program plan for meeting responsibilities for general education and … · 2018-08-30 · program...

Program Plan for Meeting Responsibilities for General Education and Assessment Program Name: Psychological Sciences, Counseling Psychology Major I. Institutional Assessment Artifact Collection For the following five items describe the artifact that will be collected (middle column) and how/where it will be collected (right column). The collection point must be a required class or other required part of the program. OUTCOME ARTIFACT COLLECTION POINT

Written Communication (Use Written Proficiency Artifact)

Literature Review (See Appendix A for instructions)

Professional Seminar (junior year)

Oral Communication in the program

Presentation of Historical Analysis Paper, videotaped (See Appendix B for full assignment)

History & Systems (senior year)

Integration/Synthesis in the program

Capstone integration paper (See Appendix C) Capstone (senior year)

Ethical Reasoning in the program

Ethical Analysis Paper (See Appendix D) Capstone (senior year)

Critical Thinking in the program

Literature Review (See Appendix A for instructions)

Professional Seminar (junior year)

II. Addressing Essential Skills in the Program Briefly describe the two types of writing in the discipline that the program will address: Type 1: Research reports Type 2: Literature review Briefly describe how you will address each of the following items in the program:

ITEM HOW THE PROGRAM WILL ADDRESS IT

Writing in the discipline (Type 1)

Students are asked to complete a research report that is hypothesis-driven, in most laboratory courses (research methods, cognitive, social, learning and memory). Reports include introduction, methods, results and conclusion sections.

Writing in the discipline (Type 2)

Students are asked to complete a literature review that is thesis-driven in the professional seminar course and other courses that are electives or required within specific departmental majors. Thesis-driven papers integrate research that others have completed in order to support an original argument.

Oral Communication in the discipline

Students will create a presentation to accompany a major paper in History and Systems (required of all majors). The paper examines the precedents and antecedents of a specific event in psychology. Presentations are videotaped and scored according to a rubric.

Integration/Synthesis in the discipline

In the Capstone course students read and critically analyze studies from different areas within the discipline of psychology. They consider how these areas are related to each other and how they collectively define psychology as a science and discipline. Additionally, students address the area of integration/synthesis in the History and Systems course as they analyze how the discipline has evolved through history.

Ethical Reasoning in the program

Ethics are addressed in relevant courses (group counseling, psychology of counseling, research methods, history and systems). Students also address ethics when reviewing classic psychological studies in Capstone.

Critical Thinking in the program

Students are asked to write a literature review in Professional Seminar. These papers involve critically evaluating past research, making a thesis based argument, and discussing applications and limitations.

III. Program-specific Outcomes Provide information for each program-specific outcome in the table below. The outcome goes in the first column, the artifact used to assess it in the second column, the first year that it will be assessed in the third column, and the frequency with which it will be assessed in the fourth column.

OUTCOME

ARTIFACT FOR ASSESSMENT

FIRST YEAR ASSESSED

ASSESSMENT FREQUENCY

Students will be able to evaluate research from the field of psychology.

Article Summary Form. This will be collected at 2 times (during Research Methods and Professional Seminar) and assessed using a department created rubric (See Appendix F). Development of critical thinking will occur if a student does progressively better on these forms while progressing in the major.

Spring 2017 once every 3 years

Students will articulate general psychological knowledge.

Students will take a general knowledge test (created by department based on introduction to psychology questions).

Spring 2018 once every 3 years

Students will have a post-graduation plan. Professional Portfolio (see Appendix G) and Senior Exit Interview (see Appendix H)

Summer 2016 once every 3 years

IV. Curriculum Map Use the table below to indicate where the program addresses the essential skills and program-specific outcomes.

