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Central Washington University

College of the Sciences

Department of Psychology

January, 2004

Prepared by the Faculty and Staff of the Department of Psychology

___________________________ ______________________________

Warren R. Street M. Meghan MillerChair, Department of Psychology Dean, College of the Sciences

Department of Psychology 2


Verification of Faculty Review

Each full-time faculty member of the Department of Psychology has been asked to sign the following statement:

My signature below verifies that I have had the opportunity to see and read the department’s self-study report, as submitted.

Signature DateNeal A. Bowen, PhD

Terry L. DeVietti, PhD

J. Phillip Diaz, PhD

Andrew M. Downs, PhD

W. Owen Dugmore, PhD

James L. Eubanks, PhD

Marte Fallshore, PhD

Roger S. Fouts, PhD

Karen Hendricks, PhD

Eugene R. Johnson, EdD

Sally Kennedy, PhD

Susan D. Lonborg, PhD

Megan D. Matheson, PhD

Jeffrey M. Penick, PhD

Stephen B. Schepman, PhD


Verification of Faculty Review

Each full-time faculty member of the Department of Psychology has been asked to sign the following statement:

My signature below verifies that I have had the opportunity to see and read the department’s self-study report, as submitted.

Signature DateTerrence J. Schwartz, PhD

John L. Silva, PhD

Mark Soelling, PhD

Robert Sorrells, PhD

Anthony J. Stahelski, PhD

Stephanie Stein, PhD

Elizabeth M. Street, EdD

Warren R. Street, PhD

Philip Tolin, PhD

Lisa L. Weyandt, PhD

Wendy A. Williams, PhD


CENTRAL WASHINGTON UNIVERSITY DEPARTMENT OF PSYCHOLOGY

PROGRAM REVIEW, 2003-2004

Table of Contents

I. Departmental Mission and Goals................................................................................................................. 9A. Departmental Mission: General Overview............................................................................................9B. Program Goals, Activities, and Assessment Strategies.........................................................................9

1. Assure the presentation of high quality degree and certificate programs.......................................92. Enhance the climate of productive faculty scholarship..................................................................133. Maintain and enhance the infrastructure for the Psychology Department to optimize support for instruction and scholarship........................................................................................................................ 144. Serve as a center for psychological and educational services to the community and region.........15

C. Centrality/Essentiality.......................................................................................................................... 151. Centrality of the psychology program to the expected operations of a comprehensive university.

152. Promotion of the university’s six strategic goals within the psychology department....................163. Promotion of the mission and goals of the College of the Sciences within the psychology department.................................................................................................................................................. 19

D. Departmental Governance System.......................................................................................................28II. Description of Programs............................................................................................................................... 30

A. General Description................................................................................................................................... 301. Baccalaureate (B.A.) Degree in Psychology....................................................................................312. M.S. in Experimental Psychology....................................................................................................323. M.S. in Counseling Psychology........................................................................................................334. M.S. in Organization Development (MSOD)..................................................................................335. M. Ed. in School Counseling............................................................................................................336. M.Ed. in School Psychology.............................................................................................................347. Certification Programs in School Psychology and School Counseling...........................................348. General Education Program...........................................................................................................349. Teacher Preparation Program........................................................................................................ 3510. Continuing Education...................................................................................................................... 3611. Summer Session............................................................................................................................... 3612. Service to Other Programs..............................................................................................................36

B. Currency of Curriculum...................................................................................................................... 381. B.A. in Psychology........................................................................................................................... 382. M.S. in Counseling Psychology........................................................................................................413. M.S. in Experimental Psychology....................................................................................................424. M.S. in Organization Development.................................................................................................425. M.Ed. in School Counseling............................................................................................................. 436. M.Ed. in School Psychology.............................................................................................................437. Certificate in School Psychology and Certificate in School Counseling.........................................448. Standards of Ethical Conduct.......................................................................................................... 44

C. Curriculum Review Process...................................................................................................................... 45D. Effectiveness of Instruction....................................................................................................................... 47

1. Effectiveness of the department’s instructional methods...............................................................472. Information technologies faculty regularly and actively utilize in the classroom..........................49

E. Quantitative Measures......................................................................................................................... 491. FTES................................................................................................................................................ 492. Number of graduates from each department-based degree program............................................50

F. Efficiency Measures............................................................................................................................. 521. Student-Faculty Ratio (FTES/FTEF)..............................................................................................522. Average class size............................................................................................................................. 52


G. Assessment of Students and Programs.................................................................................................531. Assessment of students entering the program.................................................................................532. Assessment of students leaving the program...................................................................................543. Post-Graduation Data...................................................................................................................... 574. Faculty involvement in assessment..................................................................................................595. Effect of program assessment on curriculum, faculty, and resources............................................606. Assurance of completion of assessment activities............................................................................61

III. Faculty.................................................................................................................................................. 61A. Faculty Profile...................................................................................................................................... 61B. Faculty Professional Records............................................................................................................... 63C. Teaching Effectiveness......................................................................................................................... 63D. Scholarly Activity................................................................................................................................. 64E. Service Activity..................................................................................................................................... 64

1. Committee memberships................................................................................................................. 642. Professional organizations...............................................................................................................65

F. Student Research Supervision..............................................................................................................65IV. Students................................................................................................................................................ 66

A. Numbers of majors/program................................................................................................................66B. Numbers served in general education, education, supporting courses...............................................66C. Student accomplishments..................................................................................................................... 68D. Advising services for students..............................................................................................................73E. Other student services.......................................................................................................................... 74

V. Library and technological resources....................................................................................................74A. Library Requirements and Adequacy of Services...............................................................................74B. Information literacy proficiencies expected of students......................................................................75

1. Instruction in information literacy..................................................................................................752. Assessment of information literacy proficiency..............................................................................76

C. Instructional and research technology resources................................................................................76VI. Reflections............................................................................................................................................. 77

A. Department accomplishments..............................................................................................................78B. Department challenges......................................................................................................................... 80C. Suggestions for improvement...............................................................................................................81

VII. Future directions................................................................................................................................. 82A. Future directions and needed resources..............................................................................................82

VIII. Suggestions for the program review process or contents of the self-study.........................................83


CENTRAL WASHINGTON UNIVERSITY DEPARTMENT OF PSYCHOLOGY

PROGRAM REVIEWJANUARY 2004

I. Departmental Mission and Goals

A. Departmental Mission: General Overview

The Department of Psychology offers an important behavioral science component of the university's liberal arts and professional preparation curricula. Major courses of study at both the undergraduate and graduate levels provide instruction and experiences through which students develop an understanding of the perspectives, content, and methodology of the science and practice of psychology. Psychology courses in the general education sequence provide a broader world view for undergraduate students through an objective understanding of thought and behavior. Psychology courses, required for majors other than psychology, provide students in those majors with knowledge and skills that are instrumental to effective action in their areas of study. Psychology courses in the education sequence provide theoretical and scientific background for teacher candidates. Consistent with the mission of the university, the department is dedicated to reflecting the diverse population of the state. Through its programs at university centers in Yakima, SeaTac, Lynnwood, Pierce County, and Wenatchee, the department provides courses to place-bound students in the western and central regions of the state. The department also serves as a center for scholarly inquiry related to human and animal behavior and places great emphasis on the importance of research and of student/faculty collaborative scholarship. Finally, the department is committed to providing psychological and educational services that respond to the needs of the community.

B. Program Goals, Activities, and Assessment Strategies

1. Goal: Assure the presentation of high quality degree and certificate programs

a. Sub-Goal: Evaluate and revise academic programs, as appropriate

i. Activity or Assessment: The department routinely assesses its programs. The department has standing committees for its undergraduate major and each of its graduate programs (see Appendix I). Each committee is routinely charged with program review. Proposed changes are based on current directions in the field, to our end-of-major exam, graduate surveys, and employer feedback, and to our array of professorial expertise. In the last five years, for example, the department has added new courses in applied physiological psychology, cognitive psychology, and evolutionary psychology. We have also discontinued several obsolete courses. We have expanded the content of some courses to include greater emphasis on cultural diversity and ethics. Program requirements have changed to reflect changing standards in undergraduate and graduate education and professional certification. These changes are described in detail elsewhere in this document.

ii. Activity or Assessment: The department frequently considers establishing criteria for entry into the major. Entry requirements have been imposed and removed at various times in the institution’s history and we currently have no entry requirements. The Undergraduate Curriculum Committee is investigating the feasibility and impact of


(a) requiring students to complete their basic English and Math requirements (ENG 101 & 102; MATH 101, 163.1, 163.2, 164.1, 170, or 172,1; MATH 130.1) before entry to the major, and (b) establishing a minimum GPA for entry to the major.

iii. Activity or Assessment: We utilize assessment information in revising our major. Current activities of the Undergraduate Curriculum Committee include a review of the major core courses and course ‘clusters’. Clusters are groups of topically related classes, and majors must take at least one class from each cluster. Our students’ scores on the Educational Testing Service’s Major Field Test (MFT) in psychology will be one factor considered in determining the adequacy of the core and clusters, as they currently exist. The Committee also will be investigating the desirability of instituting a capstone course for senior Psychology majors, and whether any existing course could perhaps fill this role.

iv. Activity or Assessment: We are preparing our M. S. in Counseling Psychology program for accreditation evaluation by the Council for Accreditation of Counseling and Related Educational Programs.

For many years, our M.S. program in mental health counseling has been designed with a curriculum that aligns with the standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The department has voted to pursue full CACREP accreditation. A four-person committee is currently assembling required documentation, and we will soon be able to consider the curriculum changes, if any, needed to meet the standards for accreditation.

Thus, we are currently in the first stage of the process of applying for accreditation. This involves the program's internal assessment and evaluation of how the CACREP standards are implemented and met. The results of this evaluation will be compiled in a self-study report, appended with supporting documentation, and submitted to CACREP for an external review.

In the second stage, CACREP will perform an external review of the program to determine compliance with the standards. Following an initial review of the self-study report, a site visit will take place to validate the responses provided in the self-study report by reviewing additional documentation, visiting relevant facilities and sites, and interviewing students, graduates, faculty, administrators and clinical supervisors.

Achievement of this goal will be assessed by CACREP’s review of our documents and a site visit.

v. Activity or Assessment: We have maintained our status as a National Association of School Psychologists accredited program in school psychology. We are currently fully accredited under the 1994 standards and are moving toward implementation of the 2000 standards by the time of our next full review in December 2005.

vi. Activity or Assessment: We incorporate new state standards in school counseling and school psychology graduate programs to maintain our Washington State Educational Staff Associate (ESA) granting authority in these areas. Our procedures are described in detail in Section II.C, below.


vi. Activity or Assessment: We strive to attract more students, and more highly qualified students, to our undergraduate and graduate degree programs. Our department’s recruiting efforts are generally confined to participation in campus-based department fairs for new students, transfer students, and continuing students. We direct inquiring high school students to an extensive body of information on our department web site. Prospective graduate students receive a department-approved packet from the Office of Graduate Studies and a letter from our department. We respond to email inquiries with an informative email and links to helpful web pages. We have recently begun an exchange with Western Washington University that allows us to inform WWU students about our graduate programs.

We have developed our own department brochures and fliers that describe our undergraduate and graduate programs and we will be working with the university’s media production office to upgrade them to the campus standards of professional appearance. The university adopted a new publication format earlier this year.

We need to continue to update our web site, add meta tags that will draw search engines to the site, and provide some photographic content that reflects our emphasis on mentoring student research and practicum experience. The campus photographer visited the department for three hours in December, 2003. Undergraduate and graduate program committees have been charged with developing appropriate text for our upgraded brochures.

We should heighten the profile of noteworthy faculty research and service activities. We have developed a summary of faculty interests and recent publications, now made available in print and web versions.

We can assess progress toward these goals by tracking increases in number and proportional share of majors and FTE students. These figures have been relatively stable in the past few years.

vii. Activity or Assessment: We monitor and try to fairly distribute advising load among faculty members. Our goal is to ensure helpful and accurate advising, spread equitably across faculty members. From 1998 to 2001, we experimented with a drop-in undergraduate student advising center. We found that it was seldom used and did not reduce reliance on advisors chosen in other ways, so we discontinued it.

Undergraduate students cannot register for the psychology major or minor without the approval of an advisor and the department chair. Students currently find an advisor either by approaching a professor they know or by coming to the department office. The department secretary has a list of the number of registered advisees for each faculty member, so she assigns students to advisors with lighter loads. Our current loads are presented in a table in Section IV.D of this document.

viii.Activity or Assessment: We are studying the desirability of adding a Bachelor of Science major to our current Bachelor of Arts major. There has been student interest in a B.S. major for several years and current departmental discussions about the makeup of the required core of courses may lead to a recommendation for one major with a liberal arts emphasis and one major with a natural sciences emphasis.


b. Sub-Goal: Promote greater contact with peer institutions for program development information and faculty enrichment.

i. Activity or Assessment: The Department of Psychology is a member of the Council of Undergraduate Programs in Psychology and the Council of Graduate Departments of Psychology. These APA-affiliated organizations provide forums for the exchange of program development information with other colleges and universities.

ii. Activity or Assessment: Several members of the department are members of the Society for the Teaching of Psychology, Division 2 of the American Psychological Association. The society provides an online forum for the exchange of curriculum information with other colleges and universities. It also maintains an extensive website of teaching resources in psychology that our faculty members can refer to.

iii. Activity or Assessment: In 2002 and 2003, our department sponsored faculty exchange colloquia with Western Washington University. Our plan for 2004 is to repeat this exchange and expand the program to include an exchange with Eastern Washington University. Each institution sends a faculty member to the other institution to make a scholarly presentation and meet with students interested in the visiting institution’s graduate programs.

c. Sub-Goal: Assure faculty staffing adequate to support timely delivery of all courses and programs at all sites.

i. Activity or Assessment: Our 2005-2007 biennium program plans include a request for additional faculty positions to respond to enrollment increases, to replace faculty reassigned to the administration, and to support a major at a western Washington center.

ii. Activity or Assessment: We advocate for replacement of departing tenure-track faculty with new tenure-track faculty with necessary expertise. We expect up to four retirements in the near future and will request replacement of those positions.

iii. Activity or Assessment: We strive to meet expanded staffing needs of courses offered at centers. In 2003, we were able to add a second full-time, non-tenure track faculty member, Dr. Karen Hendricks, to our Puget Sound centers faculty. Dr. Hendricks is stationed at CWU-Lynnwood. Dr. Mark Soelling, a full-time non-tenure track faculty member, has anchored the CWU psychology program in the Pierce County area for 18 years. Dr. Soelling has recently become a diplomate of the American Board of Professional Psychology in clinical psychology.

A relatively stable cadre of excellent part-time instructors augments our teaching corps at the centers. In Yakima, part-time instruction makes it possible to offer a psychology minor. At three western Washington centers and at the Wenatchee center, part-time instructors offer service courses in the teacher preparation program.

iv. Activity or Assessment: We pursue diversity goals in hiring women and minority faculty members. A more detailed discussion of our current status may be found in Section I.C.3.f.i.(1), below. We take care to advertise openings in media that are likely to be scanned by women and minority candidates.


d. Sub-Goal: Support involvement of undergraduate and graduate students in psychological research

i. Activity or Assessment: We use faculty code formulas for contact hour compensation for faculty research mentors. This helps to foster the formation of student faculty research teams.

ii. Activity or Assessment: We have purchased a large format printer to improve the quality and appearance of faculty-student poster presentations at professional meetings.

iii. Activity or Assessment: A psychology faculty member has organized end-of-quarter student poster presentations for the entire campus for the last five years. Ironically, human subjects protection requirements have recently limited the participation of the students in her own classes.

iv. Activity or Assessment: We recognize outstanding student research at our annual student awards ceremony, Thursday evening before spring graduation.

v. Activity or Assessment: We provide access to technical support for undergraduate and graduate research projects, provided by a full time engineering technician and a full time engineering technician specializing in computer-based research systems.

vi. Activity or Assessment: Through course content and individual collaboration, our faculty supports research with undergraduate and graduate students. We present our joint research projects at appropriate local, regional, national and international conferences.

2. Goal: Enhance the climate of productive faculty scholarship

a. Sub-Goal: Clarify scholarly productivity expectations and provide support for activities to satisfy them.

i. Activity or Assessment: The College of the Sciences is in the process of revising the scholarly productivity standards for promotion, tenure, and reappointment. Recognizing that clear and consistent expectations are helpful, our department is following suit by adopting parallel policies. The department personnel committee is also working to define acceptable equivalents to conventional journal publication as evidence of publicly-accessible, peer-reviewed scholarship.

ii. Activity or Assessment: The department’s summer session proceeds have allowed us to purchase equipment and software to support faculty research. In 2002-2003, for example, we purchased a versatile multimedia tool software package for stimulus presentation and data acquisition ($2000) and our staff installed a hardware and software package for the study of intermittent central suppression of vision ($2000). In 2003-2004, we will undertake another round of upgrades to faculty office computers. We expect to replace about thirteen office computers, using departmental funds.


b. Sub-Goal: Support continuing professional development

i. Activity or Assessment: We provide increasing support for faculty professional travel. In 2001-2002, we provided professional development budgets of $300 per faculty member. In 2002-2003, this grew to $750 per faculty member. We anticipate a similar level of support in 2003-2004. These funds come from summer session revenues.

ii. Activity or Assessment: We try to satisfy faculty requests for instructional and research equipment and supplies. In general, we are able to satisfy these needs with revenues from summer session instruction.

iii. Activity or Assessment: We will support up to two professional leaves annually. We supported one professional leave in 2001-2002, one in 2003-2004, and one in 2004-2005. We increase the sizes of some classes, request part-time instructors for some classes, and occasionally reduce an elective offering to absorb the vacated teaching load.

d. Sub-Goal: Seek better coordination between our local human subjects review board and faculty and student researchers.

i. Activity or Assessment: The campus has recently adopted more diligent monitoring of human subjects protection procedures. Faculty members and students had some initial difficulty in predicting how the standards would affect their research proposals. This difficulty abated as time went on. Researchers have begun to consult with the IRB office before submitting proposals and have learned to describe their proposals more clearly. However, they have begun to avoid topics and procedures that might lead to full review of a research proposal.

3. Goal: Maintain and enhance the infrastructure for the Psychology Department to optimize support for instruction and scholarship.

a. Activity or Assessment: We work to assure adequate audiovisual recording and playback capability for student training in counseling psychology and school psychology practica and interviewing courses. In 2002-2003, for example, we purchased four new camcorders for field recording of school psychology interns and we replaced nine video playback machines used in counseling supervision review sessions.

b. Activity or Assessment: We monitor and improve our hardware and software inventory for support of student laboratories and faculty instruction and research. For example, we are now ordering thirteen new faculty office computers, and we will upgrade the computers in a 16-station instructional laboratory later this year.

c. Activity or Assessment: We use our own funds to upgrade classrooms under department control to create full-service multimedia classrooms. In 2002-2003, the psychology department coordinated contributions from three campus offices to upgrade Room 471 and Room 466 with full multimedia instructional technology. Department funds purchased the digital projector and workstation cabinetry for each station.


d. Activity or Assessment: We monitor and continually upgrade the Community Psychological Services Center to accommodate emerging training needs. In 2002-2003, for example, we purchased several new reference books for the clinic library and purchased five new sets each of the WISC-IV, the WAIS-III, The WPPSI-III, and the Stanford-Binet V at a cost of about $10,000. We try to maintain an inventory of the most recent testing instruments for practicum and field experience student use. We have included a proposal to install digital recording and playback equipment in the clinic in our 2005-2007 program proposal (Appendix H).

