psychology department action in response to … · action in response to wasc recommendations ......

PSYCHOLOGY DEPARTMENT Action in Response to WASC Recommendations

The following is a report on the action taken by the Psychology Department during the 2012-2013 academic year in response to WASC recommendations.

WASC Recommendation #1: As it implements the new BA Psychology educational effectiveness assessment plan the faculty is encouraged to re-examine program learning outcomes and the curriculum map to ensure that PLOs are appropriate to the degree level and reflect rigor; e.g. analysis and critical thinking skills are generally expected at the bachelor's degree level as opposed to definition and explanation skills.

ACTION: The Psychology Department is engaged in on-going review of its program learning outcomes, curriculum map, assessment activities, and timeline.

WASC Recommendation #2: The BA Psychology online assessment plan should include assignment of responsibility for review of PLOs and indicate what groups will receive and review assessment outcomes.

ACTION: The Psychology Department’s Assessment Committee will review PLOs, assessment outcomes, and report findings and recommendations to the Department.

WASC Recommendation #3: The faculty is also encouraged to strengthen the BA Psychology assessment plan through use of indirect evidence beyond the current tracking of indirect evidence; this might include a simple, low-cost effort, such as questions directed at a focus group of exiting students. It should move over time toward periodic collection of indirect measures of program effectiveness including student course evaluations (that incorporate the course content, faculty member, and mode of delivery) and alumni/employer feedback.

ACTION: a. The Psychology Department has requested that the Office of Institutional

Research add a data field for “Major/Field of Study” to the Exit and Alumni Surveys currently conducted by the University.

b. Course evaluations are conducted every semester for every class. Currently access to individual faculty members’ course evaluations is restricted to the individual faculty member only. One faculty member contributed data from the student course evaluations of one of her courses that has been offered in both F2F and DL modes for several semesters. These are discussed in the department’s 2012-2013 Assessment Progress Report.

WASC Recommendation #4: In converting courses to the online modality ensure that all syllabi reflect the full aspects of the modality, including student engagement and other features of strong online courses, as outlined in the University's Online Quality Course Guidelines.

ACTION: The UH Hilo “Quality Online Course Design Guidelines” are available for faculty to review and consider in the development of their online courses.

WASC Recommendation #5: All course syllabi need to include credit units awarded.

ACTION: Psychology faculty have been asked to include the appropriate number of course credit units in their syllabi (see Cover page of PSY 323 syllabus attached as example).

WASC Recommendation #6: The psychology program should report on progress made in developing, embedding and utilizing learning outcomes assessment for the next WASC accreditation visit.

ACTION: See attached 2012-2013 Assessment Progress Report

of 3 UHH Online Standards Checklist 10/05/2010

Quality Online Course Design Guidelines

Course: ____________________________________________ Date of Review: ___________ Faculty Course Creator: __________________________________________________ (Signature) Reviewer: ________________________________________________________

(Signature )

These best practices guidelines have been compiled from materials produced by the following: Western Cooperative for Educational Telecommunications, Good Practices for Electronically Offered Degree and Certificate Programs (endorsed by the eight regional accrediting commissions, including WASC); the American Distance Education Consortium; Illinois Online Network; and online course review checklists used by the California State University at Humboldt, CSU-Chico, the University of Alaska at Anchorage, and the University of Texas Telecampus.

It is not expected that all items in a category will be found in a course. Teaching and learning of the curriculum determines the best tools to be used. The faculty member, as the Subject Matter Expert (SME) controls the creation of the best learning environment.

Learning Outcomes: Learning outcomes are clearly defined and explained, allowing students to focus on learning activities.

The online course has comparable content and expectations for student learning outcomes and acceptable levels of student performance with the corresponding F2F course.

The learning outcomes described in the course are documented through exams/quizzes, journals, papers, projects, and/or portfolios.

The course syllabus gives the student an accurate and comprehensive overview of learning outcomes, assignments and exams, expectations, course policies (e.g., late papers, make-up exams), access information, grading, and other essential information. The intent is this information is available the first day of the term.

Resources and Course Materials: Course materials foster learning in the online environment. Effectiveness of the technology and presentation of content is monitored throughout the course.

The instructional materials support the stated learning outcomes and have sufficient content for the student to learn the subject.

Course materials are organized in logical order over the term.