REQUIRED CLASS OR ELEMENT OF THE PROGRAM

Writing Type 1 in the discipline

Writing Type 2 in the discipline

Oral Communication in the discipline

Integration/ Synthesis in the discipline

Ethical Reasoning in the discipline

Critical Thinking in the discipline

Program-specific Outcome 1



General psychology I I

Research methods and lab

I, R R I, R I, R R I, R R

Professional Seminar

M R M M I

History and systems M R R R R

Capstone R M M R M

Senior Exit Interview with Advisor

M

Abnormal psychology

R

Psychology of Counseling

R R R

Psychological Testing

R R

Group Counseling R R R I= Introduced R=Reinforced/Practiced M=Mastered and Assessed

Appendices

History and Systems, Fall 2013, 1

Appendix A: Professional Seminar Paper

PSYCHOLOGY WRITING PROFICIENCY SENIOR PROJECT What is a literature review? Chapter 1 of Dunn provides an overview of several different types of papers. The literature review assignment is most similar to the “term paper” described. Literature reviews are essentially a synthesis (not summary) of research designed to support a thesis statement. It can be a standalone document (you have likely read many without knowing it) or it can be the introduction section of an empirical study. If it’s an introduction than the review “sets up” the purpose of the study and the hypothesis. For the purposes of this assignment, you will be writing a stand-alone document. What are the components? Your literature review needs to be written in APA style. This means it must have all of the following components, written in the correct way. The sixth edition of the APA publication manual outlines how each of these sections should be completed.

• Header • Title page • Abstract • Paper headings • In-text citations • Reference page

The APA manual shows example APA style papers. I recommend that you tab those pages as a good model. Final grades for the paper will be based on accurate completion of each component and content of paper. Papers should be between 4-6 pages of text (not counting reference page, title or abstract page).


Additional instruction/information about steps 1. Identify a topic

a. Use brainstorming ideas from chapter 2 of Dunn to create a starting point. b. Post your topic ideas on discussion forum. c. Read and respond to your peer’s topics on discussion forums, and read the responses they gave to you. This is an

opportunity to use the whole class for brainstorming. 2. Library research and background reading

a. Begin reviewing the literature to narrow, broaden and/or change your topic b. Seek out articles and resources (books, ect..) that are helpful. Don’t shy away from resources that aren’t readily

available. Use resources like interlibrary loan. c. You are required to have a minimum of 7 scholarly journal articles; however, in the initial stages you will review and

scan through much more than 7 to find the right sources for your paper. Other credible sources can be used (such as books and credible websites).

3. Critique your research a. As a class we will read one article and do an article summary so that the worksheet makes sense (if you have already

had research methods then you should be familiar with how to critique an article). b. Complete at least 2 article summary sheets and upload to moodle with electronic attachment of articles (you will

read/scan through more than 2). You should choose articles that will be most important to your topic. The article summary sheets are designed to help you understand the material and how it relates to your topic and other research. This will also help you discover weaknesses in your thesis.

c. In addition to completing at least 2 article summaries, you will want to take your own notes based on strategies in chapter 3 of Dunn or other strategies you have used over the years.

4. Formalize your working thesis statement. a. Your thesis should be more than just a descriptive statement; it needs to have a purpose or argument that will guide

your paper. b. Papers without a strong thesis don’t have clear guidance to what should be included and what shouldn’t. c. The thesis statement is “working” because as you write and research more you will continue to revise it. The thesis

isn’t done until the paper is. 5. Write an outline of your paper based on your review of the literature

a. Outlines mean different things to different people. Some people have to have an outline to work from in order to write a paper, other people loath the concept of an outline. As a teacher and supervisor of student research, an outline will help me provide you with feedback on whether you are going in the right direction or you need to change planes.

b. You will turn in an outline on moodle that will have the following pieces of information


i. Working thesis statement ii. Major topic headings, including introduction and conclusion

iii. Specific research that you plan to discuss in the appropriate sections iv. Major points of support for your thesis based on your research--be clear here, so that you can be clear in your

paper v. Drawing connections between the different piece of research (i.e. integration of sources!)—your paper is not

just a summary of research 6. Rough Draft 1

a. Based on your outline and the feedback you receive from it; you will write up a rough draft. b. Each section in your outline needs to have some writing completed and you will use a worksheet to evaluation your

writing thus far. c. Your personal evaluation will be the starting point of our conversation b/c your rough draft is not due until you meet

with me, I will have no time to review it ahead of time; therefore, it is YOUR responsibility to determine how we use our meeting time.