4. Goal: Serve as a center for psychological and educational services to the community and region

a. Activity or Assessment: We support faculty efforts to assess and respond to community needs for psychological and educational services. For example, we have faculty members who consult with care facilities for the elderly, school districts, law enforcement agencies, the Yakama Indian Nation, and who provide counseling services to a limited number of private practice clients.

b. Activity or Assessment: We work with schools and agencies statewide to provide an ongoing supply of graduate level interns in school psychology, school counseling, and mental health counseling to schools and mental health providers.

c. Activity or Assessment: We have coordinated the campus role in providing a site for the Ellensburg School District Developmental Preschool. In 2003, the Ellensburg School District sold one of its buildings to the City of Ellensburg. The building housed a preschool for developmentally delayed children. The university and school district agreed to move the developmental preschool to the child study wing of the Psychology Building. The move serves the needs of the community and provides observation and child study opportunities for psychology students and faculty.

d. Activity or Assessment: We provide housing for the Central Washington Comprehensive Mental Health Valley Intervention Program (VIP), a family counseling program. Central Washington Comprehensive Mental Health is a private mental health provider in Ellensburg, The psychology department supports its VIP program, which meets one evening a week in the child study center wing.

C. Centrality/Essentiality

1. Centrality of the psychology program to the expected operations of a comprehensive university.

Central Washington University’s mission is “to prepare students for responsible citizenship, responsible stewardship of the earth, and enlightened and productive lives. Faculty, staff, students, and alumni serve as an intellectual resource to assist Central Washington, the state, and the region in solving human and environmental problems.”

Psychology is the science of behavior and mental processes. Courses in this discipline form part of the general education and specialized study curricula of virtually every university in the world. As part of the general education of our students, we seek to nurture an objective view of their own and other people’s behavior, unencumbered by prejudices or dogma. Our


minor program and specially designed courses support the general education curriculum, other major programs, and the teacher education program. These courses emphasize content and techniques that enhance graduates’ professional effectiveness and personal satisfaction. More than 3% of CWU’s graduates are psychology majors.

Four of the psychology department’s five master’s degree programs provide well educated practitioners in specific professional roles: school psychologists, school counselors, mental health counselors, and mid-level business managers. The fifth program, experimental psychology, also has an applied psychology emphasis. All graduates of the counseling psychology and school counseling programs can be placed in an appropriate professional position upon completion of their training. More than 17% of the university’s master’s graduates have specialized in some branch of psychology. Our programs attract enough applicants that we can be relatively selective in admissions. We admit about a third of those applying for admission.

2. Promotion of the university’s six strategic goals within the psychology department

a. CWU Goal 1: Provide for an outstanding academic and student life on the Ellensburg campus

i. Department Activity: The curricula for our undergraduate and graduate programs are continuously reviewed and revised for currency and functional effectiveness. This process is described in the section of this document dealing with the currency of the curriculum.

ii. Department Activity: There is close faculty-student contact in academic advising at the undergraduate and graduate levels. Advising usually touches on appropriate course selection, career goals, and the graduate school application process.

iii. Department Activity: Faculty members mentor students in joint research projects. For the 2002-2003 academic year, for example, 149 undergraduate and graduate students earned credit for directed research with a faculty member. In that same year, 7 undergraduate and graduate students earned credit for supervised individual study with a faculty member.

The most intensive student-faculty project is the master’s thesis. All of our graduate programs require a thesis, except for the Organization Development program, which offers the option of an approved project executed at the student’s place of employment.

iv. Department Activity: Our Community Psychological Services Center provides free counseling and testing services for our students and for children and adults in nearby communities.

v. Department Activity: The department grants academic credit for dormitory Residence Advisor training through PSY 275.

vi. Department Activity: The department actively supports a chapter of Psi Chi, the national student honor society in psychology, and a psychology club for those not wishing or eligible to join Psi Chi. Every year, the department sponsors an annual


awards ceremony for graduating seniors and graduate students whose academic, research, and service work have earned special praise.

b. CWU Goal 2: Provide for an outstanding academic and student life at the university centers.

i. Department Activity: The department does not offer bachelor’s degree programs at the university centers; however, we do offer minors and supporting courses for the teacher education program. Several professors have offered classes periodically at the centers via distance education (interactive video). We have one full time, non-tenure track faculty member at the Lynnwood center and one at the Pierce County center.

ii. Department Activity: In our 2005-2007 program planning proposal, we responded to student interest in a psychology major at a Puget Sound center by describing the support that would be needed to create a responsible major program. The department remains supportive of place-bound students and is willing to offer degree programs as interests and needs are expressed and as resources are available.

c. CWU Goal 3: Develop a diversified funding base to support academic and student programs.

i. Department Activity: Faculty members are encouraged to submit proposals for external funding of scholarly projects. While we have a good record of obtaining internal support, these awards are intended to grow into externally-funded projects to provide release time from teaching, fund research-related equipment, travel, and supplies, and to increase publicly disseminated scholarship.

ii. Department Activity: By providing summer classes that attract students, we have been able to generate funds for faculty development and research and teaching equipment. In 2002-2003, each faculty member had a $500 faculty development fund. In 2003-2004, this will increase to $750.

d. CWU Goal 4: Build mutually beneficial partnerships with industry, professional groups, institutions, and the communities surrounding the campus

i. Department Activity: The psychology department has developed a mutually supportive relationship with Central Washington Comprehensive Mental Health (CWCMH), a mental health service provider based in Yakima, with an office in Ellensburg. This relationship has led to CWCMH locating its Valley Intervention Program in our building’s first floor child study center. The VIP program is a family therapy program. CWCMH professionals act as part-time supervisors in our graduate counseling practicum courses. Graduate counseling interns are placed in CWCMH centers in final preparation for licensure and professional careers.

ii. Department Activity: The department supported negotiations that led to moving the Ellensburg School District Developmental Preschool to our building’s first floor child study center. This move enhances opportunities for observation and research while allowing the school district access to an outstanding instructional facility.


iii. Department Activity: Service learning relationships have been built between psychology faculty and students and the community’s long-term care facilities for the elderly. In one recent example, faculty and students worked with one facility to institute a sleep disorder therapy program.

iv. Department Activity: Schools in the state, especially in eastern Washington, benefit greatly from the placement of interns in the school counseling and school psychology programs. Mental health counseling interns are provided on a regular basis to agencies such as CWCMH in Ellensburg and Yakima, Park Creek Youth Correctional Facility, the Enterprise for Progress in the Community (EPIC) youth services programs in Yakima, the Medicaid Treatment Child Care program in Yakima, Memorial Hospital in Yakima, and Catholic Family Services in Yakima.

v. Department Activity: Our graduate programs in school counseling and school psychology have mutually beneficial relationships with their professional communities through their state-mandated Professional Education Advisory Boards (PEABs). We meet with our PEABs at least four times a year to consult on curriculum and training standards. Program faculty members’ interactions with the PEAB are helpful in identifying training (i.e., practica, internships), research, and service opportunities for students and faculty. Each of our graduates in these programs is examined by the appropriate PEAB. Central Washington University will host a statewide meeting of all university school psychology PEABs in 2003-2004.

e. CWU Goal 5: Strengthen the university’s position as a leader in the field of education

i. Department Activity: The psychology department’s role in teacher education is described elsewhere in this document. In addition to our participation in the teacher education curriculum, we maintain active partnerships with the professional community through our Professional Education Advisory Boards (PEABs) in school counseling and school psychology. These boards bring university faculty, school administrators, professional practitioners, and citizens together to increase the responsiveness of training programs to current needs.

ii. Department Activity: Our faculty members make scholarly presentations to local, regional, and national meetings of professional educators. See faculty vitae and the section of this document on scholarly productivity for examples.

iii. Department Activity: Our faculty members make volunteer presentations and assist teachers in the local schools. One faculty member has a 10% released time grant to implement reading programs in a Bureau of Indian Affairs boarding school in Oklahoma. Another will be updating her school psychologist skills in the public schools during a sabbatical leave year.

f. CWU Goal 6: Create and sustain productive, civil, and pleasant campuses and workplaces.

i. Department Activity: The department strives for a high level of collegiality and professional respect for colleagues. When possible, the department allocates funds and staff expertise to faculty scholarly and service aspirations.


ii. Department Activity: We value each other’s contributions. In 2002-2003, we joined the university in celebrating the contributions of three staff members who had completed 10, 15, and 35 years of service. We successfully nominated a staff member for CWU’s Employee of the Month award. In the past five years, our faculty colleagues have been nominated for the university’s Distinguished Professor Award for Research, and the Alumni Association's Excellence in Teaching Award, and two have been nominated and one won the "Most Inspiring Educator" award from students and The Center for Excellence In Leadership. Faculty members are recognized for their accomplishments in department meetings, emailed announcements, and university publications.

iii. Department Activity: We sponsored a peer syllabus and learning evaluation review day in 2003. This was a productive and mutually supportive experience for the whole department.

3. Promotion of the mission and goals of the College of the Sciences within the psychology department.

The mission of the College of the Sciences (COTS) is “to provide students with knowledge and skills in the behavioral, natural, and social sciences. This knowledge is intended to enable students to better understand the physical and social world in which they live, to become more effective in their human relationships, and to sustain their state and nation in the demanding years ahead. The primary focus of the College is excellence in instruction, with the recognition that teaching, research, and service are interdependent activities.”

Our college mission emerged from the mission statements of its separate departments. The departments show widespread endorsement of the following values: We pursue a student-centered curriculum. We value disciplinary breadth in our curricula for majors. We feel a strong obligation to infuse scientific thinking into the university's general

education curriculum. We are sensitive to the social mission of the sciences. We value and promote cultural diversity in our curriculum, our students, and our faculty. We emphasize the unique regional qualities of the Northwest in our curriculum, where

appropriate. We are eager to form interdisciplinary teams for research, for teaching individual

courses, or for developing and presenting entire programs.

The specific goals and objectives of the College of the Sciences, taken from its 1999-2000 strategic plan, follow. The psychology department’s related actions are briefly noted after each. Most are covered in greater detail elsewhere in this document.

a. COTS Goal: Maintain and strengthen our instructional programs.

i. COTS Objective: Maintain and strengthen the integrity of our disciplinary major program.

(1) Department Activity: A committee of faculty members who teach primarily undergraduate courses regularly reviews the currency of our undergraduate major.


This review regimen and recent recommendations are described in Section II.B, below.

(2) Department Activity: We encourage and support faculty scholarship that maintains contact with recent developments in psychology. Peer-reviewed scholarship is recognized by professional advancement. An annual individual professional development fund supports a wide variety of activities that maintain faculty expertise.

(3) Department Activity: We support individual instruction classes, such as directed research, individual study, and thesis supervision, by compensating faculty members for teaching individual students. The department chair builds a spreadsheet of individual instruction classes each quarter, calculates contact hour load equivalents according to the Faculty Code, and applies each year’s total to the next year’s teaching load.

(4) Department Activity: We support new courses that add depth and currency to majors. New permanent courses in evolutionary psychology, applied physiological psychology, and research in natural environments have recently been developed in this way. We have also developed special topics courses, limited to five-year terms, in the psychology of religion, psychology of terrorism, and self-injurious behavior.

(5)Department Activity: We maintain familiarity with contemporary curricula and teaching methods through contact with other institutions and professional organizations.

(6)Department Activity: We frequently review and update our undergraduate student handbook. We’ve recently produced simple informational fliers for each of our programs, a career guide for undergraduates, and a list of faculty scholarly interests and recent publications.

ii. COTS Objective: Maintain and strengthen the integrity of our graduate programs.

(1)Department Activity: A program committee of participating faculty members reviews the curriculum of each graduate program. These review regimens are described in Section II.B, below.

(2)Department Activity: We have been able to maintain our number of graduate assistantships at sixteen for several years. We work with the Office of Graduate Studies and other campus offices to obtain more funds for graduate assistantships. For example, in 2002-2003, we coordinated an effort to provide tuition waivers and assistantship funds for a foreign student whose family financial support had been withdrawn.

(3)Department Activity: We have reviewed our general graduate student handbook and posted its contents on our web site. Information for current students and prospective students of our individual graduate degree and certification programs is also carried on our web site.


(4)Department Activity: We focus on effective advising to improve student learning and timely progress. We have recently revised our undergraduate advising forms and our undergraduate and graduate course of study registration forms.

iii. COTS Objective: Raise the visibility of cultural diversity themes in the curriculum.

(1)Department Activity: We include multicultural perspectives and appropriate research in several classes. We provide adequate sections of courses with diversity themes. Appendix A contains a recent report of our courses with cultural diversity content.

(2) Department Activity: School counseling and school psychology interns are required to complete at least part of their internship in schools with sufficient ethnic and socioeconomic diversity to ensure candidates’ exposure to multicultural issues in their professions.

(3)Department Activity: We encourage faculty to participate in conferences and workshops that will result in integration of global/U.S. diversity themes. Dr. Neal Bowen has been especially active in representing the psychologist’s orientation to multicultural issues.

iv. COTS Objective: Promote interdisciplinary development of courses and programs.

(1)Department Activity: We provide advisors, program committee members, and course support for interdisciplinary undergraduate programs in gerontology, women studies, and primate behavior and ecology programs. We provide release time for the director of the gerontology program.

(2)Department Activity: We encourage faculty participation in teacher preparation programs such as the activities of the Center for Teaching and Learning.

b. COTS Goal: Increase support of faculty development activities.

i. COTS Objective: Increase support for scholarly and creative work through travel and reassigned time.

(1)Department Activity: We support appropriate allocation of reassigned time for scholarly activity.

(2) Department Activity: We support at least one professional leave application per year.

ii. COTS Objective: Continue to make effective use of funds generated through summer school programs to support activities basic to teaching, scholarship, and service missions.

(1) Department Activity: In 2003-2004, summer session funds provided a $750 professional development fund for each psychology faculty member.


iii. COTS Objective: Strengthen the sense of community within the campus and the College.

(1)Department Activity: We encourage student and faculty participation in the Symposium on Undergraduate Research and Creative Expression (SOURCE), in the Natural Science Seminars, in the Faculty and Graduate Students Joint Research Conference, in the university’s end-of-quarter poster sessions, and in departmental lecture/seminar programs. SOURCE is a daylong miniconvention of oral, poster, and artistic presentations by undergraduate students. It originated in the College of the Sciences and research presentations in the natural and social sciences continue to dominate the program. Psychology’s contributions are detailed in a table in Section IV.C of this document.

(2)Department Activity: We sponsor department-wide gatherings each year and encourage faculty/staff participation in the collegial “Friday Fest” gatherings sponsored by Graduate Studies and Research and other CWU units.

(3)Department Activity: We publicly recognize the many accomplishments of our faculty by email, campus bulletin notices, and announcements at appropriate gatherings.

c. COTS Goal: Improve the physical resources available to our faculty and students.

i. COTS Objective: Operating and summer proceeds are channeled toward supporting the maintenance, replacement, and purchase of new equipment for faculty needs.

(1)Department Activity: We request or reallocate funds to meet needs for increased support of goods and services. In the last few years, we have been successful in garnering some support from university emergent remodeling funds for small building improvements and multimedia classrooms.

ii. COTS Objective: Enhance instructional technology in the classroom

(1)Department Activity: We request and have received adequate technical staff support for emerging electronic and computing technologies. We provide two full time technicians to support our teaching and research activities.

(2)Department Activity: The department supports courses that encourage student use of computer technologies, such as our graduate statistics course, learning lab, and research methods lab.

(3)Department Activity: We adopt new learning technologies, such as Blackboard.

(4)Department Activity: We have had moderate success in obtaining installation of multimedia classrooms in the psychology building and for adequate technical support in the other buildings in which we teach classes. In 2002-2003, we coordinated the installation of two multimedia classroom stations in our building combining department funds with funds from three other sources. These improvements benefit all departments that use our building for instruction.


iii. COTS Objective: Continue to identify needs for new and replacement computer hardware and software.

(1)Department Activity: Our summer proceeds allow us to satisfy most faculty requests for upgrades. In 2003-2004, we plan to replace 11 Windows computers and 2 Macintosh computers in faculty and staff offices. Our current office machines will be used to upgrade an undergraduate student laboratory with machines still capable of running Windows XP but lacking important contemporary capabilities. We move ahead on these upgrades in the absence of a campus wide upgrade plan.

d. College Goal: Actively assess the effectiveness of our faculty, students, and instructional programs.

i. COTS Objective: Develop routine programs at departmental and college levels for evaluation of tenure-track and tenured faculty; including further review of college and departmental criteria and procedures for award of tenure, promotion, and merit.

(1)Department Activity: We have annually evaluate tenure-track and tenured faculty and have recently revised our departmental criteria for tenure, promotion, and merit. The department chair and department personnel committee carry out separate evaluations. The College of the Sciences is revising its standards, and we maintain currency with its evolving policy.

ii. COTS Objective: We support active assessment efforts.

(1)Department Activity: We ensure that course and program curriculum change proposals include assessment components.

(2)Department Activity: We attend to end-of-major assessment in curriculum planning. In 2003-2004, our undergraduate curriculum committee developed curriculum revision proposals that responded, in part, to our Major Field Test (MFT) feedback. A detailed description of our MFT results is found in Section II.G.2, below.

(3)Department Activity: We have developed a five-part instrument for assessing instruction via (1) syllabus review, (2) review of assessments of student learning, (3) curriculum coherency review, (4) classroom observations, and (5) small group instructional diagnosis. In June, 2003, we met as a department to carry out reviews of our syllabi, measures of student learning, and curriculum coherency. We plan to make this an annual spring event. A five-part guide has been included as Appendix B to this document.

(4)Department Activity: We refer to many indices of program currency as described in Section II.B, below, for curriculum revision guidance.

(5)Department Activity: We gather student evaluations of every course, unless small class size would compromise anonymity. Our principle instrument is the Student Evaluation of Instruction (SEOI), a copy of which is included in the program


review exhibit file in the department office. At times, course contents and methods are modified, based on these data.

Some courses employ additional assessment methods. For example, school counseling candidates and faculty complete evaluation forms rating the candidates’ performance on course-related state (i.e., WACs) and national (i.e., CACREP) standards for school counselor preparation.

iii. COTS Objective: We work within the university-wide strategic planning processes to move toward a more realistic relationship between plans, priorities, and realities.

(1)Department Activity: We support the program review process and the performance-based budgeting process. Performance-based budgeting categories form the basis our departmental database of faculty accomplishments.