Lectures, notes, readings, and other materials are posted in platform-free format (e.g., PDF,RTF, PPS); students have the option of printing at least some materials.

The instructor has complied with the Copyright Guidelines from Edwin H. Mookini Library before using

copyrighted materials. http://library.uhh.hawaii.edu/lib_services/policies/copyright.htm and, if needed,

used the additional resources on Copyright Fair Use from the University of California.

http://www.universityofcalifornia.edu/copyright/fairuse.html#5

Discussion:

https://www.uhh.hawaii.edu/academics/dl/Resources.php#Copyright

http://library.uhh.hawaii.edu/lib_services/policies/copyright.htm

http://www.universityofcalifornia.edu/copyright/fairuse.html#5


Course materials are presented in a variety of formats in addition to print text, such as streaming video, narrated PowerPoints, PDF files, movies, web conferencing, live capture lectures and discussions.

Assignments engage students in active and interactive learning, such as problem-solving, discussion board interaction, PowerPoint presentations, small-group reports to the class.

The course offers simple and reliable means for students to submit assignments and for instructors to return them.

The instructor provides links to capitalize on rich website content, archives and other online information resources.

Instructions for assignments are explicit about what students should be able to do, the conditions under which the student should produce the assignment, and how well the student should perform; rubrics are provided for assignments.

Access: The instructor ensures that students can access online materials as easily as in face-to-face courses.

Provide access to the course through password/registration process to authenticate student identity.

The course website/syllabus includes the university's disability statement.

The website/syllabus lists the technological requirements for the course: hardware, software, level of access to the internet, student skill levels.

Content pages have links that are self-describing and meaningful. All images are tagged for user by screen readers.

The course demonstrates sensitivity to readability issues (i.e., avoids the uses of colored text or other bright colors).

Online Communication: The online course offers frequent and personal student-instructor interaction.

The course website/syllabus provides a welcome to the course and a self-introduction by the instructor.

Clear standards of realistic timelines are set for instructor response and availability.

The instructor provides course-specific email to respond reliably and promptly (within 24 to 72 hours) to student questions and requests for assistance or to indications that a student is not able to manage the online environment.

The instructor is available as stated in the syllabus to students via course email, course chat room, discussion board, and/or such free web systems as Ning, Skype, or Sight Speed.

Community Building (Optional): The online course fosters a sense of community for those whom this is a desired outcome.

The requirements for course interaction are clearly stated.

Discussion:

Discussion:

Discussion:


Students are requested to meet each other online through autobiographical sketches, one-minute movies, or other presentations posted on a course forum, with or without student photos.

Students are provided with opportunities to interact with each other via frequent asynchronous postings addressing course content, monitored by their instructor.

The course website/syllabus includes a course netiquette statement or links to netiquette web pages.

Students are provided with opportunities to participate in small group discussions and team projects, presenting the results to the class on the course website.

Assessment and Evaluation: Through assessment and evaluation of student learning, the instructor is systematically and regularly assessing learning.

Assessments and evaluations are tailored to the learning outcomes described within the course.

The instructor provides fast, focused, and frequent feedback on student assignments, quizzes, and exams.

Feedback/grades are recorded and easily accessible to students.

Instructor develops simple, appropriate grading rubrics and provides them with assignments so students know how they are being graded.

Instructor returns assignments with comments (via commenting within the Assignment tool, Word “Insert Comments,” or other commenting capabilities) and/or with filled-in rubrics.

Best performances are posted on the course website (via Announcements or Discussion) as models for all students.

The performance of students in online courses is regularly compared with those of students in the corresponding F2F courses, with a view to improving teaching and materials in both kinds of courses.

Learner Support: Course provides information and resources to promote learner success.

The instructor provides links to technology tutorials and other aids.

The instructor provides instructions on where students can obtain technical support.

The instructor provides links and/or training in accessing and navigating the online environment is provided.

Students who lack internet access from home are offered alternatives (i.e., allowed to copy non-copyrighted materials onto their flash drives or are offered course materials on DVD/CD).

Welcome email and syllabus provides instructions on how to get access to library databases for those courses in which databases are used. [DL librarian will provide paragraph for insertion].