7. Rough Draft 2 a. You will bring an electronic copy of your research to class on the peer review day. You will send the copy to a

classmate and review a classmate’s work using the “review” feature on word [therefore it needs to be a word document]. You will send your feedback copy to your classmate and upload it to moodle.

b. Peer reviews have two advantages: you will receive more feedback from an additional eye AND while you are reviewing your peer’s paper you may get examples of good and bad writing constructs. For example, you could identify something that your peer does that bothers you as a reader, and then you could realize that as a writer you do the same thing. You should go back to your writing and fix it.

8. Final Literature Review a. Based on peer feedback, instructor feedback and some strategies in the Dunn book, you will revise your rough draft

again to turn in as a final copy. This will be the final version for this class and will be used to determine written proficiency.

b. You will be given feedback on this draft in a conference during the last week of classes. This feedback is meant to cement some of the lessons about writing as you move forward in your career. You will continue to write papers for other classes, so this knowledge should be transferable, not stop with this final paper.


Professional Seminar

Literature Review Grading Guide

Evaluation Criteria

Points Possible

APA Format Perfect header, title page, 4-6 pages

5

Paper title Brief title that is a statement and describes study 5 Abstract Between 150-250 words, scope of paper including thesis and conclusions is included 5

Introduction Established importance of topic, included organizing statement, included clear and concise thesis statement at the end of the introduction

5

Thesis statement

Clear and concise argumentative statement that could stand on its own. 10

Organization Subheadings are used if appropriate. Topics make a logical flow from one to another. Paragraphs are organized by topic, not study. Studies are integrated (not each study = one paragraph). Thesis is referenced throughout paper

20

Critical thinking

The evidence provided supports the argument/thesis. Student goes beyond mere summary to synthesize and draws general conclusions about the body of literature, i.e. student “makes sense of” the research findings for the reader. Strengths and weaknesses of studies/theories/conclusions are analyzed and evaluated (for example, any of the following may be discussed: sample size, reliability, validity, logical conclusions).

20

In-text citations

No plagiarizing, all reference ideas are properly cited with author(s), date and pg # for quotes. Perfect placement for citations, perfect use of et al. as needed. Quotes have been used VERY sparingly.

10

Conclusion Summarized main points and provided implications that clearly relate back to the points summarized in the paper. Restatement of thesis. If intro to empirical study, hypotheses would be clearly placed here.

5

Syntax & Mechanics

Topic sentences fit the body of paragraphs, transitions sentences are used, no grammar errors and paragraphs are appropriate length for topics.

5

Reference page

Perfect page, which includes title, alphabetical order, hanging style, all elements of reference in correct order and evidence is quality. Minimum of 7 scholarly journal sources are used.

10


Appendix B: Historical Analysis Assignment

Overview:

One of the objectives of this course is to analyze how ideas/arguments/points of view are related to trends and developments. This paper will allow you to complete this objective through an in-depth analysis of one event in psychology. The term "event" is used loosely. An event could be a series of research studies that changed the way we see a concept now. It could be a famous speech or theoretical article that came out that is now seen as a game changer in psychology. It could be the development of an instrument. Really anything that happened in psychology is an event. Students will select one event and then write an analysis of what happened before, during and after the event. The point of the paper will be to use the hindsight that we have to understand why that event happened and how it changed the future.

Details:

Your paper must include the following sections.

1.) A brief overview and introduction. This section is like most papers, you will need to introduce us to the broader topic and provide a thesis that will guide the paper. This thesis statement should be clear and leave the reader with a thorough understanding of what your paper will be about. Don't forget about writing conventions that are necessary for all papers (such as an attention grabbing opening).