(2)Department Activity: The department works with Institutional Research to improve the accuracy of the institutional database.

iv. COTS Objective: Actively prepare for accreditation and certification reviews, such as NASC, NCATE, and CACREP visits, and NASP program review.

(1)Department Activities: Our faculty members serve on the NASC and NCATE steering committees, as appropriate. We fund departmental changes necessary to meet accreditation standards in cases where disciplinary accreditation is feasible and desirable, e.g. reassigned time to prepare accreditation materials, new course development, and equipment purchases.

v. COTS Objective: Continue to strive for clarity in the roles of program directors within the department.

(1)Department Activity: In recent years, we have established clear expectations and provide contact hour compensation for program directors.

e. COTS Goal: Provide practical service applications of the natural sciences, social sciences, and mathematics to the communities of our state and region.

i. COTS Objective: Nurture relations with local public and private agencies that make use of psychological training.

(1)Department Activity: We have developed professional relations with local elderly care facilities, the Comprehensive Mental Health VIP program, and the Ellensburg School District’s Developmental Preschool. In some cases, the relationship provides a field experience placement for an undergraduate student; in others, opportunities for faculty or student research, observation, or consultation are established.

(2)Department Activity: We continue to identify new graduate internship placements for school and mental health counseling and school psychology students. In doing so, new collaborative relationships have been developed with public and private agencies. Our Organization Development graduate program accepts primarily


students who are currently employed in full time positions. Their work setting provides an internship placement that benefits the student, university, and employer.

ii. COTS Objective: Define our regional niche with respect to student interests and societal expectations of our department.

(1)Department Activity: We encourage more active departmental internship programs through direct links between students, faculty and potential employers.

(2)Department Activity: We involve potential employers in review and design of educational programs; encourage speakers and workshops to connect students with future employment opportunities. Our PEAB relationships are an example of this kind of activity.

iii. COTS Objective: Extend educational opportunities in the sciences to nontraditional and place-bound students in our region.

(1)Department Activity: We have promoted support for a psychology minor in Yakima, in addition to regular delivery of the minor at two western Washington centers.

(2)Department Activity: In the most recent biennial program plan, we requested a tenured faculty program supervisor for the western Washington centers.

(3)Department Activity: We have sought and received regular faculty staffing at the centers through full time appointments.

(4)Department Activity: We continue to investigate feasibility of psychology or gerontology majors at the centers.

f. COTS Goal: Recruit and support high quality faculty and staff within the college.

i. COTS Objective: Promote a culturally diverse academic environment for students and faculty through recruitment, hiring, and inclusion of appropriate course content.

(1)Department Activity: We actively seek women and minority candidates for faculty positions. Our current proportion of women full time faculty members is roughly comparable to local and national norms. Our proportion of minority faculty members is below local and national averages. The following table displays these data. The national data are from a 1999 survey by the National Center for Educational Statistics. The local data are from the CWU Office of Institutional Research and are current. The proportions of women and minority psychologists in contemporary doctoral graduating classes are higher than any of these figures because the makeup of the professoriate is determined by hiring over a thirty or forty year period. In any event, to mirror national diversity standards, we must more actively recruit women and minority faculty members.


Proportions of Women and Minority Full Time Tenure Track FacultyWomen Minority

CWU Psychology Department 36% 4.5%CWU College of the Sciences 31% 12%Central Washington University 32% 14%U. S. Postsecondary Social Sciences Depts 30% 14%U.S. Public Comprehensive Universities 38% 17%

We seek a diverse undergraduate and graduate student population. Over the last five years, the department’s proportion of minority (10.3%) and foreign (4.6%) undergraduate students and the proportion of minority (7.9%) and foreign (1.2%) graduate students have been comparable to the averages for the College of the Sciences. The college’s undergraduate averages for minority and foreign students are 12.1% and 2.2%. The five-year college averages for graduate proportions are 8.9% and 1.8%, respectively.

(2)Department Activity: A course in multicultural counseling is required of our counseling graduate students and multicultural content figures strongly in all the courses listed in category 8 of the table in Section II.B.1.b, below.

ii. COTS Objective: Advocate for a sufficient number of faculty with appropriate qualifications to meet program needs.

(1)Department Activity: We insist on high levels of teaching ability and scholarship in hiring. These areas are included on our candidate screening forms.

(2)Department Activity: We maintain a faculty recruitment program that addresses issues of comparative salary levels, startup costs, affirmative action, and partner employment opportunities.

(3)Department Activity: We insure faculty and staff support for areas with increasing enrollment pressures. Teacher preparation programs and undergraduate courses that prepare for graduate work in mental health counseling are two such areas.

(4)Department Activity: We continue to provide one course release for faculty members in their first quarter of employment.

(5)Department Activity: We encourage faculty members to obtain professional credentialing appropriate to the specialized accreditations (i.e., NASP, CACREP) we seek.

g. COTS Goal: Seek ways to enhance and support the involvement of students within the department.

i. COTS Objective: Encourage student involvement in research, field experiences, cooperative education, and community service.

(1)Department Activity: We promote participation in the Symposium on Undergraduate Research and Creative Expression (SOURCE). We continue to seek ways of making student class projects eligible for public presentation under Human Subjects Review Committee standards.


(2)Department Activity: We support faculty research programs that involve undergraduate researchers by awarding course credit for directed research to student collaborators.

ii. COTS Objective: Develop effective student recruitment techniques that promote careers in the sciences.

(1) Department Activity: We continue to develop print and web publicity for careers, department programs and faculty-student accomplishments.

iii. COTS Objective: Support effective student advising programs, including the development of more complete information for students on department programs and procedures.

(1)Department Activity: We have developed specialized student handbooks for undergraduate and graduate students. Specimen copies of our handbooks are included in the program review exhibit file in the department office.

(2)Department Activity: Department Activity: We search the web and print sources for comparable efforts at other institutions.

iv. COTS Objective: Support the activities and roles of student organizations.

(1) Department Activity: We support the activities of Psi Chi and the Psychology Club with faculty advisors and faculty participation in scholarly and fund-raising activities.

v. COTS Objective: Build links with department alumni.

(1)Department Activity: We continue to maintain contact with graduate alumni through the Yearly Planet newsletter.

(2)Department Activity: We continue involvement with the University Advancement calling center program

(3)Department Activity: We seek ways of involving alumni and emeritus faculty members in the department’s life. This year, for example, we successfully nominated an alumnus to be the college’s Distinguished Alumni Award winner.

D. Departmental Governance System

The chair of the Department of Psychology is the supervisor of its faculty and staff. The dean appoints him or her for a four-year term, following an election by the full time faculty of the department. The department is supported by 4.75 FTE staff personnel, as indicated in the organizational chart. The psychology department has a history of stable leadership. The current chair, Dr. Warren Street, began his service in 2002, but the previous two chairs served for 13 and 12 years.


Personnel recommendations to the dean are made independently by the department chair and a four-person personnel committee of tenured full professors elected by the full-time faculty. These recommendations are guided by departmental and college policies for retention, tenure, and promotion. Other standing committees of the department are the (a) Undergraduate Curriculum Committee, (b) Counseling and School Counseling Psychology Program Committee, (c) School Psychology Program Committee, (d) Experimental Psychology Program Committee, (e) Organization Development Program Committee, (f) Graduate Admissions Committee, and (g) Advisory Committee. The Education Sequence Committee will be reconstituted in 2003- 2004. For our current committee memberships and charges, see Appendix I.

Five academic program directors receive varying amounts of reassigned time for their duties. They are the directors of the M.S. programs in organization development and counseling, and the M. Ed. programs in school psychology and school counseling, and the bachelor’s degree program in gerontology. The current director of the M.S. in counseling program is also the director of the undergraduate gerontology program.

II. Description of Programs

A. General Description

The Department of Psychology is responsible for an undergraduate bachelor’s degree program and several graduate degree programs, as follows:

B.A. in Psychology, (45 or 60 credit major)M.S. in Counseling PsychologyM.S. in Experimental Psychology


M.S. in Organization DevelopmentM.Ed. in School PsychologyM.Ed. in School CounselingCertificate in School PsychologyCertificate in School Counseling

Each of these degree programs is briefly described below.

In addition, the department participates in three interdisciplinary undergraduate major programs:, Primate Studies and Ecology, Women Studies, and Gerontology. A psychology faculty member is the current program director of the gerontology program.

The psychology department significantly contributes to the university’s general education program, teacher preparation program, continuing education program, and summer session. Our courses are included in the major and minor programs of other disciplines. These roles are described after a discussion of the degree programs.

1. Baccalaureate (B.A.) Degree in Psychology

The psychology baccalaureate degree is not a professional degree. To work as a psychologist typically requires a master's or a doctoral degree. Nevertheless, the bachelor's degree in psychology can provide an avenue into employment in one of many areas for which behavioral science skills and knowledge are important, e.g., personnel positions, public relations, administration and management, health services, and teaching. Students are encouraged to supplement the major with courses that are specifically related to their vocational interests.

The undergraduate major in psychology at Central Washington University is designed to prepare qualified students for advanced study in the discipline and to provide a strong foundation in the core areas of the discipline that would support the development of competence in a variety of behavioral science-related professions. Our program affords opportunities for students to tailor elements of the major and supplementary experiences to their career and educational goals. About half of CWU’s graduates are community college transfer students, so the major is designed to be finished in two years of upper division study, including some allowance for scheduling conflicts and elective choices.

Requirements for the baccalaureate degree in psychology are predicated on recommendations of an American Psychological Association task force, implicit expectations of national end-of-major tests, and a survey of graduate school admissions expectations. They are similar to major requirements at other universities. All psychology majors are expected to take a common set of core courses, determined by the following assumptions:

Students should be acquainted with the basic findings and terminology of contemporary psychology as a whole.

Students should develop critical thinking and reasoning skills. These skills are developed in no small part by working with quantitative information in courses in statistics and research methods.

Students should be able to write in the language of the discipline, using elements of style described in the current edition of the Publication Manual of the American Psychological Association.


Students should understand and have practice in implementing psychological research strategies.

Students should know the history of the discipline and its place in the broader intellectual traditions of the sciences, the humanities, and the social sciences.

Beyond the core, students must take at least one course from each of four clusters that span the major subfields of the discipline. Each cluster is comprised of a conceptually distinct group of courses. One cluster includes clinically related courses, one contains experimental psychology courses, a third cluster consists of courses relating to human development, and the fourth cluster has a largely social/industrial/organizational psychology orientation. Students are required to choose at least one course from each of these areas. The goal is to afford students an opportunity to sample the breadth of specializations and approaches to the discipline while allowing some opportunity to choose courses that are consistent with their interests.

The remainder of the student's major consists of relatively unconstrained electives. Students have a 45- or a 60-credit major option. These two major tracks differ only in the number of free elective credits. Students who choose the 45-credit major must complement the psychology major with a second major or a minor in a related field. Students are required to complete at least 180 credits to earn a bachelor’s degree, so the psychology major options constitute a quarter or a third of the student’s undergraduate coursework. General education requirements make up about a third of the 180-credit requirement. This leaves about a third of the psychology student’s coursework to be taken in free electives that complement the student’s personal and career interests.

2. M.S. in Experimental Psychology

The experimental psychology specialization reflects our commitment to provide students with an advanced general background in experimental psychology while allowing them to concentrate in areas of study adequately represented among the faculty. Research partnerships merge on topics of mutual student-faculty interest. About half or our M.S. Experimental students are attracted to CWU by the opportunity to study the chimpanzees of the Chimpanzee and Human Communication Institute, who use American Sign Language to communicate with humans and each other. The other half of our students have other research interests shared by a prospective faculty mentor. Recent collaborations have centered on industrial/organizational psychology, primate behavior, evolutionary psychology, ADHD, environmental psychology, and the behavior of animals other than primates.

Students enroll in a common set of core courses that provide a base of information and competencies in human and animal learning and performance, biological foundations of behavior, research design, and quantitative methods. In addition, following consultation with faculty advisors, students develop individual research plans and select specialized curricular options that are consistent with their professional objectives. Collaborative research is encouraged, beginning with a first-year research project developed in conjunction with the advisor. This project may lead to the student’s master’s thesis in the second year.


3. M.S. in Counseling Psychology

This program provides a specialization in mental health counseling and provides knowledge and skill components regarding the roles, functions, and professional identity of mental health counselors. It prepares mental health counselors for practice in a variety of settings, including independent practice, community agencies, managed behavioral health care organizations, integrated delivery systems, hospitals, employee assistance programs and substance abuse treatment centers. The counseling orientation is eclectic, with emphasis on active counseling skills that lend themselves to short-term counseling. In addition, the program’s scientist/practitioner emphasis is useful to students interested in pursuing doctoral study. A distinguishing feature of the program is that five closely supervised, successive practica are required, as is a full time 15-week internship that integrates learning from several courses.

The program is designed to meet or exceed Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards and to meet the degree requirements for licensure as a Washington State mental health counselor.

4. M.S. in Organization Development (MSOD)

The MSOD program evolved from an interdisciplinary graduate program shared by the psychology, sociology, and business administration departments. It is now administered by the psychology department and maintains an interdisciplinary flavor. Adjunct professors who are successful managers of human resources in business, government, and service settings teach many courses. This program prepares students to facilitate improvements in productivity and quality of work life in a variety of public and private sector organizational settings. It is an applied program that teaches managers how to understand and effectively control organizational transitions. Every course in the program is based on the following assumptions: (a) all organizations are confronted with significant change on a regular basis; (b) similarities in the effects of change between public and private organizations outweigh the differences, and (c) managers can be trained to distinguish between practices that lead to successful and unsuccessful organizational transformation.

Each course and experience in the program emphasizes teaching skills in the following areas: (a) analyzing workplace behavior at the individual, group, and organizational levels; (b) diagnosing needs and problems that lead to proactive interventions (change programs); (c) conducting successful interventions that achieve desired outcomes; and (d) evaluating actual outcomes against the desired outcomes.

The MSOD program is designed for students who currently are full time employees seeking skills that will enhance their careers. Each course spans the academic year in meetings that take place during an entire weekend about every third weekend of the year. The typical capstone thesis or project applies research or organizational change tactics to a problem in the student’s workplace.

5. M. Ed. in School Counseling

The emphasis of this program is to prepare specialists who are able to implement comprehensive, developmental guidance and counseling programs in schools. Graduates are qualified to provide individual and group counseling in schools and to consult with parents


and teachers concerning social, educational, and developmental tasks of children and adolescents. Graduates are typically employed as elementary, junior high, or senior high school counselors.

The program was developed through the efforts of department faculty and members of a state-mandated Professional Education Advisory Board (PEAB), which is responsible to the Office of the Superintendent of Public Instruction. The program features intense practicum experience and a one-quarter full-time internship in a school setting. Coursework and competencies that must be completed for school counselor certification cover the basic knowledge and skills necessary to function effectively in the K-12 school setting. All Washington State standards and guidelines applicable to the training and certification of school counselors are addressed in the program. In addition, standards and guidelines provided by the National Council for the Accreditation of Teacher Education (NCATE) are integrated into the program, as are the standards of the Council of Accreditation of Counseling and Related Education Programs (CACREP), where feasible.

6. M.Ed. in School Psychology

The school psychology program prepares graduate students to receive initial Education Staff Associate (ESA) certification as school psychologists and to assume positions in public school systems and related agencies. The training program is an intensive course of study that, in addition to traditional coursework, includes two counseling practica, two school psychology practica, and a 1200-hour (full year) internship in public schools, all of which integrate learning from several courses. The breadth and depth of coursework involved is considerable. Students take courses designed to build competence in assessment and evaluation; consultation; counseling; working with handicapped, minority, and disadvantaged children; and understanding the historical and philosophical foundations of psychology and education. The program is reviewed by a state-mandated Professional Education Advisory Board (PEAB), a group of department faculty and professional educators, which is responsible to the Office of the Superintendent of Public Instruction. The goal of the program is the preparation of highly trained professionals who will be effective change agents in serving the mental health and educational needs of children and adolescents. The program is fully approved by the National Association of School Psychologists, and all graduates are eligible for national certification.

7. Certification Programs in School Psychology and School Counseling

The department offers state-approved programs leading to Washington State certification in school psychology and school counseling. It is possible for persons having advanced degrees in allied disciplines to obtain certification without becoming a candidate for the M.Ed. degree, but our students typically combine certification with a master’s degree. Many candidates for the M.S. in Counseling Psychology degree also elect to complete the school counseling certification program.

8. General Education Program

Two psychology courses are included in CWU’s general education program. Both enroll hundreds of students per year. PSY 101, General Psychology, is also required of psychology majors and minors, so its role in general education is difficult to determine with precision,


but in 2002-2003 for example, 849 students enrolled in PSY 101. Of those, 834 were students with undecided majors or majors in fields other than psychology.

PSY 205, Psychology of Adjustment, is an introduction to psychology as it is broadly applied to mental health. In addition to its scientific content, the course provides objective information about successful adjustment to independent adult living. The fall quarter sections of PSY 205 are designed with special attention to adjustment problems of beginning university students. The writing exercises in PSY 205 have qualified it as one of the few general education “Writing Intensive” courses in the social and behavioral sciences. In 2002-2003, 350 students, including 333 undecided or non-psychology majors, enrolled in PSY 205.

Some of our PSY 101 and 205 service is to general education and some is to our major and minor. It is difficult to know how many PSY 101 and 205 students eventually become psychology majors. A few of our majors have declared their major when they take PSY 101, but others do so afterward and still others are community college transfer students who have taken General Psychology at a community college. In any event, about 88% of our lower division FTES and about 30% of all psychology undergraduate FTES is accounted for by enrollment in PSY 101 and 205. A detailed table of data for the last five years can be found in Section IV.B, below.

9. Teacher Preparation Program

Central Washington University began as a state normal school. Like many of CWU’s current departments, the department of psychology evolved from beginnings in teacher education. Psychology was the last discipline to become a department independent from teacher education, splitting off in 1966. This heritage and our dedication to the study of human development and the science of instruction are responsible for a substantial presence in the undergraduate teacher education program. At the graduate level, we continue to offer two Master of Education programs for school professionals, one in school counseling and one in school psychology. Our course offerings, professional duties, and faculty hiring priorities reflect a significant commitment to teacher education, and we coordinate our offerings, especially at the centers, with teacher education programs. Six faculty members in psychology are members of the Center for Teaching and Learning, CWU’s interdepartmental unit for the preparation of professional school personnel.

At the undergraduate level, PSY 314, Human Development and the Learner, and PSY 315, Educational Psychology, are taken by every teacher candidate in Ellensburg, at university centers, and in special cohorts. In addition, the courses are offered through the Office of Continuing Education to teacher candidates in our Career Switcher program at the Lynnwood center and our Project Teach program at Green River Community College. These two courses also serve as prerequisites to several courses in Curriculum and Supervision, Early Childhood Education, and Special Education.

In 2002, 596 students enrolled in PSY 314 and 521 enrolled in PSY 315. These totals include 144 in PSY 314 and 154 in PSY 315 who were students at our Wenatchee, Lynnwood, Green River Community College, and SeaTac programs. Over the last five years, a third of all psychology upper division FTES and 21% of all psychology FTES have enrolled in these two courses. A detailed table of data for the last five years can be found in Section IV.B, below.