Summary of Discussion:

This course demonstrates quality course design and has earned the Certificate on this date _________

Discussion:

Discussion:

Discussion:

August 5, 2013

Psychology 323 (WI) - Community Psychology Fall 2013 (3 credits)

Cheryl M. Ramos, Ph.D. Office Location: UCB Room #266

Office Hours: MWF 10-12noon; MW 2-4pm

Phone: (808) 974-7374

E-Mail: [email protected]

"Ka ua Kanilehua o Hilo" 'Ōlelo Noe'au - Mary Kawena Pukui

READINGS:

Moritsugu, J., Vera, E., Wong, F.Y., & Duffy, K.G. (2014) Community Psychology 5th Edition, Boston, MA: Allyn & Bacon. ISBN: 0-205-62771-4

Additional readings posted as PDF documents online in Laulima for each Module

COURSE DESCRIPTION:

Community psychology focuses on social issues, social institutions, and other settings that influence individuals, groups and organizations. This course provides an overview of the principles and methods of the field and their application to community issues and settings.

STUDENT LEARNING OUTCOMES:

1. Describe in written assignments and essay exams the theories and concepts of community psychology

2. Critically apply and discuss in written assignments the application of community psychology theories and concepts to personal, family, organizational, and community settings.

3. Conduct a tape-recorded interview with a community member on a topic related to community psychology (e.g. significant event in a community, change in a community). Prepare a written report of the interview project.

4. Conduct a survey on a community-related topic. Prepare a written report of the survey project.

5. Conduct service to the community and prepare a written report of the service activity.

6. Critically analyze and discuss data related to community issues (e.g. alcohol, tobacco, and other drug use; evaluations of community-based programs)

7. Use computer technology competently to obtain information about Hawai'i communities and community psychology-related topics.

8. Use Laulima online course management system to access course content.

9. Identify aspects of Hawaiian and "local" Hawaii culture in relation to community psychology topics.

10. Engage in a service project to promote the quality of life of an individual, group, organization, or

community.

mailto:[email protected]

Cheryl

Highlight

Psychology Department 2012-2013 Assessment Progress Report

During the 2012-2013 academic year, assessment activities in the Psychology Department addressed the following:

Formative Assessment

Assessed PO1 and PO2 for Spring 2013 graduates in terms of outcomes in 213, 214, and 400-level courses for which 213 and 214 are prerequisites

Developed and implemented rubrics for assessing sample of writing assignments in courses related to PO4 and PO5

Indirect Assessment

Requested that IRO include “Major/Field of Study” as a data field in the Exit Survey and Alumni Survey currently conducted by UHH

Synchronous versus Asynchronous Learning

Assessed outcomes in a sample of courses delivered in both synchronous and asynchronous modes: o Grade distribution o Student artifacts o Student course evaluations

Data Analysis and PO Assessment

Reviewed results of PO Assessment

Revised assessment plan timeline

Teach-Out of DL-Program Students

Tracked the progress and degree completion of students who remain in Psychology BA DL-Program

1. Formative Assessment

a. Assessing PLO1 & PLO2 (213, 214) Data were obtained from the UHH records management system for Psychology majors who graduated in Spring 2013. Data obtained included grade points earned (on 4.0 scale) for PSY 213, PSY 214, and 400-level classes for which PSY 213 and PSY 214 are prerequisites. Mean scores and correlations are provided in Appendix A. Statistical analyses indicate significant positive linear correlations between grade points earned in PSY 213 and PSY 214 (r = .42, N = 43, p = 0.005), and also between the average grade points earned for 400-level courses students completed and the grade points in the prerequisite courses PSY 213 (r = .38, N = 42, p = .014) and PSY 214 (r = .438, N = 42, p = 0.004).

b. Development and Use of Grading Rubrics for Writing Assignments During the 2012-2013 academic year, faculty members developed and implemented grading rubrics to assess writing assessments in 300-level (PO4) and 400-level (PO5) classes. Results indicate average scores for writing assignments in these classes ranged between 74.6% to 91.8% (see Appendix B). Descriptions of writing assignments and corresponding grading rubrics are included. During the 2013-2014, interested faculty will work on the development of a department-wide rubric that may be used to assess Literature Review and Research Proposal writing assignments. Faculty will establish inter-rater reliability for the rubric by collectively reviewing a sample of papers from one course. As requested by the campus-wide Assessment Committee, the campus-wide Written Communication rubric will be used for assessing one written assignment in a 400-level course.