2.) Proceedings leading up to the event. In this section you will explain why this event happened. It may be because of broader social and cultural events, and/or it could be based on smaller changes that were happening in the field. This section should clearly link how these preceding events lead to the the main event that you are talking about.

3.) Details of the event. In this section you will give clear details of the event. These details should be given in the form of a summary. The reader should clearly understand what happened after reading this section. Immediate reactions to the event should also be provided in this section. For these details, you may need to look at things like newspaper articles, or magazine articles that were responding to the event.

4.) Changes brought to the field. In this section your hindsight bias gets to be used. This section should detail how the event shaped the current future. In the previous section you provided details about what happened after the event, but in this section you are explaining why the event was important. How did it shape the direction of the field? How did it


shape how we view ourselves in the world? How did it inspire further study and thought in the field. Arguably this is the important section where you connect your event to current life.

5.) Brief summary/conclusion. All good papers end with a conclusion that provides the final thoughts and connections of the author. Included in this section is the final paragraph which gives a summary of the paper.

You will also present this paper to the class. This presentation will serve as your oral proficiency for psychology majors. What is oral proficiency? It means that you are "proficient" at presenting. Morningside is now requiring all majors to have oral proficiency guidelines to ensure that all Morningside graduates have skills in this area. In the job market, the ability to present information is more and more important, so this is a good thing--we want you to have the skills to be successful after graduation. Your presentation will be recorded and scored based on the presentation rubric below. If you do not reach proficiency then you will need to re-present this project to a panel of faculty in order to get another chance at proficiency. Throughout your college career you have taken classes that have provided instruction regarding presenting (think about CIC); therefore you should consult that information as you prepare for this presentation.

Project Steps:

Students should begin investigating their topics right away. This is designed to be a semester long project and can not be completed last minute.

1. Topic conference with professor

See course calendar for available dates. All students will meet with professor to discuss their topic selection. No duplicate topics, so first come, first served. Students can "reserve" a topic as early as they want by sending an email to the professor, asking if they can do that topic. This is recommended, especially if they think their choice will be a popular one. However, at the topic conference more details and conversation about the topic and how to conduct the research will be discussed.

2. Library conference with library staff

All students must talk with a librarian staff about their paper. There is a form on moodle that needs to be filled out and signed in order to complete this task. This form must be turned in to the professor during the rough draft conference. This is not the writing center, this is the library.


3. Rough draft conference

You will need to submit a rough draft onto moodle and schedule a 15 minutes conference with the professor (see calendar for due date). This is a “check-in” assignment. I will not be grading your rough drafts, but it gives me a chance to see that you are moving forward in the project.

4. Peer conference This will be a class day with structured activities that will allow you to use an often untapped resource—your colleagues. This is another built in opportunity to talk with the professor about any concerns you may have.

5. Presentation of material with feedback from peers and instructor Your presentation will be due before your paper. Why? Sometimes during a Q&A for a presentation you are alerted to areas that need further development or explanation. Think of your presentation as both a culmination of the work you have done AND a final opportunity for feedback on your ideas.

6. Final submission of paper You know what this is….an opportunity for awesomeness!

Guidelines:

The final paper should be between 4-6 pages in length, double spaced with one inch margins. The paper should also include a title page and reference page (does not count in total page count). Students should have a minimum of 5 references. References should include a variety of sources (this means not just internet!). You must have at least one non-textbook book and one journal article. Your paper should be written in APA style. If you are unsure of what APA style is, ask me for help. I will not be taking class time to teach it, as I assume you have already learned it in your other classes.