At the graduate level, our M.Ed. program in school psychology, and M.Ed. program in school counseling train school professionals. Psychology courses are included as electives in the M.Ed. Master Teacher program and the M.Ed. Administration graduate programs.

10. Continuing Education

Occasionally, psychology courses are delivered to special groups on a self-support funding basis. These course presentations are administered by the Office of Continuing Education. Currently, we offer psychology courses to groups of teachers, to advanced high school students through the CWU Cornerstone Program and to teacher candidates through the CWU Career Switcher Program. In 2002-2003, nine such continuing education courses were offered.

The department occasionally extends continuing education academic credit to professionals attending conferences with psychological content, such as the Washington State Association of School Psychologists conference or the Northwestern Association of Behavior Analysis conference.

We strive to maintain high standards of quality in our continuing education offerings. Faculty that teach continuing education courses are reviewed and approved by the department. Three of our four continuing education instructors in 2003-2004 have earned doctoral degrees in school psychology or developmental psychology. Instructors submit teaching evaluations to the department chair, who reviews them quarterly. They base their courses on the syllabi of courses taught by full time faculty members.

11. Summer Session

The psychology department sponsors an active summer session program. We have traditionally offered many courses for teacher preparation students and certified teachers returning for continuing education. In recent years, we have also offered major and minor core courses and a few major elective courses. In 2003, for example, we offered 95 credits of courses, in 23 separate course sections, including courses in Lynnwood and Yakima.

Summer session is funded entirely by tuition revenues. A portion of any excess revenues is returned to the department. Our department funds considerable professional development, travel, equipment, and goods and services from these revenues. In 2002-2003, for example, we were able to purchase five new sets each of the WISC-IV, the WAIS-III, The WPPSI-III, and the Stanford-Binet V, to provide an $800 professional development budget for each faculty member, to purchase several reference works for our clinic library, and to equip two multimedia classrooms with summer session revenues.

12. Service to Other Programs

The university’s Law and Justice (LAJ) Department evolved from an interdisciplinary program in which psychology was a participating department. Our research methods and social psychology courses still contribute to the LAJ major. At Ellensburg, Yakima, Steilacoom, Lynnwood, and SeaTac, we provide courses leading to a psychology minor, which LAJ students often combine with their major.


Psychology courses and faculty dedication play important roles in CWU’s teacher education program. This service function is described in some detail in Section 9, above.

Psychology faculty and courses figure prominently in three interdisciplinary programs: Gerontology, Primate Behavior and Ecology, and Women Studies. The current director of the Gerontology program is Dr. Jeff Penick, of the Psychology Department. Primate Behavior and Ecology majors are required to have a second major in one of three disciplines, including psychology. Dr. Megan Matheson is our PBE double major coordinator. Psychology faculty members participate on the Women Studies program committee.

Psychology courses serve as prerequisites to courses in Ethnic Studies and Food Science and Nutrition and are required or elective courses in the following majors and minors:

Psychology Support for Other Majors and ProgramsMajor or Program Required Psychology Courses Elective Psychology

CoursesGerontology Major PSY 300, Research Methods in Psychology

PSY 452, Adult Development and AgingPSY 454, The Helping Interview

PSY 455, Environmental Psychology

Gerontology Minor PSY 452, Adult Development and AgingPrimate Behavior and Ecology Major

PSY 101, General PsychologyPSY 300, Research Methods in PsychologyPSY 301, LearningPSY 362, Introductory StatisticsPSY 442, Evolutionary PsychologyPSY 495, Directed Research

Women Studies Major PSY 101, General PsychologyPSY 483, Psychology of Women

Family Studies Major PSY 101, General PsychologyPSY 447, Psychology of AdolescencePSY 452, Adult Development and Aging

Law and Justice PSY 300, Research Methods in PsychologyPSY 346, Social Psychology

Food Science and Nutrition Major

PSY 362, Introductory Statistics

General Studies – Social Sciences Major

All Psychology Courses

Safety and Health Management Minor

PSY 456, Industrial and Organizational Psychology

Business Education Major PSY 314, Human Development and the LearnerPSY 315, Educational Psychology

Recreation Management Major

PSY 205 Psychology of Adjustment

Social Services Major PSY 454, The Helping InterviewSocial Science Major PSY 101, General Psychology Electives by advisementPublic Policy Major PSY 362, Introductory Statistics


B. Currency of Curriculum

1. B.A. in Psychology

a. Currency of Content Coverage

We strive for a comprehensive representation of contemporary psychology in our curriculum. One means of assessing our coverage is to compare our course offerings to those of peer institutions. This method has informed our current discussion about the allocation of required and elective courses in the psychology major. For this purpose, we consulted the curricula of universities that share our U. S. News and World Report college report category. Since that time, a more closely matched group of peers has been obtained from the university’s Office of Institutional Research.

Another method is to refer to the topics presented in current texts that survey the field of psychology. The Office of Teaching Resources in Psychology, a service of Division 2 of the American Psychological Association, has assembled a list of 17 topics from a review of 36 university-level comprehensive survey texts. The topics are listed below. All of the topics are introduced in PSY 101, General Psychology. Most of our other courses touch on more than one topic, but the table below shows the undergraduate courses in our curriculum specifically targeted at each topic.

Content Area Focal Courses1. History and Theoretical Perspectives PSY 461, History and Systems2. Research Methods, Statistics PSY 300, Research Methods

PSY 362, Introductory StatisticsPSY 363, Intermediate StatisticsPSY 295, 495, Directed Research

3. Physiological Bases of Behavior PSY 448, Sexual BehaviorPSY 442 Evolutionary PsychologyPSY 476, DrugsPSY 478, Physiological Psychology

4. Sensation and Perception PSY 450, Sensation and Perception5. States of Consciousness PSY 350, Sleep and Dreaming

PSY 476, Drugs6. Emotion, Motivation PSY 301, Learning

PSY 442, Evolutionary PsychologyPSY 448, Sexual Behavior PSY 449, Abnormal PsychologyPSY 478, Physiological Psychology

7. Stress, Health Psychology PSY 205, Psychology of AdjustmentPSY 455, Behavioral Medicine and Health Psychology

8. Learning and Memory PSY 301, LearningPSY 303, Analysis of Everyday BehaviorPSY 315, Educational Psychology PSY 460, Cognitive Psychology

9. Intelligence, Testing PSY 404, Psychology of the Gifted PSY 444, Tests and Measurements

10. Thought and Language PSY 460, Cognitive PsychologyPSY 473, Psychology of Thought and Language


11. Development PSY 313, Developmental PsychologyPSY 314, Human Development and the LearnerPSY 447, Psychology of AdolescencePSY 452, Adult Development and Aging

12. Personality PSY 453, Theories of Personality13. Disorders PSY 438, Chemical Dependency and the Family

PSY 449, Abnormal PsychologyPSY 467, Child Psychopathology

14. Therapy PSY 445, Clinical, Counseling, and Community PsychologyPSY 449, Abnormal PsychologyPSY 454, The Helping Interview

15. Social PSY 346, Social PsychologyPSY 465, Psychology and the LawPSY 484, Violence and AggressionPSY 487, Group Processes and Leadership

16. Applied Psychology PSY 304, Effective ThinkingPSY 315, Educational PsychologyPSY 456, Industrial and Organizational PsychologyPSY 465, Psychology and the Law

17. Other PSY 355, Environmental PsychologyPSY 401, Psychology of SportPSY 404, Psychology of the GiftedPSY 483, Psychology of WomenPSY 498, Forensic PsychologyPSY 498, Psychology of TerrorismPSY 498, Self-Injurious BehaviorPSY 498, Psychology of Religion

The quality of coverage in our courses is assessed by student performance indicators, student evaluations of instruction, our curriculum committees, our end-of-major assessment, and feedback from our graduates. We have an active program of peer review of syllabi, student performance measures, and instructional observation. These are all discussed in appropriate sections elsewhere in this document.

b. Currency of Functional Goals

We strive to equip our students with the skills and perspectives of a contemporary psychologist. A list of desirable goals is provided by the report of the Task Force on Undergraduate Psychology Major Competencies (2003) appointed by the American Psychological Association’s Board of Educational Affairs. The document outlines 10 goals and suggested learning outcomes that represent reasonable departmental expectations for the undergraduate psychology major across educational contexts. The entire report and detailed discussion of each area can be obtained at http://www.apa.org/ed/pcue/taskforcereport2.pdf.

Functional goals cut across many courses in the CWU curriculum. For each goal, we have identified a few courses that most clearly prepare the student, but each goal is represented to some degree in nearly every course in the curriculum. Courses required of all majors are displayed in bold type.


Functional Goal Focal Courses1. Knowledge Base of Psychology: Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

PSY 101, General PsychologyPSY 461, History and Systems of Psychologyand virtually every course in a specific content area.

2. Research Methods in Psychology: Understand and apply basic research methods in psychology, including research design, data analysis, and interpretation.

PSY 300, Research Methods in Psychology, PSY 362, Introductory Statistics, PSY 363, Intermediate Statistics PSY 444, Tests and Measurementsand many courses in specific areas.

3. Critical Thinking Skills in Psychology: Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solve problems related to behavior and mental processes.

PSY 300, Research Methods in Psychology, PSY 301, LearningPSY 444, Tests and MeasurementsPSY 460, Cognitive Psychologyand virtually every course in a specific content area.

4. Application of Psychology: Understand and apply psychological principles to personal, social, and organizational issues.

PSY 205, Psychology of AdjustmentPSY 235, Relationships and Personal DevelopmentPSY 303, Analysis of Everyday Behavior,PSY 304, Effective ThinkingPSY 346, Social PsychologyPSY 355, Environmental PsychologyPSY 315, Educational PsychologyPSY 438, Chemical Dependency and the FamilyPSY 454, The Helping InterviewPSY 455, Behavioral Medicine and Health PsychologyPSY 456, Industrial & Organizational PsychologyPSY 465, Psychology and the LawPSY 483, Psychology of WomenPSY 487, Group Processes and Leadershipand many other courses in specific areas.

5. Values in Psychology: Value empirical evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a science.

PSY 300, Research Methods in Psychology,PSY 346, Social PsychologyPSY 454, The Helping InterviewPSY 355, Environmental Psychologyand many other courses in specific areas.

6. Information and Technological Literacy: Demonstrate information competence and the ability to use computers and other technology for many purposes.

PSY 300, Research Methods in Psychology,PSY 301, Learningand many other courses that use Blackboard, PsycINFO, or web-based supplements.

7. Communication Skills: Communicate effectively in a variety of formats.

PSY 300, Research Methods in Psychology,PSY 301, LearningPSY 461, History and Systems of Psychologyand many other courses that require written reports, poster presentations, oral presentations, or group discussions.


8. Sociocultural and International Awareness: Recognize, understand, and respect the complexity of sociocultural and international diversity.

PSY 205, Psychology of AdjustmentPSY 346, Social PsychologyPSY 484, Violence and AggressionPSY 498, Psychology of TerrorismPSY 483, Psychology of WomenPSY 313, Developmental PsychologyPSY 314, Human Development and the LearnerPSY 315, Educational PsychologyPSY 346, Social PsychologyPSY 444, Tests and MeasurementPSY 445, Clinical Counseling, and Community PsychologyPSY 449, Abnormal PsychologyPSY 473, Thought and Languageand many other courses in specific areas

9. Personal Development: Develop insight into their own and others’ behavior and mental processes and apply effective strategies for self-management and self-improvement.

PSY 205, Psychology of AdjustmentPSY 235, Relationships and Personal DevelopmentPSY 303, Analysis of Everyday Behavior,PSY 304, Effective Thinking PSY 313, Developmental PsychologyPSY 314, Human Development and the LearnerPSY 315, Educational PsychologyPSY 346, Social PsychologyPSY 449, Abnormal PsychologyPSY 455, Behavioral Medicine and Health PsychologyPSY 460, Cognitive Psychology

10. Career Planning and Development: Pursue realistic ideas about how to implement their psychological knowledge, skills, and values in occupational pursuits in a variety of settings.

PSY 101, General PsychologyPSY 300, Research Methods in PsychologyPSY 445, Clinical Counseling, and Community Psychology

Our curriculum could be strengthened in the areas of career planning and professions in psychology. This material is often presented in a gateway course for majors or sometimes in a capstone course for majors. The psychology department does not now have a formal course or activity at either end of the major. Our undergraduate curriculum committee will be asked to study this shortcoming and recommend solutions.

2. M.S. in Counseling Psychology

Our primary standards for currency of the mental health counseling program are Washington state requirements for counseling licensure, the accrediting standards of CACREP, and faculty contact with recent scholarship and standards of best practice. Appendix J is a working document that shows the current and proposed correspondences between counseling courses and CACREP standards. The department supports travel and registration for continuing education classes for counseling faculty. The department’s two most recently appointed faculty members are counseling faculty members. One came directly from a doctoral program at the University of Texas, Austin and the other from a postdoctoral appointment at Oregon Health Sciences University.


Currency is bolstered by strong faculty contact with the practitioner community through our internship placements and by the need to prepare students for state certification. Our counseling faculty members are state licensed counselors or are applying for licensure. In addition, curriculum changes are made to reflect trends and changes in the profession such as introduction or revision of Health Insurance Portability and Accountability Act (HIPAA) laws, diagnostic manuals, American Counseling Association (ACA) and American Psychological Association (APA) ethical standards, CACREP standards, and Washington State laws.

3. M.S. in Experimental Psychology

Our Master of Science in Experimental Psychology combines advanced instruction in fundamental content and experimental methods with an opportunity to form a research partnership with a faculty member on a topic of mutual interest. Our curriculum permits us the flexibility needed to adapt to recent developments in the discipline and to select only those specialties for which we have current faculty interest and expertise. We encourage students to take appropriate classes in complementary disciplines and to include faculty in companion departments to serve on thesis committees. Biology and Anthropology courses and faculty members most frequently serve in these capacities.

The currency of our programs is reflected in peer reviews of our publications, presentations, and consulting relationships, by peer contact at professional meetings, and by required reviews of our research facilities and experimental procedures. We have no affiliations with accrediting associations or other external sources of program standards in experimental psychology.

The care standards of the Chimpanzee and Human Communication Institute exceed the requirements of the American Association of Laboratory Animal Science and the United States Department of Agriculture. The care standards of our other animal laboratories also conform to the requirements of the USDA and the National Research Council's Institute of Laboratory Animal Resources. A small colony of pigeons and a small colony of rats are the only non-primates housed under psychology department care. The university’s Institutional Animal Care and Use Committee monitors compliance with governmental animal care standards.

4. M.S. in Organization Development

Organizational development practitioners rate the OD programs at Pepperdine University and at Case Western University as the best U.S. master’s degree programs. The CWU MSOD Program periodically benchmarks its curriculum against these two OD programs.The three MSOD courses that have been developed (or are being developed) in the last decade (Organizational Planning and Strategy Simulation, Interpersonal Simulations, and Applied Group Process) were partially based on benchmarking comparisons with the two programs.

The Pepperdine MSOD program has two courses related to practicing organizational development in the global arena, International Organization Development, and Strategy and Organizational Design. Elements from each of these courses were used to create a CWU course entitled Organizational Planning and Strategy Simulation, which involves competing


student teams in the planning and strategic decision making process in a simulated dynamic global environment.

The Case Western MSOD program has a course entitled Developing Executive Leadership Skills, which focuses on the development of students’ interpersonal and group process skills. Elements of this course were used to develop two CWU courses, Applied Group Process, and Interpersonal Simulations. Applied Group Process focuses on dyad and trio (small group) workplace interpersonal skill practice and application. Interpersonal Simulations focuses on large group (4 to 20 members) facilitation and meeting management skills.

In addition, the CWU MSOD Program uses ongoing feedback from current students, program graduates, current and former adjunct faculty members, and employers to make minor course adjustments, and to provide ideas for major course additions or deletions, and other program changes. For example, consistent current student and graduate feedback over a number of years led to the addition of the project option to the traditional thesis option as an end-of program assessment product.

5. M.Ed. in School Counseling

Student learning objectives identified for each course in the school counseling curriculum are identified from three sources: (a) school counselor knowledge and skills identified in the Washington Administrative Code (WAC 180-78A-270(4)); (b) counselor knowledge and skills identified in the CACREP national accreditation standards; and (c) additional counselor knowledge or skill areas identified as important by department faculty. Program courses are regularly evaluated for currency using multiple methods which include, but are not limited to: (a) formal review by the CWU School Counselor Professional Education Advisory Board (PEAB); (b) regular review and discussion during counseling program committee meetings; and (c) candidate evaluation forms designed specifically for each counseling program course. The school counseling program curriculum is also formally reviewed by the State Board of Education whenever the Washington Administrative Code (WAC) program approval standards (e.g., knowledge and skills) are revised. Appendix K is a shows the correspondence between school counseling courses and WAC standards.The most recent review and approval process occurred in 1998. Because state standards for Educational Staff Associates (e.g., school counselors, school psychologists) are currently being revised, we anticipate undergoing the state review and approval process within the next year or two.

6. M.Ed. in School Psychology

Currency of the curriculum in the school psychology training program is assured through compliance with the standards of national and regional certification bodies. The program is directly responsible to the Office of Superintendent of Public Instruction (OSPI) for training candidates that meet its certification standards. The program also is fully approved by the National Association of School Psychologists (NASP). NASP has currently revised its standards for the training of school psychologists, and our program is in the process of revising and adapting our standards to meet these most current training standards. In response to recent NASP feedback, we have combined our M.Ed. degree program and our state certification program. In the 1980s, we separated these two programs because our 90-credit master’s graduates were disadvantaged on school district salary scales. Most school districts now credit master’s degree holders with their credits above 45 credits, so we have recombined our degree and certification programs.


The school psychology training program also receives direction and information pertaining to curriculum from the state-mandated Professional Education Advisory Board (PEAB) associated with our program. The PEAB is composed of our program director, five practicing school psychologists, a student, and other individuals from the field of education. The role of the PEAB is to provide program evaluation and review, which is then utilized in program change and modification. In the past, the PEAB has made numerous recommendations to the program that have dealt with curriculum. These recommendations have been incorporated into our program.

Finally, the school psychology training program periodically performs follow-up evaluations of its graduates. At the same time, information is collected from supervisors of these graduates, thus providing both process and product evaluation. Review of the graduate follow-up information has led to curriculum changes to maintain currency.

As part of our efforts to evaluate the currency of the curriculum and prepare for future standards, the Office of the Superintendent of Public Instruction (OSPI) has funded a grant to enable our program to host a meeting of all the school psychology training programs in the state of Washington. On the agenda for this meeting will be curriculum issues which all of the programs are dealing with in order to meet new NASP and OSPI training standards. By involving all of the state’s training programs in discussion, we will enhance the potential for broad understanding of NASP’s curriculum recommendations and sharing methods of implementing the standards.

