100.0<br />
Graduate school applications and acceptances (if immediate plans are not "employment only")<br />
Submitted graduate school application<br />
Frequency Percent<br />
Yes 9 25.0<br />
No 27 75.0<br />
Total 36 100.0<br />
At this survey was completed in December 2011, it was not surprising that none <strong>of</strong> the applicants indicated that an acceptance<br />
had been received. In the Spring 2011 survey, 15 <strong>of</strong> 42 respondents (35.7%) indicated that they had applied to graduate<br />
school, and six <strong>of</strong> those who applied indicated that they had received at least one acceptance (40%). In the Summer 2011<br />
survey, four <strong>of</strong> 22 respondents (18.2%) indicated that they had applied to graduate school, and two <strong>of</strong> those who applied<br />
indicated that they had received at least one acceptance (50%).<br />
Back to Contents <strong>of</strong> Senior Survey<br />
46
DEMOGRAPHICS<br />
Age: Descriptive Statistics<br />
N Mean Median Mode SD Variance Min. Max.<br />
Age 46 25 23 23 4.92 24.2 20 45<br />
Sex<br />
Frequency Percent<br />
Male 10 21.7<br />
Female 36 78.3<br />
Total 46 100.0<br />
Year entered KSU<br />
Frequency Percent<br />
2001 1 2.1<br />
2005 3 6.4<br />
2006 5 10.6<br />
2007 8 17.0<br />
2008 14 29.8<br />
2009 10 21.3<br />
2010 5 10.6<br />
2011 1 2.1<br />
Total 47 100.0<br />
Transferred credits<br />
Frequency Percent<br />
Yes 30 62.5<br />
No 18 37.5<br />
Total 48 100.0<br />
Number <strong>of</strong> Credits Transferred Statistics (for those who transferred credits): Descriptive Statistics<br />
N Mean Median Mode SD Variance Min. Max.<br />
Transfer credits 30 48.2 45 60 a 19.98 398.99 8 91<br />
a Multiple modes: 6 students indicated that they transferred 60 credits, and six students indicated that they transferred 70<br />
credits.<br />
Planned semester <strong>of</strong> graduation<br />
Frequency Valid Percent<br />
Fall 2011 39 81.2<br />
Spring <strong>2012</strong> 7 14.6<br />
Summer <strong>2012</strong> 1 2.1<br />
Fall <strong>2012</strong> 1 2.1<br />
Total 48 100.0<br />
Back to Contents <strong>of</strong> Senior Survey<br />
Back to Section B1<br />
Back to Section B2<br />
Back to Appendices<br />
47
Appendix I<br />
Evaluation <strong>of</strong> UTAs: Fall 2011<br />
Item<br />
Human<br />
Sexuality Experimental<br />
Methods<br />
1 Methods 2 Methods 3<br />
N Rate N Rate N Rate N Rate N Rate<br />
Presentation 5 9.6 15 7.9 14 8.5<br />
Assistance in class 20 9.8 21 8.8 17 9 22 8.4 15 8.7<br />
Study session 19 9.9 14 8.4 13 8.4<br />
Computer<br />
assistance 8 9.6 13 9.23 15 9.3 18 9.3 10 8.8<br />
Assignment<br />
feedback 18 9.6 22 8.6 12 8.5 16 8.2 15 8.9<br />
Back to Section B1<br />
Back to Section B2<br />
Back to Appendices<br />
48
Appendix J: BACHELOR OF SCIENCE DEGREE IN PSYCHOLOGY<br />
Fall 2010 – present<br />
NAME: __________________________________<br />
KSU Entry Year: ___________<br />
GENERAL EDUCATION REQUIREMENTS<br />
Area A: Essential Skills<br />
KSU Entry Semester: ___________<br />
Req’d<br />
Hours<br />
45-46<br />
Earned<br />
Hours<br />
______<br />
ENGL 1101 Composition I (Must earn ‘C’ or better) 3 ______<br />
ENGL 1102 Composition II (Must earn ‘C’ or better) 3 ______<br />
MATH 1101 Math Modeling; MATH 1111 College Algebra;<br />
MATH 1112 College Trigonometry; or MATH 1113 Precalculus *<br />
Choice: __________________ 3 ______<br />
*MATH 1190 or 2202 may be used here.<br />
Area B: Social Issues (Institutional Option)<br />