2. Indirect Assessment

UH Hilo has conducted Exit surveys of its graduates and periodic surveys of its Alumni for several years. Rather than duplicate this effort at the department or college level, the Psychology Department contacted the Institutional Research Office (IRO) to request that a new data field for “Major/Field of Study” be added to the Exit and Alumni Surveys currently conducted. There was recently a change in staffing in the IRO. Therefore the Department will bring this matter to the attention of the Dean of CAS and the campus-wide Assessment Committee for consideration and future action.

3. Synchronous versus Asynchronous Learning The Psychology Department assessed outcomes in a sample of courses offered in both synchronous and asynchronous delivery modes. These courses, and the related program learning outcome, include:

(PO1) PSY 213 – Statistics (PO2) PSY 214 – Research Methods (PO3) PSY 320 – Development Psychology

PSY 322 – Social Psychology PSY 324 – Abnormal Psychology

(PO4) PSY 314 – Learning & Motivation (PO5) PSY 323 – Community Psychology PSY 360 – Cross-Cultural Psychology PSY 390 – Industrial & Organizational Psychology PSY 494 – Psychology & Cancer (PSY 461 effective Fall 2013)

Course grade distributions indicate that outcomes are similar in both course delivery modes for each of the above courses (see Appendix C).

Data for a sample of student artifacts for PSY 323 indicate similar performance in both online and face-to-face modes (see Appendix D). Student course evaluations indicate similar results in both online and face-to-face delivery modes in terms of students’ ratings about how the Instructor and readings for the course facilitated their learning, ratings about the Instructor overall, and ratings about the course overall (see Appendix E).

4. Data Analysis and PO Assessment Results of the Psychology Department’s 2012-2013 assessment efforts indicate that the department is making good progress in the following areas: a. Developed and implemented use of grading rubrics for formative assessment of

writing assignments in a sample of 300-level (PO4) and 400-level courses (PO5) b. Assessed the learning outcomes of courses offered in both synchronous and

asynchronous modes of delivery. Results indicate similar outcomes in synchronous and asynchronous delivery of the same course (PO1, PO2, PO3, PO4, PO5)

c. Assessed and achieved desired outcomes for PO1 and PO2. The Psychology Department reviewed the assessment timeline previously developed. The Assessment Timeline was revised for 2013-2014 and future years to improve the sequence of related assessment activities. For example, in 2013-2014, the department will examine the rubrics individual faculty developed and used to assess the writing assignments in their courses during 2012-2013. The department rubric developed in 2013-2014 can then be used to assess writing assignments in 2014-2015. In 2013-2014, the department will discuss the Pretest/Posttest formative assessment and the development of appropriate questions for various courses. The Pretest/Posttest formative assessments can then be implemented in 2014-2015. The revised Assessment Timeline is provided in Appendix F.

During 2013-2014 the Psychology Department will: a. Develop and establish the reliability of a department rubric which may be used to

assess Literature Review and Research Proposal papers. b. Use the campus Written Communication rubric to assess one writing assignment

in one 400-level course. c. Develop questions for implementation of the Pretest-Posttest method of

formative assessment in a sample of courses. d. Continue to review the results of PO Assessment and revise the department’s

learning outcomes, curriculum map, assessment strategies, and assessment timeline as needed.

5. Teach-Out of DL-Program Students The department tracked the progress and degree completion of the seven students who remained in the Psychology BA DL-Program after Spring 2011 when entry to the DL program was discontinued. The status of the seven DL-Program students is provided in Appendix G. In summary:

4 students graduated

1 student petitioned for Fall 2013 graduation

1 student should complete his degree in Spring 2014

1 student is taking one class each semester and therefore her term of degree award has not yet been determined. She has 12 credits remaining to complete the Psychology major requirements.

The Department will continue to monitor the progress, course enrollment, and degree completion of the 3 remaining DL-Program students.

Grade Points Earned (4.0 scale) PSY 213, PSY 214, and PSY 400-level classes with 213 and 214 Prerequisites Psychology Graduates in Spring 2013

Descriptive Statistics

Mean Std. Deviation N

PSY213 2.9035 .77619 43

PSY214 3.3293 .68579 43

400-level classes with

214 prerequisite 3.4548 .46451 42

Correlations PSY213 PSY214 PSY 400-level classes with

214 prerequisite

PSY213

Pearson Correlation 1 .420** .378

*

Sig. (2-tailed) .005 .014

N 43 43 42

PSY214

Pearson Correlation .420** 1 .438

**

Sig. (2-tailed) .005 .004

N 43 43 42

PSY 400-level classes

with 214 prerequisite

Pearson Correlation .378* .438

** 1

Sig. (2-tailed) .014 .004

N 42 42 42

** Correlation is significant at the 0.01 level (2-tailed).

* Correlation is significant at the 0.05 level (2-tailed).