7. Certificate in School Psychology and Certificate in School Counseling

The currency of our Washington State Educational Staff Associate (ESA) certification programs in school psychology and school counseling is assured in many of the same ways as our master’s degree programs in those two areas. The Washington State Superintendent of Public Instruction provides standards for certification and reviews our curricula. The director of our graduate program in school psychology is a member of the state’s committee to modify all ESA standards. ESA candidates are individually examined by our PEAB in the appropriate area.

8. Standards of Ethical Conduct

The faculty of the department are guided by ethical codes governing the conduct of research and the provision of services that have been adopted by the state and federal government, especially the National Institutes of Health, the United States Department of Agriculture and the National Research Council's Institute of Laboratory Animal Resources, and by the following professional organizations: the American Psychological Association, the Association for Specialists in Group Work, the American Educational Research Association, the American Counseling Association, the Organization Development Institute, the National Association of School Psychologists, the American Association of Laboratory Animal Science, and the Washington State Association of School Psychologists.


C. Curriculum Review Process

Curriculum planning is accomplished by a the faculty of the department acting as a committee of the whole, by several standing committees charged with program planning and oversight, through involvement with the Center for Teaching and Learning, and through program review by Professional Education Advisory Boards (PEABs) in School Psychology, School Counseling, and Teacher Preparation.

All curriculum proposals originate with the faculty and are first processed by one of the following standing program-specific faculty committees: undergraduate program, experimental psychology, counseling, school psychology, and organization development. Committee recommendations are presented to the full-time faculty of the department. Proposals that are approved are forwarded to the department chair, who then forwards relevant materials to the dean and, ultimately to the Faculty Senate for approval. Curriculum proposals that affect school personnel are routed to the Center for Teaching and Learning. The psychology department is actively represented on the curriculum committees of the CTL.

Faculty from the psychology department have participated in national and regional conferences focusing on curriculum planning and assessment, such as the AAHE conferences on assessment, OSPI meetings on ESA training standards, and the Statewide Higher Education Assessment Conference. Faculty members also have attended NSF Chautauqua short courses, as well as numerous other workshops and conferences to maintain currency in teaching content and methods.

In 2003, we experimented with a new undergraduate curriculum review process. The entire department met on the spring faculty development day. We broke into five groups, each focusing on a segment of our curriculum, for example, educational psychology or research methods and statistics. We reviewed our syllabi in each area, discussed our student learning assessment methods, and discussed relationships between courses and their place in the department’s overall curriculum. Resulting suggestions for curriculum change will be brought forward in 2003-2004.

In the last five years, our review process, combined with evolving faculty interest and expertise, has resulted in curriculum revisions in some of our programs.

We have removed four specialization track programs from our undergraduate major in psychology. We originally conceived of these tracks as pre-professional lines of study and aids to advisement. They were unnecessarily prescriptive and had no standing among employers, so we reverted to a major with a small required core of courses and four clusters of similar courses. Students are required to take one course from each cluster. We are currently reviewing the makeup of the core and clusters.

New courses have been added in evolutionary psychology, and cognitive psychology. We have dropped courses in experimental social and personality psychology, computer methods in the social sciences, instrumentation of psychology, exceptional children, emotional growth of children, and group dynamics and the individual.

The M.S. in Counseling Psychology program has been the object of study and proposed revision for the last five years. The main impetus behind these efforts has been to secure CACREP accreditation for the program. Our current proposals include inaugurating a new class around the identity and role of a professional counselor, reducing counseling


practicum classes from five to four with a commensurate increase in internship hours, establishing student representation on the program committee, and integrating assessment components in each of three counseling techniques classes.

We have begun to instruct students in computer-administered assessment instruments, such as the MMPI. We maintain high standards of client confidentiality and have attended to conformity to the requirements of the Health Insurance Portability and Accountability Act (HIPAA). In 2002-2003 we began to require a background check, fingerprinting, and purchase of liability insurance of all of our students. We employ practicing professionals as practicum supervisors when enrollments justify added faculty members.

The M.S. in Experimental Psychology program has dropped an admission requirement of a course in tests and measurements, deleted a course in human factors psychology, added a course in research in natural environments, integrated a physiological psychology lab into the lecture-discussion portion of the course, and added an trial offering in applied physiological psychology that will be proposed as a permanent course in the future. This course is also taken by M.S. in Counseling Psychology and M. Ed in School Psychology students.

There were no major revisions to the school counseling program in the last five years; the last major curriculum revision occurred prior to obtaining Washington State Board of Education program approval under the 1997 WAC standards.

Based upon feedback received from the School Counselor PEAB, school counseling internship field supervisors, and program graduates, a number of curriculum revisions are being recommended by the counseling programs committee for departmental review and approval in 2003-2004. Once approved by the department, these proposed curriculum revisions will be forwarded to other institutional participants in the curriculum approval process. A copy of the proposed curriculum changes is included as Appendix C to this document.

Currently, a statewide task force is in the process of reviewing and recommending changes in the Washington State standards for the preparation of school counselors. When these rule changes become effective, we anticipate minor revisions in the program curriculum. One member of the School Counselor PEAB serves on the statewide task force and has forwarded drafts of proposed changes to PEAB members and the university representative to assist in program planning during 2003-2004.

The most recent change to the school psychology master’s program has been to re-combine the master’s degree curriculum and the state certification curriculum into a single program. This removes a point of confusion about the program and increases conformity to NASP guidelines. The history of this issue is briefly described in Section II.B.6, above. Other recent changes include modification of internship and practica classes to reflect changes in NASP standards, a more vigorous program of maintaining contact with our graduates, and restructuring the introductory course to separate school psychology content from school counseling content and strengthen coverage of vocational counseling and transition issues.


The M. S. in Organization Development program has maintained relative stability over the past five years. In that time, however, the department has approved the option of a professional project in the student’s organizational setting as an alternative to the traditional research thesis as a terminal performance product. Three new MSOD courses have been developed (Organizational Planning and Strategy Simulation, Interpersonal Simulations, and Applied Group Process), partially based on comparisons with programs at benchmark institutions. The most noteworthy other change has been to withdraw the program from our western Washington site and to present the program only at the Ellensburg campus.

D. Effectiveness of Instruction

1. Effectiveness of the department’s instructional methods.

a. Collaborative research between student and faculty

Research partnerships with students are encouraged in the psychology department. Faculty members routinely require undergraduate students to develop and execute a research project in PSY 300, Research Methods in Psychology, and in PSY 301, Learning. Our more motivated students pursue research collaborations in faculty-led research teams and individual projects.

Many faculty members assemble research teams of students to work on topics of mutual interest. For example, Dr. Neal Bowen currently has a research team working on a study of campus multicultural climate. Students receive credit for PSY 295, 495, or 595, Directed Research, for their work on these projects. Some of this research turns into presentations made at the Symposium for Undergraduate Research and Creative Expression (SOURCE), a day-long symposium of oral and poster presentations of undergraduate research.

A research thesis is required of all master’s students, except for M.S. Organization Development students, who may plan and execute a professional project in their organizational settings. These projects have many of the qualities of experimental thesis research. Many master’s thesis students also serve as research assistants on faculty projects. Over the last five years, an average of 33 theses per year has been produced. The intensive collaboration between master’s students and faculty at the Chimpanzee and Human Communication Institute is particularly noteworthy in this regard. Two years ago, the CWU Conference on Graduate Student and Faculty Scholarship was inaugurated to provide a forum for public presentations of graduate research. Psychology student-faculty collaborations have been amply represented.

Detailed lists of selected student-faculty research presentations may be found in Section IV.C, below.

b. Inquiry-based, open ended learning

Learning by inquiry, observation, and discovery is at the heart of all sciences. About three-quarters of our faculty report the overt use of inquiry-based methods in their classes. Our classes in research methods in psychology, analysis of everyday behavior, learning, and directed research are prime examples at the undergraduate level. Thesis


research projects and many classes in the experimental psychology program employ these methods at the graduate level.

c. Use of field experiences

About half of our faculty members report using field experience methods in instruction. Good undergraduate examples are field studies in sleeplessness in the elderly in PSY 303, visiting elderly clients in nursing homes, field observations at schools in developmental psychology, and internships at the Woodland Park Zoo, social service provider settings, law enforcement agencies, and schools. We hope to enhance our observational opportunities with the recent relocation of the Ellensburg School District’s developmental preschool in our building.

Extensive field experiences are found throughout our graduate curricula in school psychology, counseling psychology, and school counseling, from the first quarter’s practicum and PSY 501 course to the internships that conclude the programs. Students in the organization development program are employed in organizations that provide daily laboratory experiences. About half of our graduate students in experimental psychology learn through observation at the Chimpanzee and Human Communication Institute.

d. Classic lectures

The classic lecture format, where a prepared presentation is delivered without interruption, is not used by any psychology faculty member.

e. Lecture and inquiry based guided discussions

The lecture-discussion format remains the most commonly used teaching method in the psychology department. Every faculty member reports using the lecture-discussion format at some times. Typically, the instructor prepares a lecture that is interspersed with instructor questions, student discussion, small group discussion and problem-solving, hands-on practice, video clip discussions, and many other techniques to heighten the effectiveness of the instructor’s presentation.

Lectures are often accompanied by judicious use of electronically presented outlines, images, video segments, and internet content. About a quarter of our instructors use email groups and Blackboard to continue a discussion outside the classroom.

f. Service learning or civic engagement

About a quarter of our faculty members engage students in service learning activities. Most of these activities also could be described as field experience courses in Section c, above, and some examples are described there. Beyond the activities that carry course credit, many faculty and students are involved with volunteer activities with social service providers, schools, youth groups, a battered women’s service, crisis line service, and other community service settings.


2. Information technologies faculty regularly and actively utilize in the classroom.The faculty’s use of technology-assisted access to information has been described in Section V.B, above. In this section, the use of instructional technology will be described.

About ten years ago, multimedia presentation equipment began to be installed in newly constructed and remodeled classroom buildings. The psychology building is neither new nor remodeled and our acquisition of instructional technology has proceeded more slowly. We currently have four multimedia classrooms and three carts with computers and projectors that serve our needs. In a recent departmental discussion, there was widespread endorsement of the expanded use of presentation technology in the classroom.

Many instructors use Powerpoint slides or HTML pages to present lecture outlines, illustrative images, tables, and other visual aids. Motion pictures have given way to mpegs, DVDs, and videotapes projected on a digital projector. Professors post their notes, syllabi, assignments on the web for equally convenient access in the classroom or the student’s room. About a quarter of our faculty use Blackboard, primarily to mediate discussion groups. Faculty members typically do not administer tests electronically, and the campus has not adopted electronic administration of student course evaluation.

A few courses use an instructional laboratory with computers dedicated to a few software packages for instructional simulations and statistical packages.

E. Quantitative Measures

The following tables report student enrollments in courses with prefixes administered by the psychology department. FTES data are full-time equivalent students per year, divided by three to yield a quarterly average. Thus, the annual total is three times the tabled FTES figure.

In 2002-2003, psychology courses accounted for 15.9% of all College of the Sciences FTES and 5.5% of all CWU FTES.

Broken down by class level, students in psychology courses make up 8.8% of the college’s lower division FTES and 3.6% of the university’s lower division FTES, and 22.4% of the college’s upper division FTES, and 6.4% of the university’s upper division FTES. Fully 61% of the college’s graduate FTES and 22.5% of the university’s graduate FTES are generated by psychology students.

1. FTES

Annual Quarterly Average FTES by College, Department, Prefix, LevelAcademic Years 1997-1998 through 2002-2003

Prefix Level 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03GERONTOLOGY Lower Division 0.6

Upper DivisionGraduate

Overall Average 0.0 0.0 0.0 0.0 0.0 0.6Total Credits Attempted

26


Level 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03ORGANIZATION Lower DivisionDEVELOPMENT Upper Division

Graduate 28.1 36.4 32.2 36.8 28.2 18.8Overall Average 28.1 36.4 32.2 36.8 28.2 18.8

Total Credits Attempted

843

1,091

967

1,104

846

565

PSYCHOLOGY 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03Lower Division 130.4 126.3 141.9 132.7 130.5 137.5Upper Division 253.2 249.0 246.2 227.6 215.1 250.3



19,338

18,991

19,692

18,077

17,288

19,191

Psychology Department 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03Lower Division 130.4 126.3 141.9 132.7 130.5 137.5Upper Division 253.2 249.0 246.2 227.6 215.1 250.8



20,181

20,082

20,659

19,181

18,134

19,782

College of The Sciences 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03Lower Division 1273.4 1308.5 1355.0 1340.8 1422.6 1555Upper Division 1062.1 1028.9 1019.5 1011.7 1049.2 1122

Graduate 133.2 153.5 159.0 146.5 119.8 126Overall Average 2468.6 2491.0 2533.5 2499.0 2591.5 2803.4


109,091

109,791

111,621

110,259

114,820

124,256

Central Washington University 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03Lower Division 3252.1 3239.6 3352.6 3392.4 3645.1 3858.6Upper Division 3871.6 3866.3 3729.3 3571.4 3689.5 3906.2



330,924

330,542

329,673

323,091

340,165

359,648

2. Number of graduates from each department-based degree program

The following table reports the number of graduates of each program administered by the psychology department. There are two bachelor’s degree programs: a 45-credit program that requires students to complete a minor or another major, and a 60-credit program. The table below


also has a third row of bachelor’s degree graduates whose choice of 45- or 60- credit program could not be determined. Changes to our major registration form have eliminated the source of this ambiguity.

Department of PsychologyDegrees Conferred, Academic Years 1997-1998 through 2001-2002

Degree Level Majors 1997-1998

1998-1999

1999-2000

2000-2001

2001-2002

Total

Bachelor's Psychology 21 17 13 3 1 55Psychology (45-59 Credits) 20 19 22 26 33 120

Psychology (60+ Credits) 25 32 24 38 35 154Total Psychology Bachelor's

Degrees66 68 59 67 69 329

Total COTS Bachelor's Degrees 525 515 537 496 560 2,633Psychology as Percent of COTS Bachelor's

Degrees12.6% 13.2% 11.0% 13.5% 12.3% 12.5%

Total CWU Bachelor's Degrees 2,050 1,982 2,077 1,866 1,962 9,937Psychology as Percent of CWU Bachelor's

Degrees3.2% 3.4% 2.8% 3.6% 3.5% 3.3%

Degree Level Majors 1997-1998

1998-1999

1999-2000

2000-2001

2001-2002

Total

Master's Counseling Psychology 9 5 11 9 9 43Experimental Psychology 6 8 4 5 3 26

Organizational Development

9 18 15 13 13 68

School Counseling 2 1 3School Psychology 8 7 3 4 2 24

Total Psychology Master's Degrees

32 38 35 31 28 164

Total COTS Master's Degrees 47 54 56 51 63 271Psychology as Percent of COTS Master's

Degrees68.1% 70.4% 62.5% 60.8% 44.4% 60.5%

Total CWU Master's Degrees 147 178 219 162 226 932Psychology as Percent of CWU Master's

Degrees21.8% 21.3% 16.0% 19.1% 12.4% 17.6%

Fluctuations in the FTES in the M.S. in Organization Development program are linked to creating, then discontinuing, a cohort of MSOD students in the Puget Sound area, in addition to the cohort at the Ellensburg campus. The proportion of undergraduates majoring in psychology has remained relatively constant over the last five years, as have the numbers of graduate degrees in psychology. Our proportion of the college’s and university’s graduate degrees, however, has declined slightly, due to the emergence of new graduate programs in other COTS departments and the university.


A full accounting of our graduate program’s productivity must include the Washington State Education Staff Associate certificates granted to our students. Some students enter our graduate programs with master’s degrees and seek the additional training and examination that qualifies them for state certification. Others earn a graduate degree and, perhaps, an ESA certificate, in one of our programs and complete the additional work for a certificate in another specialty. Our department administers two certificate programs, school psychology and school counseling. The following table reports the numbers of ESA certificates granted in each of these programs for the past five years.

ESA Certificates Granted, 2000-2004Certificate 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 TotalSchool Counseling 6 5 1 5 0 17School Psychology 5 6 2 3 12 28

F. Efficiency Measures

1. Student-Faculty Ratio (FTES/FTEF)

These data exclude courses in which only one student is enrolled, such as arranged classes, directed research, individual study, and thesis research.

Annual Average Ratio FTES/FTEF by Department and CollegeAcademic Years 1997-1998 through 2001-2002

1997-1998 1998-1999 1999-2000 2000-2001 2001-2002Psychology FTES 480.9 481.7 494.6 459.2 431.7

FTEF 25.3 24.5 24.0 24.1 23.6Ratio 19.0 19.7 20.6 19.1 18.3


FTES 2468.6 2491.0 2533.5 2499.0 2591.5

FTEF 137.0 137.9 130.6 135.3 130.6Ratio 18.0 18.1 19.4 18.5 19.8

University Total FTES 7468.9 7465.1 7448.2 7287.8 7671.5FTEF 407.1 415.2 404.8 410.3 376.1Ratio 18.3 18.0 18.4 17.8 20.4

This table also reveals that, in the most recent year for which we have data, 18.1% of the college’s FTE faculty and 6.3% of the university’s FTE faculty teach psychology courses, and 16.7% of the college’s FTE students and 5.6% of the university’s FTE students are enrolled in psychology classes.

2. Average class size

These data exclude undergraduate courses in which only one student is enrolled, such as arranged classes, and directed research. Some classes serve multiple undergraduate functions, such as the psychology major and minor, general education, and service to other majors. The most common of these overlaps are with PSY 101, General Psychology (general education, major, and minor) and PSY 300, Research Methods in Psychology (major, minor, service to


Law and Justice, Social Services). The impact of PSY 314, Human Development and the Learner, and PSY 315, Educational Psychology, (service to teacher education) on our enrollments is discussed elsewhere in this document.

Central Washington UniversityAverage Undergraduate Class Size by College, Department, Level

Academic Years 1997-1998 through 2002-2003

1997-98

1998-99 1999-00 2000-01 2001-02 2002-03

Psychology Department Lower Division 60.0 61.7 60.4 53.8 56.9 53.5Upper Division 27.0 28.3 26.8 25.6 28.7 28.3

Overall Average 32.7 33.9 32.8 31.0 34.6 33.2

College of The Sciences 1997-98

1998-99 1999-00 2000-01 2001-02 2002-03

Lower Division 36.2 38.0 40.6 40.1 44.5 43.7Upper Division 19.6 19.9 20.3 19.0 22.1 22.4

Overall Average 26.0 26.9 28.1 26.8 30.6 30.6

Central Washington 1997-98

1998-99 1999-00 2000-01 2001-02 2002-03

University Lower Division 27.1 26.4 26.5 26.3 29.0 28.9Upper Division 16.1 15.6 15.0 14.4 15.4 16.0

Overall Average 24.0 24.0 24.0 23.7 26.5 27.0

An apparent anomaly in the above two data tables is that our FTES/FTEF ratio is a bit lower than college and university averages, but our average undergraduate class size is the highest in the college and among the highest in the university. Our department’s heavy investment in a large number of graduate programs with small classes produces this divergence in the data. Graduate students are included in the first set of data and largely excluded from the second. A few graduate students enroll every year in undergraduate courses that are prerequisites to full admission to graduate study. Intermediate Statistics and History and Systems of Psychology are the most common of these courses.