Students will need to put together a 8 minute presentation on their topic. Why 8? Because your total presentation time is 10 minutes and you want to allow at least 2 minutes for questions and comments. This presentation should include pieces from every part of the analysis, but DO NOT include every idea from your paper and DO NOT just read your paper to us. Part of this presentation is to present accurate information to the class in an interesting way. You have all had at least one speech-related course (remember C&C?), so you can do this. You are required to include a visual aid in this presentation. This could be powerpoint, prezi, or some other source that will facilitate your presentation.

The instructor will assign students to a presentation day once topics have been selected by students.


Oral Proficiency Rubric: (Total of 20 points)

0 1 2 3 Presentation Time Limit

Less or More than range

Within 7-9 minutes

Use of visual aid (i.e. powerpoint)

No visual aid Visual aid existed, but content did not relate to the topic well

Some problems with visual aid, such as too much writing on slides, or slides were not well organized

Visual aid effectively contributed to the overall presentation

Accuracy No connections were made between proceedings, event and changes.

Multiple area of confusion, and/or inaccurate presentation of information.

In general, it was clear how the proceedings, event and changes were all connected, but some confusing or not well explained areas

Connections were clear between the “event” and the proceedings and changes after the event. Information was accurate.

Thoroughness Students did not present one of the areas (proceedings, event, or changes).

Students failed to connect the events to broader themes within the discipline or presented one of the areas (proceedings, event, changes) too quickly for meaningful reflection.

Students presented each area in a timely manner, but failed to connect to any social or cultural events within the world.

Student used the time wisely to present proceedings, event, and changes all clearly. Students expanded beyond listing facts and connected to the social and cultural zeitgeist of the time within discipline and the world.

Verbal presentation Student did not present

Multiple points when the student could not

Student’s style could use some

Presentation style (tone/pronunciation/


be heard or understood due to presentation style (not language).

improvement on one of the components.

articulation/pace/volume/no filler words) was effective and clear

Nonverbal presentation

Student did not present

Nonverbal behavior was distracting overall during the presentation.

Student’s style could use some improvement on one of the components.

Nonverbal style (posture/stance/eye contact/movements/ gestures/smiling/dress) was effective and nondistracting

Ability to answer questions

Could not answer questions after presentation

Attempted to answer questions, but struggled to provide answers that student should reasonably be expected to know.

Confidently answered questions and engaged successfully with audience.

Creativity No creativity was evident in presentation.

Presentation was good, but there were no specific attempts to engage the audience beyond lecture.

Topic was presented in an interesting way and student engaged the audience in the topic.


Appendix C: Capstone Integration Paper Assignment Instructions

Integration Paper Please respond to the following: What is psychology and what does it mean to be a psychologist? What is the role of psychology in the world? Some questions you might think about to help you come to a response would be: How does psychology relate to being a science? Why is that important? What are the primary subject matter, methods, and goals of psychology? What are the major assumptions, strengths, and weaknesses of our discipline? How does psychology impact the world? What is its place, limitations, and importance? Please be sure to integrate the ideas and research from several different class readings as well as consider what you have reflected on and learned as a result of the discussions across the semester. Papers should be a minimum of 5 full pages typed (double spaced, 1 inch margins on all sides, Courier or Times New Roman size 12 font). Longer papers are acceptable. All papers must incorporate at least 3 or more class readings (though including several more beyond this are recommended). Evaluation: Grading for these papers will be based on clarity, coherence, intelligence, strength of arguments, how interesting it is, and writing (organization, sentences, wording) and mechanics (spelling, grammar, punctuation).


Appendix D: Ethical Analysis Paper

Capstone

Directions Over the course of the semester, we have discussed the ethical dimensions of many different studies and ideas in psychology. In this paper, A) identify several specific different values and ethical principles (e.g., from the APA General Principles and Ethical Guidelines) that you as a psychologist should apply in considering the ethics of studies and situations in psychology, B) describe 2-3 specific readings that discussed studies or ideas that had important ethical dimensions and evaluate each of those readings/studies/ideas using the values and principles you discussed in the first part, and C) discuss potential ways different psychologists might disagree with one or more of your evaluations in part B and the reasons for those disagreements. NOTE: In addition to giving me a hard copy for grading, you will be required to upload this paper to Taskstream.