Appendix A

Category Have formal Program Learning Outcomes (PLOs) or Student Learning Outcomes (SLOS) been developed?

Published where? (website)

Do PLOs include or imply link to Core Competency? (AY 2013-2014: Written Communication)?

Process of Core Competency Assessment:

1. Course 2. Assignment 3. Type of Student Artifact 4. Instrument

Data (measurement of the competency)

Action Taken in Response to the Data (How are the Findings Used?)

Date of Last Program Review

BA– PSYCHOLOGY

YES; Program Learning Outcomes (attached)

NEED TO ADD PLOs TO CATALOG – SEE BELOW

http://hilo.hawaii.edu/catalog/psychology.html

YES Assess sample of writing assignments in courses related to PO4 and PO5 Fall 2012: PSY 450 (PO5) PSY 494 (PO5) Spring 2013: PSY 350 (PO4)

Fall 2012: 1. PSY 450 2. Behavior Change Writing

Assignment 3. Paper 4. Rubric designed by

Instructor Fall 2012:

1. PSY 494 Psy & Cancer 2. Literature Review Writing


Instructor Fall 2012:

1. PSY 494 Psy & Cancer 2. Research Proposal Writing


Instructor Spring 2013:

1. PSY 350 2. Case Study Writing


Instructor

% Points earned % Points earned % Points earned % Points earned

To be discussed by Department in Fall 2013

2010 http://hilo.hawaii.edu/uhh/vcaa/documents/PsychologyMOUMay2010.pdf

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dix

B




http://hilo.hawaii.edu/uhh/vcaa/documents/PsychologyMOUMay2010.pdf





Psychology Program Learning Outcome General Education Learning Outcome

PO1: Demonstrate knowledge of basic concepts in

statistical analysis and be able to interpret and

understand both qualitative and quantitative

statistical analyses.

Goal 4: Scientific and Quantitative Reasoning

PO2: Demonstrate knowledge of basic concepts and

methods of psychological research: this includes

defining or explaining concepts, collecting and

analyzing data, presenting data in tables, conducting a

scientific literature search, preparing a scientific

research proposal, conducting research under the

supervision of a faculty researcher.

Goal 1: Critical thinking

Goal 2: Information literacy Goal 3: Communication Goal 4: Scientific and Quantitative Reasoning

PO3: Define, explain, and apply key terms and

concepts in two of the following areas of Psychology:

Developmental Psychology, Personality, Social

Psychology, Abnormal Psychology.

Goal 1: Critical Thinking

Goal 5: Human Interaction and Cultural Diversity

PO4: Define, explain, and apply key terms,

theories, and concepts of two of the following areas of Psychology: Learning and Motivation, Sensation and Perception, Cognitive Psychology, Biopsychology.


Goal 2: Information Literacy Goal 3: Communication Goal 4: Scientific and Quantitative Reasoning

PO5: Define, explain, and apply key terms, theories,

and concepts in areas of

specialization.


Goal 2: Information literacy

Goal 3: Communication Goal 4: Scientific and Quantitative Reasoning Goal 5: Human Interaction and Cultural Diversity Goal 6: Collaborative Skills and Civic Participation

Fall 2012 Fall 2012 Fall 2012 Spring 2013

PSY 450 Behavior Change Assgnmt PSY 494 Literature Review PSY 494 Research Proposal PSY 350 Case StudyMax Pts= 150 Max Pts= 25 Max Pts= 25 Max Pts= 30