G. Assessment of Students and Programs1. Assessment of students entering the program.

We currently have no prerequisites to admission to the major other than a required meeting with a major advisor. An earlier experiment with a grade point average and writing proficiency exam requirement proved unworkable. Our undergraduate curriculum committee is studying a requirement of completion of the university’s basic composition and math courses.

During the student’s initial interview with his or her advisor, we discuss the student’s interests in psychology and career goals, courses appropriate to those interests, any courses


that might be eligible for transfer credit, prerequisite courses needed, choice of 45-credit or 60-credit major, and appropriate elective courses. Students are encouraged to participate in the psychology club or Psi Chi and to consider involvement on a faculty sponsored research team. A packet of advisory materials, developed for this initial interview, is in the program review exhibit file in the department office.

Our registration software has allowed students open access to courses in the undergraduate major, so we have not been able to limit beginning students to certain courses. Many students take courses in sequences we would not advise because of the students’ instructor preferences, time of day, work schedules, and other personal preferences. New registration software will make it possible enforce prerequisite and major admission requirements (see Section I.B.1.a.i), to enforce stricter course sequencing and to make beginning, mid-, and end-of-major course content and assessment more realistic. We view PSY 300, Research Methods in Psychology, as our gateway course and it reasonably would be the site of entering assessment procedures.

Graduate students are assessed during the admission process. We assess the student’s prior coursework, undergraduate grades, achievement test scores, personal statements of educational goals, letters of reference, and, occasionally, interviews. We have established limits on the number of students who can be admitted to several of our programs each year. The maximum aggregate number of new students in the counseling and school psychology programs is 30 (18 in counseling, 12 in school psychology). About three times that number apply for admission The MSOD program is limited to 12 students per year, about the same as the number of applicants.

2. Assessment of students leaving the program.

We use the Educational Testing Services Major Field test in Psychology (MFT) as one means to assess the baccalaureate program in psychology. Our students do moderately well, scoring in the neighborhood of the mean on most fields. Our strongest area has traditionally been measurement and research methodology. We require research-oriented courses in our major core and emphasize how psychological knowledge is generated by research in virtually all of our classes. It is gratifying to note that the two highest average scores occur in learning and research methods, the areas in which we require all majors to take courses. Our traditionally weakest area has been sensation and physiological psychology. We have no course exclusively devoted to sensation and our physiological course is in an elective group. Biological psychology is on the ascent in our discipline and we need to reexamine our coverage of physiological psychology.


Major Field Test Results 2000-2001 2001-2002 2002-2003 Nov 03 All

N 69 59 55 7 190

Percentile RankWeighted

MeansTotal Scale 45.7 52.9 58.3 68 52.4

Learning, Cognition 54.2 63.9 66.5 86 61.9Percept, Sens, Physio, Compar, Ethol 30.1 39.5 54.3 26 39.8Clinical, Abnormal, Personality 44.1 36.5 52.5 57 44.6Developmental, Social 41.0 38.6 49.5 61 43.4

Memory, Thinking 23.6 42.5 54.5 47 39.3Sensory, Physiology 19.3 33.8 46.0 21 31.6Developmental 40.8 43.5 48.1 79 45.1Clinical, Abnormal 43.8 43.6 68.6 63 51.6Social 41.0 34.0 57.9 55 44.2Measurement, Methodology 83.3 90.3 78.0 92 84.3

Percent Correct Memory, Thinking 45.6 50.1 52.3 50 49.1Sensory, Physiology 29.8 33.5 35.5 31 32.6Developmental 41.8 42.4 41.8 48 42.2Clinical, Abnormal 45.6 45.0 48.8 48 46.4Social 56.0 54.3 58.5 59 56.3Measurement, Methodology 56.7 59.7 55.5 61 57.4

In spring, 2003, we executed a small study of the relation between MFT scores and major grade point averages of the 42 students who took the MFT that quarter. The correlation between major GPA and overall MFT score was .63 (p < .001, df = 40). The correlations between major GPA and the Learning and Cognition (r = .61, p < .001, df = 40), Perception, Sensation, etc. (r = .44, p < .002, df = 40), Clinical, Abnormal, Personality (r = .44, p < .002, df = 40), and Developmental, Social (r = .57, p < .001, df = 40) subscales were similarly significantly positive. We interpret this as strong and reassuring confirmation of the relation between our class grades and an independent assessment of student achievement in psychology. The scatterplot shows the relation between MFT score and major GPA.


At the graduate level, students receiving master’s degrees and/or professional certification in counseling, school counseling, and school psychology consistently have either found immediate employment in the fields for which they have trained or have been accepted to doctoral programs in those fields. Students seeking certification are required to take state-approved examinations; in at least the past ten years, all candidates for certification have passed this examination. Feedback from internship supervisors and employers consistently has been excellent. Unscientific samplings of alumni also have revealed favorable attitudes toward our programs.

The school counseling and school psychology training handbooks include program completion checklists identifying specific tasks (e.g., fingerprinting) and program courses that must be completed by the candidate prior to forwarding a recommendation for state certification. The appropriate program director verifies that all required tasks are completed and signs the form before it is forwarded to the CWU certification office.

The master’s degree program in organization development maintains active liaison with alumni, who provide feedback regarding the program as well as suggestions for program development.

When seniors graduate from CWU, the Office of Institutional Research conducts an extensive survey of retrospective opinions. Selected results of the spring 2002 survey are included in Appendix D to this document. Of those, a few have been selected for inclusion in the following table. The item descriptions are quite brief, but the intent of the item is discernable nonetheless. Twenty-nine seniors, about 75% of our spring graduates, responded to the survey.

Psychology Graduating Senior Survey, 2002Brief Item Description Percent of Responses

Satisfaction with … NALittle or

None SomewhatMostl

y VeryQuality in major 14 38 48General ed 2 31 52 10Development of analyzing skills 3 7 52 38


Development of independent learning

3 14 34 48

Using knowledge from major 3 14 28 55Development of scientific principles 10 10 38 41Satisfaction readiness for career 10 38 31 21Readiness for advanced education 7 17 28 48Major advising 14 31 34 21

Instuctors in Major …Few to None

Not many About half

Most Almost All

High expectations 10 14 21 55Respectful of student diversity 3 10 7 34 45Encourage active learning 10 3 14 28 45Encourage faculty-student interaction

7 7 14 45 28

Encourage independent learning 3 14 14 28 41Fair and respectful 3 3 38 55Provide good academic preparation 3 17 31 48Overall high quality 3 15 33 48

These are generally favorable ratings of our instructors and program. One recommendation that could be gleaned from the results would be increased emphasis on career education for undergraduates. Many psychology students, however, recognize that the bachelor’s degree has not completely prepared then for their eventual careers. The ratings of preparation for further education are more reassuring in this regard and are confirmed by the informal feedback we hear from our graduates who have gone to graduate programs elsewhere. They report that they are very well prepared, in comparison to their peers.

3. Post-Graduation Data

CWU seniors complete a survey of attitudes and undergraduate experiences when they graduate, one year after graduation, and five years after graduation. Reports of these surveys, aggregated across majors, may be viewed on the Institutional Research web site, at http://www.cwu.edu/~ir/Surveys.html. The results, for psychology majors only, on all items of the one-year and five-year post-graduate surveys are included in Appendix E to this document. Only eleven graduates responded to the survey. That represents only about 10% of the psychology major alumni of those two years, so the responses may not represent reliable trends. A few items have been selected for inclusion in the following table. The item descriptions are a bit cryptic, but should be sufficient to suggest the wording of the item.

Psychology Alumni Survey, 1977 and 2001 GraduatesBrief Item Description Percent of Responses

Little or None

Somewhat

Mostly

Very

Satisfaction with quality in major 0 0 36 64Satisfied applying scientific principles 0 9 27 64Satisfied applying quantitative principles 0 27 55 18


Satisfied solving problems 9 9 55 27Satisfied readiness for advanced ed 9 9 55 27Satisfied working cooperatively 0 9 55 36Satisfied appreciating diverse philosophies 9 18 55 18Satisfied interaction of society & environment 9 45 27 18Satisfied readiness for career 18 36 36 9Satisfied learning independently 0 9 73 18

Among these students, at least, the major is remembered with high regard, as are many important aspects of our instructional goals. These survey results would advise us to improve our attention to diversity, social and environmental concerns, and career preparation.

Our university alumni office maintains contact with graduates and encourages continued participation in campus activities. Individual psychology faculty members maintain contact with a few student friends every year, but the psychology department has no formal program of contacts with our undergraduate majors.

Post-graduation contact with our graduate students is more thorough. Faculty members, especially thesis committee chairs and committee members, maintain contact with their advisees. Graduates of our masters programs in counseling, school counseling, and school psychology are contacted annually by our lead secretary in the Community Psychological Services Clinic, Ms. Loretta Ney. Ms. Ney compiles a yearly newsletter, The Yearly Planet, from their responses. The Yearly Planet is a welcome report of the activities of our students every year. All past issues of The Yearly Planet are available in the program review exhibit file in the department office.

Appendix L presents a table of the 161 graduates of our master’s programs in the last five year, with each student’s occupation or activity, either immediately after graduation or currently. Information is available for all but six graduates. Inspection of Appendix L will show that nearly all of our graduates are employed or pursuing doctoral education in a field related to their CWU master’s degree. In fact, all of the counseling, school counseling, and school psychology graduates for which we have information are employed or pursuing graduate study in their degree or certificate field.

School counseling program graduates and their employers are surveyed one year after graduation. Survey feedback is used by our program coordinating committee to identify perceived program strengths (e.g., clinical training) and areas for improvement. These suggestions have led to curriculum revisions. This year, for example, we will be dividing PSY 501, The School Counselor and School Psychologist, into separate courses for each profession, based on graduate, employer, and PEAB feedback.

School psychology program graduates and their supervisors are surveyed five years after graduation. The results are presented to the department’s school psychology program committee and to the School Psychology PEAB for review and program change recommendations.

In our mental health counseling master’s program, CACREP standards will require that, at least once every three years, program faculty will conduct and document findings of formal


follow-up studies of program graduates to assess graduate perceptions and evaluations of major aspects of the program. The first of these studies is currently under way.

4. Faculty involvement in assessment

Individual faculty members are required to solicit feedback from students in every course they teach. The most common instrument is the university’s Student Evaluation of Instruction form. We receive aggregated quantitative data and transcribed responses from open-ended items for each class, every quarter. Each of us can point to examples of changes we have made in response to thoughtful written suggestions from students and to problematic trends in the quantitative data.

The primary point of faculty assessment of student achievement is in creating and evaluating student examinations, laboratory exercises, practicum and internship; supervision, and writing assignments. Final grades in courses summarize many forms of evaluation during the quarter. Some evidence regarding the validity of course grades is offered in Section 2, above.

Detailed descriptions of assessment tools for each class are found in course syllabi. For several years, faculty members have been required to list the learning objectives for each class and the assessment methods for each goal. Some syllabi are very detailed in this regard and others are more general. We discussed our assessment methods in small groups during our spring 2003 faculty development day meeting. The theme of this year’s meeting was peer review of syllabi and student assessment methods.

In our graduate counseling programs, we videotape all counseling sessions that graduate students conduct with clients. Faculty supervisors regularly review these videotapes and complete skill evaluation forms as part of a comprehensive assessment of students’ performance in practicum. The methods allow for assessment of students' progress in developing professional counseling skills.

School counseling students and department faculty complete candidate evaluation forms for every course in the school counseling curriculum. These forms ask students and faculty to identify the extent to which students have demonstrated specific knowledge and skills important to the preparation of school counselors, including those mandated by the Washington Administrative Code and by CACREP standards. These evaluation data are useful in evaluating both individual student performance as well as identifying potential areas of weakness within the curriculum.

Assessment of whole programs is the purview of department program committees and the department as a whole. There are program committees for the undergraduate major program and each graduate program. These faculty members consider evidence about program currency and student achievement described in Section II.B, above. The department as a whole receives curriculum recommendations from program committees and the committee’s rationale, based on assessment data. The department considers proposals in light of their effects on the whole department and their concordance with other programs before forwarding them to the chair and dean for approval.


5. Effect of program assessment on curriculum, faculty, and resources.

We are currently discussing revisions to our undergraduate major as a result of our program assessment efforts. We are drawing on MFT end-of-major test results, comparisons with peer institutions, comparison with APA content and function standards, and the expertise of our faculty. Changes under consideration include broadening our core of required courses to include cognitive and neurological bases of behavior, reducing our core to include only survey and methods courses, and considering a Bachelor of Science degree.

A program assessment discussion precedes each new faculty hire. Our most recently hired faculty member, for example, offered missing expertise in child and adolescent counseling and the special problems of children with developmental disabilities. In the appointment before that, the faculty sought to strengthen our multicultural counseling curriculum. Before that, we sought to add a primate behavior specialist to complement the university’s interdisciplinary major in primate behavior and ecology and to strengthen our department’s curriculum in evolutionary psychology, and animal behavior.

At the graduate level, we rely on our program committees’ internal reviews and advice from external bodies such as the state’s Office of the Superintendent of Public Instruction, our Professional Education Advisory Boards, and the accrediting standards of the National Association of School Psychologists and the Council for Accreditation of Counseling Related Programs (CACREP).

For example, CACREP standards require Mental Health Counseling Program to perform an annual course syllabus evaluation and an annual review of programs, curricular offerings, and characteristics of program applicants. At least every three years, accredited programs are to conduct and document findings of formal follow-up studies of program graduates, clinical site supervisors, and program graduate employers. Accredited programs document the use of findings from these assessments in program modifications. We conform to many of these standards and are currently implementing the remaining ones.

Members of the School Counselor and School Psychology PEABs play an important role in the assessment of students and the training programs. All candidates for school counselor or school psychologist certification must pass a written comprehensive examination and an oral review with the PEAB. In school psychology, the Educational Testing Service’s Praxis II Examination is used. Students with a successful passing score become nationally certified school psychologists. For at least the last ten years, all of our graduates have been successful in achieving national certification.

Following a candidate's PEAB interview, PEAB members are given a summary of the candidate's performance in program coursework and the internship; the PEAB then makes a formal recommendation for certification. The oral review process provides the PEAB with important information not only about individual candidates, but also our training programs. When specific trends in candidates' responses to interview questions are noted, feedback is given to the school psychology committee or counseling programs committee so that program strengths are noted and areas for improvement in the curriculum can be addressed. The committees and department inform the PEABs of specific plans to address any concerns. This process, among others, allows for continuous review of the program curriculum.


6. Assurance of completion of assessment activities.

An assessment plan has been developed for each program that includes degree program goals, student learning outcomes, assessment instruments, where student learning is assessed, and the party responsible for assessment. The outline of the plan is included in Appendix F, attached to this report. We are active in our program assessment efforts, but need to develop a means of regular documentation of our activities. Our programs in school counseling and school psychology have program review routines mandated by state certification requirements. One of the results of this performance review process will be to develop a system for regular assembly of assessment results.

III. Faculty

A. Faculty Profile

A standardized faculty profile is presented in the following two tables. The first presents the institution granting the terminal degree to our full time and part time faculty members. We draw our faculty from highly regarded universities distributed widely across the United States. All but the last entry represent earned doctoral degrees.

Terminal Degree Granting InstitutionArizona State UniversityBall State UniversityCalifornia School of Professional

PsychologyClaremont Graduate UniversityGeorgia State UniversityPurdue UniversityThe Ohio State UniversityUnion Institute, Zurich, Switzerland and

Portland, ORUniversity of California, Los AngelesUniversity of California, San DiegoUniversity of Georgia (2)University of IowaUniversity of Kansas

University of Nevada-Reno (2)University of North DakotaUniversity of OregonUniversity of PittsburghUniversity of Rhode IslandUniversity of South DakotaUniversity of Texas, AustinUniversity of Utah (2)University of Washington (2)Washington State UniversityWest Virginia University

Central Washington University (10 Master’s degree part-time instructors)

The second table presents summary statistics about the gender, terminal degrees, salaries, teaching experience and teaching load of our faculty. The CWU Faculty Code prescribes an average teaching load of 36 contact hours per year. In 2003-2004, our loads ranged from a low of 33 contact hours to a high of 46, with a mean of 36.68.

DEPARTMENTAL FACULTY PROFILE

Department of Psychology 2003-2004

Full-Time Faculty

GenderNumber of

Terminal Degrees Nine Month Salary **

Years of Experience at

University

Total Years of Teaching

ExperienceFall Term Credit

Hour Load

Rank or Class

Num

ber

of

Full-

Tim

e

Num

ber

of

Part

-Tim

e

Mal

e

Fem

ale

Doc

tora

l

Mas

ters

Bac

helo

rs

Prof

essi

onal

Lic

ense

Les

s th

an B

ache

lors

Min

imum

Med

ian

Max

imum

Min

imum

Med

ian

Max

imum

Min

imum

Med

ian

Max

imum

Min

imum

Med

ian

Max

imum

Professor 12 8 4 13 56,700 64,800 81,600 12 20 36 12 22 36 11 12 16

Associate Professor 4 2 2 4 48,400 50,900 57,200 6 8 35 8 9 35 11 13 13

Assistant Professor 6 4 2 6 41,300 44,300 45,200 0 4 6 0 4 6 11 12 13

Instructor 3 2 1 3 36,000 36,000 40,500 1 5 18 1 5 18 13 15 16

Graduate Assistant 16 4 12 16 7,500 plus tuition waiver

Research Assistant

Visiting Lecturer 17 8 9 7 10 563/cr 703/cr Other: Phased Retiree 1 1 1

Up to 40% of 62,500

*Data Represent Status for Fall Quarter

** Salaries Reported in Thousands of Dollars

B. Faculty Professional Records

A curriculum vitae and structured professional record for each full time psychology faculty member is provided in a separate notebook. Summaries of faculty activities are found in Sections III and IV of this document.

C. Teaching Effectiveness

Central Washington UniversityStudent Evaluation of Instruction

Average Response to Question on Instructor EffectivenessAcademic Years 1997-1998 through 2001-02

Psychology

Fall Winter Spring1997-98 Psychology 4.5 4.5 4.5

The Sciences 4.2 4.3 4.2 CWU 4.3 4.3 4.3

1998-99 Psychology 4.5 4.5 4.5 The Sciences 4.3 4.2 4.4 CWU 4.3 4.3 4.31999-00 Psychology 4.5 4.6 4.4 The Sciences 4.2 4.2 4.3 CWU 4.3 4.3 4.32000-01 Psychology 4.6 4.5 4.5 The Sciences 4.3 4.3 4.3 CWU 4.3 4.3 4.32001-02 Psychology 4.5 4.4 4.4 The Sciences 4.3 4.3 4.3 CWU 4.3 4.3 4.3

The psychology department has a tradition of teaching excellence across course topics and degree levels. The table shows a consistent pattern of student ratings slightly above college and university averages. All ratings are based on a 5-point scale. The item reported is a summary rating of instructor effectiveness. This item is one of two summary items and 36 specific items on the university’s Student Evaluation of Instruction instrument.