Appendix E: Article Summary

Empirical Research Article Summary: Full reference for the reading (put in APA format):

Summary of study Summarize the study in 3-4 sentences: Select and copy 2-3 significant quotes from the reading here and explain why they are important: What are the key variables in the study? How were they measured?

Evaluation of study Evaluate the methodology (e.g. participants, materials, design), consider the strengths and weaknesses of the study? Does the methodology (e.g. sample, materials, design) of the study match the research question? How? Do the author(s)’ conclusions match the statistical results? How?

Application of study State your thesis/hypothesis/topic and explain how this study relates to it. How does this study connect to other studies you have read (be sure to cite the other studies for your reference): Other notes on this study: MUST turn in the reading with the assignment. This needs to be a pdf or other stable file of the COMPLETE article. URL links will sometimes break, so they are not acceptable.

Appendix F: Rubric for Article Summary*

Category Unacceptable 0

Marginally Acceptable

1

Acceptable 2

Strong 3

Ability to discern important components of research study Question: Summarize the study in 3-4 sentences. N/A explanation: Student did not follow the assignment correctly and did not provide a full text link or pdf of the article; therefore, unable to determine if summary is correct.

Missing or none of the elements are summarized well.

Only 1 element is summarized well.

2 of the 3 elements are summarized well.

Clear description of hypothesis/research questions, methods and results of the study.

Ability to evaluate merits of the research Question: Evaluate methodology; considering strengths and weaknesses. N/A explanation: Student did not provide full text of article OR student did not follow assignment and select an EMPIRICAL article to critique.

Missing or only provide description with no evaluation.

Only consider strengths or weakness, not both; OR only provides an unclear list with no explanation.

Strengths and weaknesses are both considered and adequately described.

Strengths and weaknesses are both considered and go beyond simplistic observations.

Ability to relate study to their own topic Question: State your

Missing or unable to or weakly relates to

Connects to own thesis/research but connection is

Clearly and coherently relates to own

Clearly and coherently relates to own thesis/research in a

thesis/hypothesis/topic and explain how this study relates to it. N/A explanation: Even if student did not submit a full text article or did not submit an empirical article, this question CAN BE EVALUATED using the guidelines.

own thesis/research

tangential or unclear in some way

thesis/research

highly effective way

Appendix G: Professional Portfolio Assignment

One major product that you create in this course is a career portfolio created through TaskStream. Electronic portfolios are becoming important parts of the employment process and may also be used in some graduate school applications. Electronic portfolios provide a powerful way for you to tailor your materials for a potential employer and allow for you to showcase your particular strengths. For this class you will be required to create a professional e-portfolio that will serve as a storehouse of information for you. The idea is that you will maintain records, reflections and documents in this portfolio and you can tailor and tweek the information in it if you plan to actually send the portfolio to an employer or graduate school. In advising, you will be asked to continue to update the material in this portfolio, so that after graduation you are ready to go. Students can personalize their portfolio in a way that works best for them. However, the portfolio will include at minimum the following elements:

1. Home page should be two letters to the readers of the portfolio. a. One reader will be your academic advisor, so you should tailor the letter as the beginning of the dialogue that you will

have when you review the portfolio with them b. The second letter can be tailored to an audience of your choosing. It may be the start of a cover letter for application

for employment or graduate school, or something else that matches the students’ career path. c. Letters should incorporate some biographical information that may cover the following:

i. Why you chose psychology as a major ii. What particular areas of psychology are of interest to you and why

iii. What your professional and career goals are for the future iv. Any other personal information that would be appropriate to share in a professional setting

2. Your updated and revised resume 3. Your revised personal statement written for a graduate program 4. A detailed description of your career plan (courses, activities, internships, research, travel, etc.) that includes a how each step

and activity will contribute to your future career. 5. Lists of important skills that you have developed and the reflection of how you will improve on areas that you are weaker in. 6. Inclusion of appropriate supporting materials for

a. Employment (internship products, projects, news clippings of activities involved in, etc.) b. Graduate School (writing samples, research presentations, school organizations, etc.)