ANTH 2105, CRJU 2105, GEOG 2105, PSYC 2105, or SOCI 2105 *<br />
Choice: __________________ 2 ______<br />
*ANTH 2201, CRJU 1101, GEOG 1101, or SOCI 2201 may be used here.<br />
COM 1109, PHIL 2200, or FL 1002 or higher<br />
Choice: __________________ 3 ______<br />
Area C: Humanities/Fine Arts<br />
ENGL 2110 World Literature 3 ______<br />
ART 1107, DANC 1107, MUSI 1107, or TPS 1107<br />
Choice: __________________ 3 ______<br />
Area D: Science, Mathematics, and Technology<br />
MATH 1106 Elem. App. Calculus; MATH 1107 Statistics; MATH 1190<br />
Calculus I; or MATH 2207 Data Analysis and Probability for Teachers *<br />
(NOTE: MATH 1107 recommended)<br />
Choice: __________________ 3-4 ______<br />
*MATH 2202 or 2203 may be used here.<br />
SCI 1101 Science Principles and Process I * _____________ 4 ______<br />
SCI 1102 Science Principles and Process II * _____________ 3 ______<br />
*Most lab-based science courses may be used here. Anatomy & Physiology<br />
and Fundamental Microbiology courses cannot.<br />
Area E: Social Sciences<br />
POLS 1101 American Government in a Global Perspective 3 ______<br />
ECON 1100 Global Econ. or ECON 2100 Prin. <strong>of</strong> Microecon. *<br />
Choice: __________________ 3 ______<br />
*ECON 2200 may be used here.<br />
HIST 1110 Introduction to World Civilization 3 ______<br />
HIST 2112 America Since 1890 * 3 ______<br />
*HIST 2111 may be used here.<br />
HPS Requirement<br />
HPS 1000 Fitness for Living 3 ______<br />
LOWER DIVISION MAJOR FIELD REQUIREMENTS<br />
Reminders:<br />
Must earn a “C” or better in all courses in this area.<br />
Must earn a “C” or better for prerequisites to be satisfied.<br />
Req’d<br />
Hours<br />
18<br />
Earned<br />
Hours<br />
______<br />
PSYC 1101 Introductory Psychology 3 ______<br />
PSYC 2210 Careers in Psychology 3 ______<br />
(Prereq: PSYC 1101 & you must be a psychology major)<br />
PSYC 2300 and 2300L Research Methods in Psychology & Lab 4 ______<br />
(Prereq: PSYC 1101; ENGL 1101; & MATH 1101, 1111, 1112, or 1113 )<br />
Any 1000-2000 level courses in MATH, STAT, CS, IS, IT, BIOL,<br />
CHEM, PHYS, & SCI *<br />
Choices: __________________ __________________ 6 ______<br />
*Courses at the 3000-4000 level may substitute. See an advisor.<br />
KSU ID#: ___________________________<br />
UPPER DIVISION MAJOR FIELD REQUIREMENTS<br />
Req’d<br />
Hours<br />
36<br />
Earned<br />
Hours<br />
______<br />
Reminders:<br />
Must earn a “C” or better in all courses in this area.<br />
Must earn a “C” or better for prerequisites to be satisfied.<br />
24 <strong>of</strong> the 36 required hours in this category must be completed at KSU.<br />
A minimum <strong>of</strong> 39 upper-level semester hours must be completed to graduate.<br />
Lower-level courses used to satisfy upper-level requirements cannot count<br />
toward these 39 hours.<br />
Must choose one course from each <strong>of</strong> the five areas.<br />
PSYC 3301 and 3301L Experimental Psychology & Lab 4 ______<br />
(Prereq: PSYC 2300 & 2300L)<br />
Developmental Area (Prereq: PSYC 1101)<br />
PSYC 3305 Life-Span Developmental Psychology 3 ______<br />
Diversity and Multicultural Area (Prereq: PSYC 1101)<br />
PSYC 3355 Cross-Cultural Psychology<br />
PSYC 3385 Ethnic Minority Psychology<br />
PSYC 3425 Psychology <strong>of</strong> Gender<br />
Choice: __________________ 3 ______<br />
Personality and Social Area (Prereq: PSYC 2300 & 2300L)<br />
PSYC 3325 Social Psychology<br />
PSYC 3335 Theories <strong>of</strong> Personality<br />