D. Scholarly Activity

In 2003, the department developed a database of faculty accomplishments. Achievements are cast into 64 categories, derived from the performance-based budgeting structure developed by the university under President McIntyre’s leadership. Some activities go unreported, so these data underreport our actual achievements, but the database is a good general indicator of our activities. The database has provided data for the next four sections of our self-study.

The following table estimates the numbers of scholarly accomplishments by psychology faculty members in the last five years. Details of each scholarly accomplishment may be found in the complete database printout (see Appendix G). Rates of accomplishments per faculty member may be estimated by dividing these totals by 20. A recent book by Lisa Weyandt and book chapters by Jim Eubanks, Roger Fouts, Elizabeth Street, Robert Sorrells, Stephen Schepman, and Lisa Weyandt are noteworthy as summary statements of their scholarly work thus far.

Accomplishment 1999 2000 2001 2002 2003Certification (Required or Preferred to Enhance Work): Original 3 1 3Certification (Required or Preferred to Enhance Work): Renewal 6 6 7 8 8Conferences, Workshops, or Seminars: Participant 6 7 8 3 3Conferences, Workshops, or Seminars: Presenter 12 10 19 7 5Courses Taken: For professional development 5 10 8 8 5Editorial Service: 25 27 24 20 26Grant Activity: Received, External 5 9 7 9 4Grant Activity: Received, Internal 4 2 3 2 2Grant Activity: Submitted, External 1 1Grant Activity: Submitted, Internal 1Presentations, Conference: International 11 4 3 3 4Presentations, Conference: Local 4 2 3 7 5Presentations, Conference: National 6 10 15 10 3Presentations, Conference: Regional 9 15 9 18 14Presentations, Non Conference: External 2 1 1Presentations, Non Conference: Internal 2 2 9 2 3Professional Reports Written: External 2 2 2 1Professional Reports Written: Internal 1 2 1 3 3Publications in Discipline, Juried: Abstracts and Proceedings 2 1Publications in Discipline, Juried: Books or Textbooks 1Publications in Discipline, Juried: Journal Articles or Book Chapters 9 6 8 13 13Publications in Discipline, Juried: Other 1 1Publications in Discipline, Juried: Reviews 1 2Publications in Discipline, Non-Juried: Other 1 2 1 1 2Research in Progress: 31Travel for Professional Development: Domestic 3 2 3 3 1Unpublished Manuscripts: 14

E. Service Activity

1. Committee memberships

The department’s faculty accomplishment database yields the following counts of committee memberships. Details of each committee activity may be found in the complete database

printout (see Appendix G). It should be noted that the psychology department has historically contributed many of its faculty to the administrative services of the university. Our current faculty members serve as the Executive Assistant to the President, the Associate Vice President for Graduate Studies, Research, and Continuing Education, the Assistant Vice President for Research, and the Associate Dean of the College of the Sciences. The current chair of the department served earlier as the Associate Dean of the College of the Sciences. We are heavily invested in the university’s operational committees and committees that draw on faculty disciplinary expertise.

Accomplishment 1999 2000 2001 2002 2003Administrative Service 6 9 7 8 7Committee Work: College or Division Ad-Hoc Committee 1 2 4 4 2Committee Work: College or Division Standing Committee 1 4 5Committee Work: Department or Unit Ad Hoc Committee (includes searches) 7 6 11 9 8Committee Work: Department or Unit Standing Committee 42 42 45 40 51Committee Work: University Ad-Hoc Committee 4 7 7 6 17Committee Work: University Standing Committee 21 19 22 30 29Committees or other community service outside the university: 5 9 9 10 14Consulting: External 14 13 18 16 16Consulting: Internal 2 3 2 2 3

2. Professional organizations

Our faculty accomplishment database shows the following counts of memberships in professional associations. Details of each person’s memberships may be found in the complete database printout (see Appendix G). Noteworthy in this category is Roger Fouts’s service as president of the Rocky Mountain Psychological Association.

Accomplishment 1999 2000 2001 2002 2003Professional Organizations: Individual Membership 92 96 95 96 100Professional Organizations: Officer 14 15 17 19 17

F. Student Research Supervision

Student research supervision is reported in Section IV.C, Student Accomplishments, below. The table below reports the numbers of special student mentoring activities of all kinds. Details of each activity are found in the complete listing of the department’s faculty accomplishments database, found in Appendix G. Student mentoring that has led to collaborative presentations are described in detail later in this document. Among our many activities that enrich the student’s educational experience, Dr. Marte Fallshore was recognized for her creation of the university’s interdisciplinary end-of-quarter poster sessions and SOURCE activity with the TIAA-CREF Distinguished Faculty Award in 2002.

Accomplishment 1999 2000 2001 2002 2003Special Student Mentoring 41 34 33 29 43Student Club or Honorary Advising: 2 2 2 3 2

IV. Students

A. Numbers of majors/program

FTE Students, 1999-2003

1999 2000 2001 2002 2003

FTE FTE FTE FTE FTE

PSY Lower Division 126.3 141.9 132.7 130.5 137.5

Upper Division 249.0 246.2 227.6 215.1 250.8

Graduate 106.4 106.5 98.9 86.1 76.9

Total 481.7 494.6 459.2 431.7 465.2


Lower Division 1,308.5 1,355.0 1,340.8 1,422.6 1,491.4

Upper Division 1,029.2 1,019.5 1,012.0 1,049.2 1,122.3

Graduate 153.5 159.0 146.5 119.8 126.5

Total 2,491.2 2,533.5 2,499.3 2,591.5 2,740.2

B. Numbers served in general education, education, supporting courses

The psychology curriculum provides an important component of the general education, teacher preparation, continuing education, summer session, and other programs. Descriptions of the role played by psychology courses and faculty members in these ancillary programs are provided in Section II.A.8 through II.A.12, above. The following tables provide supportive data for the past five years. The first table provides data for the impact of PSY 101, General Education, and PSY 205, Psychology of Adjustment, on the university’s general education program. About 88% of our lower division FTES and about 30% of all undergraduate FTES is accounted for by enrollment in PSY 101 and 205.

Average Quarterly Enrollment in FTES, General Education Classes

1998-1999 1999-2000 2000-2001 2001-2002 2002-2003

PSY 101 59.0 77.1 73.1 71.7 87.2

PSY 205 51.8 48.9 44.0 42.1 39.3

Total PSY Gen Ed (101+205) 110.8 126.0 117.1 113.8 126.6

Total PSY Lower Division 126.3 141.9 132.7 130.5 137.5

101+205 proportion of lower division .877 .888 .882 .867 .920

Total PSY Undergraduate 375.4 388.1 360.3 345.6 387.7

101+205 proportion of total PSY UG .295 .325 .325 .329 .306

Note: 15 student credit hours = 1 FTES.

The second table in this section reports the impact of two courses that support the teacher education program. PSY 314, Human Development and the Learner, and PSY 315, Educational Psychology, are taken by every teacher candidate. Over the last five years, a third of all psychology upper division FTES, or 21% of all psychology FTES, have enrolled in these two courses.

1998-1999 1999-2000 2000-2001 2001-2002 2002-2003

PSY 314 40.6 40.7 37.8 34.2 45.2

PSY 315 45.2 44.0 34.2 36.1 36.0

Total 314+315 85.9 84.7 72.0 70.3 81.2

All PSY Upper Division 249.0 246.2 227.6 215.1 250.3

314+315 proportion of upper division FTES

.345 .344 .316 .327 .324

Total PSY undergraduate FTES

375.4 388.1 360.3 345.6 387.7

314+315 proportion of total PSY undergraduate FTES .229 .218 .200 .203 .209

Note: 15 student credit hours = 1 FTES.

Another aspect of our service role is to provide a minor area of study to complement a student’s major. In fall quarter, 2003, 43 students were registered as psychology minors. This underestimates the number of minors because some students delay registering, but it does provide us with useful information. As can be seen in the table below, psychology minors have a wide variety of majors, but by far the most common major is law and justice. Teacher candidates, in diverse fields, also make up a large number of our minors.

Majors of Psychology Minors, Fall, 2003 Major Number of Students Law and Justice 21Elementary Education 4Sociology 3Family and Consumer Science 2Biology 2Foreign Language: Broad Area 2Sociology: Social Services 2Foreign Language: Teaching 1Physical Education: Teaching 1History: Teaching 1Social Science 1General Studies: Social Science 1Business Administration 1Flight Technology 1Total 43

C. Student accomplishments

Psychology faculty members have a tradition of active support for research partnerships with students. This is a characteristic of all programs in the College of the Sciences. One index of our interest is participation in CWU’s Symposium on Undergraduate Research and Creative Expression (SOURCE). One or more psychology faculty member has served on the SOURCE Committee since its inception in 1997 and psychology faculty members have served as judges of student presentations every year. In 2002, Professor Marte Fallshore received the TIAA-CREF/SOURCE Distinguished Faculty Award for her prolific sponsorship of student presenters. The following table reports the names, faculty mentors, and titles of undergraduate student oral presentations and poster presentations at SOURCE.

SOURCE Presentations, Department of Psychology, 1998-2003

1998

Student Name(s) Title Mentor(s)

Joel Yeager & Greg Goldstein Strategies to increase foraging time of five captive chimpanzees

Roger Fouts

Jolene Steele, Shelley Schlief, & Kimen Thomas

Demonstrator-observer familiarity effects on imitative behavior of albino rats

Wendy Williams

Jennifer Vike, Karen Kosik, Heather Moriarty, & Erin Thompson

Cross-gender and same-gender face recognition Marte Fallshore

Aaron Crumrine, Shirlee Case, James Linden, & Miho Murashima

Does modality of presentation affect rates of intrusion on short-term memory?

Marte Fallshore

Sarah Baeckler, Kari Cook, & Dawn Farnsworth

Does knowledge of bias impact attributions? Marte Fallshore

1999


John Lowery & Ashley McClatchey

The motivations and health benefits of altruistic helping behavior (volunteerism) among post-retirement volunteers

Jeff Penick

Jeanice Bartholow The effects of inversion on recognition of emotion in schematic drawings of faces: Evidence for holistic processing?

Marte Fallshore

Aaron Crumrine Effect of presentation modality of intrusion of non-presented information

Marte Fallshore

2000


Lindsay Lien1 Product placement in comparative advertising Marte Fallshore

John Lowery Volunteer tasks and post-retirement volunteers Jeff Penick

1

Karla Jensen, Chad Shattuck, & Liz Takacs

Pretask activity effects on Stroop performance, creative/analytical students

Wendy Williams

April O’Neill, Amy Taylor, Mauricio Garces

Second language practice effects on Stroop task performance

Wendy Williams

Denise Nilsson Science fiction convention attendees and openness to experience

Jeff Penick

Chris Bolte External locus of control, test anxiety and depression Jeff Penick

Elizabeth Clayton Gender differences in perceived severity of sex crimes against children

Marte Fallshore

2001


Trissa Baird Pronoun and generic pronoun usage in third grade textbooks

Marte Fallshore

Felicia Molano The relationship between body mass index and objectified body consciousness in female college students

Sally Kennedy

James Rogers How personality, field dependence, and a cluttered environment affect stress

Marte Fallshore

Denise Nilsson Openness to experience in science fiction convention attendees

Marte Fallshore

Tricia Johnson Recognition of emotion: Holistic or feature process? Marte Fallshore

Sihaya Crain Where is your birthday? A look at temporal imagery Marte Fallshore

Sheena Assanti, Jacob McGee, Carisa Owens, Alyssa Valentine, & Sarah Vornbrock

Personal meaning and life satisfaction in a senior population

Jeff Penick

Allison Hunter Establishing views on primates in entertainment Megan Matheson (with Augustin Fuentes)

Chad Shattuck Priming test effects on Stroop performance: Do different types of pretasks help or hurt?

Wendy Williams

Sheena Assanti, Catherine Davis, Holly Lewis, & Cecily Stowe-Rigg

Handedness and priming task effects on Stroop color-naming latencies

Wendy Williams

James Rogers, Maggie Johnson, Shannon Reider, Kylie Dauphin, & Bethany Dorey.

The effects of text belongingness on learning word pairs

Wendy Williams

Melissa McGraw, Jeremy Cavner, Hazel Ball, Shawn Becker, Jeff Vogel, & Jan Jeffris

Swingcats SOURCE Performance Marte Fallshore

2002


Michaela Howells Aggression and use of space with move to a novel environment in Cebus apella

Megan Matheson

Renee Thompson & Jane Knecht

Myers-Briggs type similarity and marital satisfaction Stephen Schepman & Jeff Penick

Becca Powers, Renee Thompson, Carisa Owens

Relationship of sources of meaning and life satisfaction in an optimally aging senior population

Jeff Penick

Carisa Owens & Sarah Vornbrock

Personal meaning and life satisfaction in an elderly population

Jeff Penick

Brandon Lagerquist The Prisoners Dilemma game: Human response to a computerized cooperate-compete dichotomy

James Eubanks & Brady Wilbanks

Marcia Pace Comparison of fluoxetine (Prozac) and grated concentrations of 2’-methyl-6-nitroquipazine (Quipazine) on the consumption of the saccharin solution on rats

Terry DeVietti & John Gerdes (Chemistry)

2003


Lisa Corey & Jacob Leadingham

Perceptions of the severity of sex crimes against children

Marte Fallshore

Shannon E. Schueller & Elizabeth M. Webb

A behavioral comparison of Prozac (Fluoxetine HCI) and 2’-Methyl-6-Nitroquipazine on saccharin, water and food ingestion in rats

Terri L. DeVietti & John M. Gerdes (Chemistry)

Alvena Smith-Johnson Using a nutritionally risk survey to assess the health and well-being of homebound seniors

Jeff Penick

Daniel McKenzie & Kevin Todd

Are crime severity ratings related to perpetrator or participant sex?

Marte Fallshore

Red Rogers, Amanda Mackey, Alvena Smith-Johnson, Sam Overturf & Lisa Ronning

Attentional priming and response dominance in the spatial domain: The effects of conflicting information

Wendy Williams

Arthur Manjarrez Central Washington University students: Perceived barriers to success

James Eubanks

Meg Derbawka Chimpanzees’ use of objects on theme days Mary Lee Jensvold, Chimpanzee and Human Communication Institute

In 2002, the CWU Conference on Graduate Student and Faculty Scholarship was inaugurated as a graduate-level complement to SOURCE. Psychology students and faculty have been well represented in the first two years of this conference.

Psychology Presentations, CWU Conference on Graduate Student and Faculty Scholarship

2002Student Researcher(s) Title Faculty Mentor(s)Catherine Davis Mental Process and Recall Differences with

Attention Deficit DisorderJ. Phillip Diaz and Gayle Robbins

Nicholas Malone Post-Conflict Interactions with Third Parties in a Small Social Group of Captive Chimpanzees

Megan Matheson and Agustin Fuentes

Brady A. Wilbanks The Selfish Samaritan: An Evolutionary and Behavioral Investigation of Altruism

James L. Eubanks

Elizabeth Kuykendall, Shannon Reider. Leslie Daspit, and A. Sloan

Evidence for Gestural Dialects in Captive and Free-Living Chimpanzees

Roger S. Fouts and Deborah H. Fouts

Holly Bowman Species-Typical Use of Objects in Captive Chimpanzees

Mary Lee Jensvold, Roger S. Fouts, and Deborah H. Fouts

Katie Fulton Factor Analysis of the Adult Rating Scale Lisa WeyandtBrian Hays Construct Validity of the Internal

Restlessness ScaleLisa Weyandt

Deborah Townley The Internal Restlessness Scale: Ability to Differentiate Between College Students With Anxiety and ADHD.

Lisa Weyandt

Charles Shattuck Differential Primes and Response Competition in the Visual/Perception Domain: A Stroop Test

Wendy Williams

Nicole Pleasant, Danielle Petrizzo, and M. Minami

A Response to the USDA: An Ethogram for Group-Housed Laboratory Pigeons

Wendy Williams

2003Student Researcher(s) Title Faculty Mentor(s)Cleve Hicks, Deborah Lackey, Shannon Reider, and Susan Shiau

Evidence For Gestural Dialects In Captive And Free-Living Chimpanzees

Roger S. Fouts and Deborah H. Fouts

Brandon J. Lagerquist, Enhancing Environmental Conservation Behavior: Effects Of Feedback And Self-Assessment Accuracy Performance Of A Simulated Resource Management Task

James L. Eubanks

Brady A.Wilbanks A Two-Factor Model Of Altruism: The Effects Of Risk And Affiliation On The Likelihood To Render Aid

James L. Eubanks

CWU has had a U.S. Department of Education McNair Scholars Program for several years. Psychology students and faculty have joined in research partnerships in this program of academic support for underserved students with marked potential for achievement. The following students and faculty mentors have worked together on student research projects as indicated.

Psychology Faculty Mentors of CWU McNair Scholars, 1992-2002Student Faculty Mentor Research Project

Enriquez, Jerry Stahelski, Anthony Dyadic Interaction Human Interaction Research: Spatial Distance Body Language

Moznette, Joanna Schepman, Stephen Learned Helplessness: From the Inside OutNorton, Ramona DeVietti, Terry Behavioral Assess of Leavenworth Chinook SalmonRedl, Nicole Stahelski, Anthony Effects of Personal Space Invasion on Internal and External

Indicators of ArousalSanz, Crickette Fouts, Roger Chimpanzee Social HierarchySwan, Beverly Soelling, Mark Assessment of At-Risk Juveniles and Military Cohorts for

Delinquent Behavior

Washington, Ronald Stahelski, Anthony The Effects of Verbal and Nonverbal Communication in Response to PersonalSpace Invasion

Oja, Michelle Schwartz, Terrence Gender Role and Demographic CorrelationsChurman, Sharon Stahelski, Anthony Spatial Distance & Body LanguageYouckton, Vanessa DeVietti, Terry L Behavioral Assessment of Leavenworth Chinook Salmon

Reared under Innovative ConditionsAlva, Luis Daniels, Jeffrey Graduate Training for Managed Care: A National Survey of

Psychology and Social Work ProgramsBartholow, Jeanice Fallshore, Marte The Effects of Inversion on Recognition of Emotion in

Schematic Drawings of Faces: Evidence for Holistic Processing?

Lowery, John Penick, Jeff Salivary Cortisol Reactivity to Volunteer Tasks in Post-Retirement Volunteers

Molano, Felicia Kennedy, Sally In processTorres-Jenkins, Irene Fallshore, Marte In process

D. Advising services for students

There are extensive advising services for new CWU students. All first-year CWU students take a 1-credit course, UNIV 101, that orients them to basic college survival skills, including study skills, time management and test taking skills; student rights and responsibilities; expectations of CWU faculty; general education and graduation requirements; library information resources; computing resources, and non-classroom opportunities for growth. Students can enroll for a 1-credit course in career exploration that introduces them to majors. Students with special needs can receive support services from the offices of disability support services, student support services, supplemental instruction, the college assistance migrant program, the free tutoring program, and the services of a university academic advisement office. There are university-wide orientation days for first-year students and their families, and for transfer students. There are career fairs and majors’ fairs during the year, when department representatives gather in one place to allow students efficient access to their offerings.