7. List of potential employment options available after graduation

a. Reflection on how those options fit or don’t fit for you and display of knowledge of those career options. 8. Reflective statements as appropriate for supporting material describing how this product demonstrates your strengths,

knowledge, abilities, and dispositions. 9. Professional picture(s) that can be used to enhance your portfolio. 10. Reflective letter to next year’s students in professional seminar outlining what elements in the class were helpful, and what you

would do differently now that you have the benefit of the class being over.

Though I require each of these elements, I want you to personalize your electronic portfolio. This will require you to spend time creating the organization and content that you deem important for your own career goals. I have very high expectations for these portfolios and will be evaluating these as if I were a potential employer/graduate school admissions committee member and you were sending . You will want to ‘wow’ me, set yourself apart from others, and demonstrate your professionalism. As such simply throwing all of these documents online and creating your portfolio overnight will not be sufficient to get a good grade. There are several assignments within class designed to create some of the elements in your portfolio, however you are responsible for maintaining these assignments through the class and then organizing them appropriately into the portfolio. I will provide an example of a portfolio for you to see from previous years; however be advised that I have changed the assignment this year, so simply copying the examples will not be sufficient. When you have completed your e-portfolio,

1. You will turn this in to me through a DRF that I will create on taskstream. Be advised that this is a major area of assessment for the department, so any faculty member in the department will have access to it.

2. You will also submit this to your academic advisor(s). Please inform your advisor(s) that you will be sending him or her a link to your e-portfolio created in Professional Seminar and also ask if he or she would like a paper copy. If a paper copy is desired, you can create a PDF version to copy. To validate that you have sent a copy to your advisor, you will be required to get your advisor’s signature to turn into me using the attached form on moodle.

3. You will also want to create an electronic copy of your portfolio that will remain in your taskstream and you can update throughout the remaining time at Morningside. If you do not create this copy, then you can’t update your portfolio b/c submitting it to a DRF “locks” it.

Finally, as a reminder, the career portfolio is worth 25% of your grade. Please give this assignment the time and the attention needed to do well. It will help you when you have to do something like this for real.

Appendix H: Senior Exit Interview

To be completed with the academic advisor during the semester of graduation. Students are asked to send the advisor their portfolio prior to the meeting and it is reviewed in conjunction with the following questions:

Name of Student: __________________________________________________Date of Meeting: _______________ Contact info after graduation: __________________________________Graduation Date: ________________

1. What are your immediate plans (next year or two) after graduation? 2. How do your activities/classes at Morningside aid in those plans? 3. Specifically looking at your portfolio, what documents can you pull from it that you can use in the immediate future? 4. What career do you ultimately see yourself in? 5. How will you get there (i.e. schooling needed, beginning jobs)? 6. What would you NOT want to be doing five years from now? How can you make sure that this doesn’t happen? 7. How will you “sell” yourself in job interviews/graduate interviews (i.e. What skills have you learned in your classes that

employers might find valuable)? 8. What mentors have you identified while you were at college? Why are they your mentors? How can you continue to use your

mentors as resources (i.e. connections, references, networking)? 9. What components of your career preparation plan (graduation plan in portfolio) did you not complete? Why didn’t you

complete them? If they are still important, are there ways to either still complete them before graduation, or to do something similar?

10. What experiences do you wish you had had at Morningside that either a) weren't available or b) you were unaware of at the time? Are there ways to gain those experiences post-graduation?

11. What are some of the biggest things you are taking away from your education at Morningside College?

program plan for meeting responsibilities for general education and … · 2018-08-30 · program...

Documents