Choice: __________________ 3 ______<br />
Biological Bases Area (Prereq: PSYC 2300 & 2300L)<br />
PSYC 4410 Physiological Psychology<br />
PSYC 4415 Perception<br />
Choice: __________________ 4 ______<br />
<strong>Learning</strong> and Cognition Area (Prereq: PSYC 3301 & 3301L)<br />
PSYC 4345 <strong>Learning</strong> and Behavior<br />
PSYC 4455 Cognitive Psychology<br />
Choice: __________________ 4 ______<br />
Senior Capstone Experience<br />
PSYC 4499 Senior Seminar in Psychology * 3 ______<br />
(Prereq: “C” or better in PSYC 2300/L, PSYC 3301/L, and one course from<br />
each <strong>of</strong> the five areas. Any one <strong>of</strong> the five area courses may be completed<br />
concurrently with PSYC 4499.)<br />
*Students must take the ETS Major Field Test as part <strong>of</strong> the course requirements.<br />
Psychology Electives<br />
Any 3000-4000 level courses in PSYC<br />
Choices: __________________ __________________ 12 ______<br />
__________________<br />
ELECTIVE REQUIREMENTS<br />
__________________<br />
Req’d<br />
Hours<br />
24<br />
Earned<br />
Hours<br />
______<br />
Related Studies<br />
Any 3000-4000 level courses in the university curriculum<br />
other than PSYC<br />
Choices: __________________ __________________ 12 ______<br />
__________________<br />
__________________<br />
Free Electives<br />
Any courses in the university curriculum.<br />
__________________<br />
__________________<br />
Choices: __________________ __________________ 12 ______<br />
__________________<br />
__________________<br />
Any 1000-2000 level course(s) in the university curriculum *<br />
Choice: __________________ 2 ______<br />
*May be met with one 2-hour course, one 3-hour course, or two 1-hour courses.<br />
__________________<br />
__________________<br />
__________________<br />
__________________<br />
Extra Courses: __________________ __________________ __________________ __________________ __________________ __________________<br />
NOTES: A minimum 2.0 GPA and 123 hours must be earned to graduate. Courses retaken to raise grades (e.g., from a D to a C) can only count once toward graduation.<br />
A minimum <strong>of</strong> 30 hours must be completed at KSU. At least 20 <strong>of</strong> the last 30 hours must be completed at KSU. CPC and Developmental Studies hours do not count toward the<br />
required 123 hours. Final decisions regarding completion <strong>of</strong> requirements for graduation always rest with the Registrar.<br />
Back to Section B3<br />
49
Appendix K<br />
Summary Table <strong>of</strong> Planned Assessment Activities and Courses<br />
Semester GSLO1 GSLO2 GSLO3<br />
Spring <strong>2012</strong> PSYC PSYC PSYC<br />
2300, 3301, 2300, 3301 2300, 3301,<br />
4499<br />
4499<br />
GSLO4/5<br />
(diversityrelated)<br />
Summer <strong>2012</strong> PSYC 4499 PSYC<br />
2300, 3301<br />
Fall <strong>2012</strong> PSYC 4499 PSYC<br />
2300, 3301<br />
PSYC<br />
2300, 3301,<br />
4499<br />
PSYC<br />
2300, 3301,<br />
3305, 4499<br />
PSYC<br />
3355,<br />
3385,3425<br />
Spring 2013<br />
PSYC<br />
2300, 3301,<br />
4499<br />
PSYC<br />
2300, 3301<br />
PSYC<br />
2300, 3301,<br />
3305, 4499<br />
PSYC<br />
3355,<br />
3385,3425<br />
Summer 2013 PSYC 4499 PSYC<br />
2300, 3301<br />
Fall 2013 PSYC 4499 PSYC<br />
2300, 3301<br />
PSYC<br />
2300, 3301,<br />
3305, 4499<br />
PSYC<br />
2300, 3301,<br />
3305, 4499<br />
PSYC<br />
3355,<br />
3385,3425<br />
PSYC<br />
3355,<br />
3385,3425<br />
Back to Section B4<br />
Back to Appendices<br />
50