Students interested in a psychology major can arrange for advising sessions with a faculty member of their choice or they can come to the department office for assignment to an advisor appropriate to their interests. All undergraduate majors are assigned a faculty advisor at the time of application for admission to the program. They are required to meet with the advisor and obtain a signature verifying that meeting prior to formal acceptance to the major. We have developed a set of printed materials to accompany our advisory meetings with students. This set includes a course worksheet, major declaration form, faculty research interests summary, career guide, and undergraduate handbook. These materials are also available on the department web site.

The nature of professional psychology and career opportunities in psychology are discussed in PSY 101, General Psychology, in PSY 445, Clinical, Counseling, and Community Psychology, and in PSY 454, The Helping Interview. At the graduate level, an orientation to professional psychology is provided in PSY 560, Introduction to Counseling, and PSY 501, The School Psychologist and The School Counselor. A practical introduction to these professions is provided in counseling, school counseling, and school psychology practica and internships. We are currently developing a professional seminar in these areas for better coverage of professional issues in each field.

The following table shows the number of undergraduate advisees for each faculty member. This load is reasonably well distributed. Those faculty members on this table with low numbers of undergraduate advisees are primarily assigned to graduate instruction and have a heavier load of graduate advisees. Two are relatively new faculty members.

Psychology Faculty Advisors and Numbers of Declared Undergraduate Major Advisees

Bowen, Neal A 3 Fouts, Roger S 1 Schwartz, Terry 0DeVietti, Terry L 1 Johnson, Eugene 0 Sorrells, Robert C 1Diaz, Jesse P 6 Kennedy, Sally A 6 Stahelski, Anthony J 2Downs, Andrew 0 Lonborg, Susan D 9 Stein, Stephanie 14Dugmore, W. Owen 13 Matheson, Megan D 7 Street, Warren R 10Eubanks, James L 11 Penick, Jeffrey M 4 Tolin, Philip 6Fallshore, Marte 3 Schepman, Stephen 1 Weyandt, Lisa L 9

Williams, Wendy 6

At the graduate level, departmental policies and helpful guidance are published in a graduate student handbook. A group orientation session in the fall provides a general orientation, after which every incoming student in the degree and certification programs is assigned a faculty advisor who has major responsibilities to the program in which the student is enrolled. The student's course of study must be approved by the student's faculty advisor and the department chair.

E. Other student services

The department sponsors a chapter of Psi Chi, the National Honor Society in Psychology, and a Psychology Club. The scholarship requirements of Psi Chi are not imposed for membership in the Psychology Club. The two organizations conduct most of their activities together. Faculty members are often invited to speak to our student organizations about how to plan a career in psychology, how to apply to graduate schools, and how to make an oral presentation or a poster presentation to a professional meeting. These meetings thus serve an advisory function.

V. Library and Technological ResourcesA. Library Requirements and Adequacy of Services

The university’s Brooks Library has been very active in developing access to full text electronic journals and web access to library services, including PsycINFO. In the last year, the Summit Alliance has provided us with access to the holdings of academic libraries in Washington and Oregon. We can order books from member libraries and delivery is reasonably prompt. Individual journal articles may be provided from a member library in photocopy form. We can borrow from the holdings of member libraries if we are on that institution’s campus and return the item at our own campus library. Students at our centers have the same borrowing privileges as those on the Ellensburg campus. A knowledgeable interlibrary loan staff has a good record of finding and ordering items from libraries around the United States.

Each academic department on campus has a library representative, who consults with our professional librarians about the department’s needs. The library has not identified disciplinary experts on its staff, but is moving in that direction. This would provide us with a specific librarian who keeps himself or herself informed about our needs. The psychology department

has benefited from a series of active and interested faculty library representatives and our holdings are adequate to our needs. The only chronically underrepresented portions of our library collection have been journal subscriptions and video materials. Journal price increases have decimated holdings at many universities, and keeping up with advances in media technology from film to tape to CD to DVD has been difficult for all libraries.

B. Information literacy proficiencies expected of students

1. Instruction in information literacy

By the end of major coursework, each CWU student is expected to be able to use the word processing, spreadsheet, communication, and information searching and retrieval capabilities of the computer. In psychology, we further expect students to develop effective psychological literature searching abilities, with special emphasis on the PsycINFO database, and to be able to write in the style of the current Publication Manual of the American Psychological Association. Students are expected to communicate with each other and their instructors via e-mail or via Blackboard, an electronic instructional support system.

Basic information literacy is part of UNIV 101, General Education Colloquium, required of all entering CWU students. UNIV 101 orients beginning students to the resources of the university and how to become a successful student. Computer support resources and online library resources, assessed by an online instructional sequence, are part of UNIV 101. The university’s general education requirements also include Computer Science 101, Computer Basics, or Information Technology 101, Computer Applications. Both classes introduce the student to word processing, spreadsheet, database, and internet applications.

APA writing style and PsycINFO search methods are taught mainly in PSY 300, Research Methods in Psychology, a beginning course for majors. These skills, as well as the use of internet searches and use of other information resources, such as searches of test reviews, are further developed in courses with writing requirements, such as

PSY 301, Learning: Lab reports and group research projectPSY 461, History and Systems of Psychology: Term paperPSY 460, Cognitive Psychology: Term paperPSY 444, Tests and Measurements: Test critiquePSY 449: Abnormal Psychology: Summaries of journal articlesPSY 313, Developmental Psychology: Minipaper PSY 448, Sexual Behavior: Term paperPSY 442/542, Evolutionary Psychology: Term paperPSY 550, Research in Natural Environments: Term paperPSY 495, Individual Study Annotated bibliographies, term papersPSY 496, Directed Research Term paperPSY 580, Current Topics in Psychology: Term paper

PSY 700, Thesis, uses the complete array of technology-supported research and writing tools.

Many other elective courses have similar requirements, such as term papers, annotated bibliographies, and article abstracts that call upon information searching skills and APA style writing. In graduate courses, the same skills are used in a wide range of applications,

from writing case notes to the master’s thesis. Literature searches are typically executed with online access to the wide range of abstract databases and full text databases offered by the Brooks Library. The university’s entire array of online library resources is available everywhere through password-protected web access.

We currently do not use statistical packages in our undergraduate statistics courses. SPSS is used for data analysis in PSY 558, Advanced Statistics. Spreadsheet, database, and statistical software is commonly used for data recording and analysis in directed research classes and master’s thesis research.

2. Assessment of information literacy proficiency

Basic word processing, spreadsheet, database, and internet skills are assessed by instructors of UNIV 101, General Education Colloquium, Computer Science 101, Computer Basics, and Information Technology 101, Computer Applications. Library access skills are assessed with an online instructional sequence during UNIV 101, General Education Colloquium.

APA writing skills and PsycINFO searching skills are assessed in PSY 300, Research Methods in Psychology, and in every course requiring a paper in APA style. In these courses, however, content is assessed along with style. PSY 300 may be the only class that emphasizes style exclusively and the only class in which information searching and retrieval is directly taught and assessed. Instruction in internet searching and email skills are not assigned to a specific course or individually assessed.

C. Instructional and research technology resources

In a recent survey of faculty, 75% indicated that they use multimedia computer and video presentation technology when they can, and 70% of those say they use it heavily. Instructors, text publishers, and web sources have created effective visual and audio support materials for traditional courses. In addition, many instructors use the interactive capabilities of Blackboard to present information to students and mediate topical interactions among students. Classrooms must be equipped with internet connections and media presentation equipment to support these developments, but the Psychology Building was completed in 1972, long before any of these capabilities existed.

With the emergence of computer generated and computer presented materials in the classroom, a serious support problem is emerging. The ability to assemble a mixture of static visual, animated visual, locally authored, and commercially published materials and integrate these smoothly into a classroom presentation is daunting. It is a challenge for faculty to keep up with the changes accompanying upgrades in operating systems, software suites, website management software, statistical software, email systems, and multimedia instructional presentation systems. The university offers instruction in all of these functions, but training and upgrading one’s skills reduces the time a faculty member can spend on activities for which he or she is uniquely prepared: teaching students, producing research scholarship, and sharing the governance of the university. An alternative would be to employ specialists who are supplied with the hardware and software tools and training to do that work for faculty.

In the absence of a campus plan for media equipment upgrades, we have worked with several campus offices to install media presentation equipment in the four largest classrooms in the Psychology Building. We have diverted departmental funds and cabinetry expertise to these

projects. We have mounted mobile projectors and computers on carts to provide media support in classrooms that lack permanently installed equipment. We take care to insure the security of our building and have not lost any of our presentation equipment to theft. Unfortunately, nearby buildings have few such improvements, so our faculty members cannot use their digital media support materials when they teach in nearby buildings.

A sixteen-station PC computer laboratory is currently used for instruction in PSY 300, Research Methods in Psychology, PSY 301, Learning, PSY 450, Cognitive Psychology, and PSY 455, Environmental Psychology. A “commons” program modeled on an ocean fishery and developed at the University of Victoria is used in environmental psychology. In-house programming is used for the lab exercises in cognitive psychology and research methods. Computer-supported laboratory exercises are used in PSY 301, Learning. The “Behavior on a Disk” package is used to provide simulations of learning phenomena. This sixteen-station lab is also used for undergraduate and graduate student and faculty research projects, as is a six-station PC suite in our human research wing.

The Psychology Building houses a 19-station Mac and PC lab supported by university student computer fees. It is staffed by a student assistant and can be reserved for group instruction.

Our faculty members have very good access to research equipment. We are able to purchase or build most required equipment. We have a full time engineering technician and full time engineering technician specializing in computer-based research systems to design and produce hardware and software for instructional and research purposes. The building’s research areas include a variety of specialized individual and group laboratory spaces that are used by students and faculty for animal and human research.

Over the course of the last 20 years, traditional mechanical behavioral research instruments have been replaced with computer-based instruments. This has virtually eliminated the purchase of specialized mechanical instruments. A more dramatic result has been that the data produced by computer-based instruments is ready to be transferred electronically into statistical analysis programs. In some cases, statistical work is done as part of the acquisition program.

Psychology students and faculty members at our Puget Sound and Yakima centers have varying access to instructional technology. New buildings house our programs at our Lynnwood and Yakima and electronic technology support is excellent. Electronic media support is adequate, but more makeshift, at our SeaTac and Pierce County centers. Each center has online access to the university’s computing resources, including online library resources. New buildings for our programs, located on community college campuses, are in progress at the SeaTac and Pierce County centers.

VI. Reflections

The content of this section and Section VI reflect upon the observations made thus far in this document and the results of a department retreat held on December 8, 2003 for the specific purpose of discussing our accomplishments, challenges, suggestions for improvement, and future directions. Seventeen faculty members met at the retreat, including our full-time non-tenure track faculty members at the Puget Sound centers. A. Department accomplishments

There are many accomplishments of the past five years of which we are very proud. Some of the most important can be grouped into six general categories, but a reading of this document to this point will show that these groupings omit many of our fine accomplishments described elsewhere.

We are pleased with our program’s academic success, its rigor, and the evidence that validates its quality:

o Our graduating senior scores are at or above the mean on the MFT in all core course areas.

o There is a significant positive correlation between course grades and MFT scores.o Graduating seniors give our program generally high marks in exit questionnaires.o Our school psychology program led the state in achieving NASP accreditation and

continues to maintain full approval. Our mental health counseling graduate program has conformed to CACREP standards and is making progress toward formal accreditation.

o Our students have been successful in doctoral programs.o Our practicum and internship experiences in our professional graduate programs are

closely supervised and produce well-trained professionals. o All of our school counseling and school psychology graduates achieve state

certification and employment in their appropriate field.

Our highly qualified faculty maintains its currency with appropriate scholarship, teaching excellence, and service to the academic community and public service opportunities.

o Our newly hired faculty members have been our first choices in our most recent searches. They bring promising records of scholarship and meet specific departmental needs

o Our faculty represents considerable breadth of knowledge and skills.o A few faculty members produce research and writing that has drawn national and

international attention among scholars.

Our faculty maintains a strong commitment to interdisciplinary connectionso We participate heavily in the interdisciplinary programs in Gerontology, Primate

Studies, and, through study of chimpanzee communication at CHCI, in master’s research that crosses disciplinary lines to include study in anthropology and biology.

We embrace new teaching and research technology.o Classroom upgrades, partly at department expense and with the able assistance of our

technical staff, have expanded our instructional media capabilities.o We willingly experiment with technology-assisted research procedures, and data

recording and analysis. Again, our technical support staff has been vitally helpful in this regard.

o We are beginning to integrate Blackboard into some conventional courses.

Centerso We have moved to increase our presence at the centers away from Ellensburg. The

most recent developments have been expanded offerings in Lynnwood and Yakima.

Community Serviceo Our students and faculty bring their learning and scholarship to the community. We

provide psychological services through the Community Psychological Services Center, host the Ellensburg Developmental Preschool, make preprofessional interns available to schools and mental health service providers, and involve classes in service learning.

B. Department challenges

This section describes some factors that impede our progress. The department’s reputation on campus has suffered in recent years because of visible internal friction, scholarly productivity that is inconsistent with the rising expectations of administrators, and occasional lapses in the structural quality of theses. Our department retreat recognized these difficulties and highlighted the following challenges and actions.

Interpersonal and professional friction has sometimes impaired collaboration and cohesiveness in our faculty. We recognize one or two sources of difficulty and have tried to work through them by

o Working through ombuds office.o More frequent and regular meetings, to establish a history of normal relations.o More open discussion of all issues.o Quarterly half-day retreat meetings with a cooperative focus.

Support for scholarly productivity could be strengthened. Published scholarly productivity of some faculty is stunning, but other faculty members have been less successful in establishing a research agenda. In the past year or two we have:

o Worked with our Human Subjects Review Committee to try to anticipate problem areas in research approval.

o Offered a reduced teaching load to new faculty for a quarter.o Promoted a greater emphasis on grant writing.o Helped administrators understand more about the nature of social science research.o Clarified expectations for scholarship.o Increased the visibility of faculty and student accomplishments

Some problems center around faculty makeup, working conditions, and compensationo Practicum supervision loads in graduate clinic-based programs interfere with

scholarship and service productivity of faculty. Our department has made these accommodations to this load problem: Contact hours (load points) for three-credit practicum supervision courses have

been increased from three to four. We try to maintain a ratio of no more than four supervisees to one faculty

supervisor in practicum sections. We assign practicum supervision to a faculty member no more than two quarters

a year.

o Salaries continue to lag behind those of peer institutions, and recent university-wide efforts to reduce inequity have created new inequities in our department. We have made the Faculty Senate Salary Administration Board clearly award of

the effects of its policies and have recommended measures for correcting them.

University expectations for expansion of programs to university centers are unclear and have hampered the department’s ability to plan. o From the university’s perspective, it would be desirable to expand our psychology major

to a western Washington center. We have made verbal and written presentations to the administration about the resources we would need to mount a responsible major program at a center.

Our student recruitment and advising procedures could be improved to increase the diversity of our group of students and to better guide them through their coursework and other learning activities.o We have updated our web and print materials but still need to bring them up to the new

campus standards for professional appearance. o We have not met as a department to discuss advising procedures in some time. New

faculty members need orientation to our conventions. We will plan an advisement orientation session early in 2004.

C. Suggestions for improvement

Faculty members at our department retreat considered our department’s ideals and how we could progress toward those goals. The suggestions were grouped into the following five categories.

We should try to revitalize and embrace a scholarly climate through collaborative scholarship, support for external grant-writing, and emphasis on the science/practitioner model.

We should be mindful of the value of civility in our professional relationships and o embrace an atmosphere of forgiveness,o respect minority opinions, and o reciprocate collegiality

We should improve the infrastructure for technology-based instruction by equipping more multimedia classrooms. Having only a few available means that most instructors have to maintain updates of two sets of class presentation materials, one for multimedia rooms and one for traditional rooms.

We wish to enhance our instructional programs through:o continual curricular improvement, especially by providing

more laboratory opportunities and more independent research, and by

o accrediting all programs for which accreditation is available and appropriate.

We wish to develop a reasoned approach to programs at the centers: There needs to be a rational plan that is university initiated, supported by adequate resources, and endorsed by the faculty.

VII. Future directionsA. Future directions and needed resources

Some of our future directions are described in the immediately foregoing section and others have been mentioned elsewhere in the body of this document. At our fall 2003 retreat, the following future directions were endorsed:

Create an animal behavior stream in the M.S. Experimental graduate program

Identify and seek approval of alternatives to journal articles as evidence of peer reviewed, publicly available scholarship

Strengthen interdisciplinary ties to campus general education programs, to teacher preparation, and with interdisciplinary majors of which psychology is a part.

Strengthen our traditionally strong ties with the community. Some new opportunities have emerged recently, including:

o Family Resource Centero Allied Health Education Resources Center

Secure needed resources, as described in our program plans for the 2005-2007 biennium (see Appendix H). These include staffing and equipment requests and building modifications. The Psychology Building is now 32 years old. Over this time, the faculty profile has changed dramatically, and a greater emphasis is now being placed on faculty and student research, less on secretarial support, more on instructional technology, more on instruction at the centers away from Ellensburg, less on research with animals, and more on research with humans. Our current enrollment goals are beginning to approach the building’s programmed capacity, but we share the building with two other departments. These changes impact our space utilization, maintenance, and equipment requirements. Our capital request for the 2005-2007 biennium (Appendix H) reflects the need to accommodate these changes.

Proposed equipment upgrades will include replacement of the dated audio/CCTV system in the counseling training facility and upgrading of equipment in student and faculty laboratories.

Closed-circuit television equipment is an integral part of our graduate programs in counseling, school counseling, and school psychology. We are nearing the end of the life cycle of the equipment currently in use. The cost of replacing this equipment, in current dollars, will be as high as $50,000 - $100,000. We are requesting an equipment budget that is large enough to accomplish replacement of this equipment over a relatively few years and then initiate a regular maintenance and replacement schedule without exhausting equipment resources for other purposes.

VIII. Suggestions for the program review process or contents of the self - study

The following reactions to the process and suggestions were compiled in the course of assembling our program review document. They appear here in no particular order.

The timeline for the report was realistic. Occasional meetings clarified the procedure.

All materials provided to departments in print form should also be made available in electronic format routinely.

Same information seems to be called for in multiple locations. For example, goal statements and activities seem to be called for three times in Section I and again in Section VI.

The set of standard data tables provided by Institutional Research needs to be expanded. For example, graduating senior survey data and post-graduate survey data were not provided, even though there’s an obvious place for it in the template. I understand that our department was the only one that requested it.

The intention of the “Faculty Profile” section became apparent only in the last few days of working on this report and then only because of a colleague’s memory of tables in our earlier Strategic Plan template. More explicit instructions should be given for this portion.

The “Department Profile” tables of the 1997-2000 era should be revived. They were very helpful in tracking trends in important indices.

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