% % %

150 100.00% 25 100.00% 25 100.00% 29.5 98.33%

150 100.00% 25 100.00% 25 100.00% 29.5 98.33%

150 100.00% 25 100.00% 23 92.00% 29.5 98.33%

149 99.33% 25 100.00% 23 92.00% 29.5 98.33%

149 99.33% 25 100.00% 22.5 90.00% 29 96.67%

147 98.00% 24 96.00% 22 88.00% 28 93.33%

147 98.00% 24 96.00% 21 84.00% 28 93.33%

147 98.00% 24 96.00% 19 76.00% 28 93.33%

145 96.67% 24 96.00% 17.5 70.00% 26 86.67%

144 96.00% 23 92.00% 17 68.00% 26 86.67%

141 94.00% 21 84.00% 17 68.00% 25.5 85.00%

136 90.67% 21 84.00% 17 68.00% 24.5 81.67%

135 90.00% 21 84.00% 16 64.00% 24.5 81.67%

134 89.33% 20 80.00% 14 56.00% 24.5 81.67%

126 84.00% 17 68.00% 13 52.00% 24.5 81.67%

125 83.33% 17 68.00% 13 52.00% 24 80.00%

120 80.00% 0 0.00% 12 48.00% 24 80.00%

114 76.00% 0 0.00% 0 0.00% 23.5 78.33%

108 72.00% 0 0.00% 0 0.00% 23.5 78.33%

0 0.00% 23 76.67%

0 0.00% 22 73.33%

21 70.00%

18 60.00%

18 60.00%

137.74 91.82% 22.56 90.25% 18.65 74.59% 12 40.00% 24.62 82.07%

n=19 n=16 n=17 0 0.00% n=25

0 0.00%

0 0.00%

* Mean Score for Papers Submitted

Mean Score* Mean Score*Mean Score* Mean Score*

PSY 350: Cognitive Psychology Memento Case Study: The other assessment for this course will be for each student to write a case study on the movie Memento. This film will be shown in two parts at the beginning of the memory section. This case study will constitute a major part of your grade for this class and I hope be an enjoyable experience. As with everything in this class please feel free to come to me with ANY questions or concerns or if you just want to run your ideas by me about this assignment. This case study needs to follow APA format, use appropriate citations and include Title Page, Abstract, Body and References. Please be sure to follow APA format and give appropriate credit where it is due. Lastly, do not include quotes in your paper, this does not demonstrate that you have understood the information, you should however paraphrase the information and include an appropriate citation. The case study should include the following components:

Abstract o Short paragraph outlining the case study o This should summarize your report, briefly.

Overview of the movie/main character o What happened to him o What will be the goal of the report

Characterize memory in the main character o For each memory type discuss whether it is intact, absent or

impaired in the character or if there is insufficient evidence describe what other evidence would be necessary

Recognition Episodic Semantic Working Associative Procedural/Motor

o Does this character have a type of amnesia? (Anterograde, Retrograde or both)

Scoring Rubric:

Case Study Grading

Category Criteria

Great (7.5points)

Needs Improvement (4 points)

Unsatisfactory (1 point)

Content All major components of the assignment are present

Most all components of the assignment are present

The document does not contain most of the required components

Organization Good logical flow to the document

Some organization but could be improved

Poorly organized document

Grammar and Format

All citations are cited appropriately and the document is grammatically correct

Some citation and/or grammatical errors but overall good

Major citation and/or grammatical errors, which interfere with the readability of the paper.

Accuracy Characterized all memory impairments (or lack thereof) correctly

Characterized most of the information correctly.

Overall, the student missed all major memory components

The rubric was designed to allow the instructor to accurately and consistently evaluate the Memento Case study on all aspects of paper writing for a 300-level Psychology Course. Prior to taking this course, students are required to complete a research methods course (PSY 214) where they initially are taught to write a case study in APA format. This assignment serves to allow students to demonstrate mastery of the previously acquired stills and subsequently apply in the context of cognitive psychology.

PSY 450 Behavior Change Assignment: Final Paper DRAFT: 50 points; Due 11/18/12 to OLC

FINAL: 150 points; Due 12/3/12 to Instructor The final assignment in this semester-long behavior change assignment is to write a 10-page APA style paper that describes the behavior and goals for behavior change, baseline data collection, functional assessment, treatment plan, treatment implementation and results and discussion of your behavior change outcomes (including the graphed data from your dashboard). Paper Components 1) Introduction

A. Describe the target behavior chosen for the project with an explanation of its choice in terms of some larger goal or context.

B. Provide an integration of this project and the academic literature by citing and discussing two reference sources on the target behavior.

C. Discuss the short-term and long-term advantages and disadvantages of changing the behavior as well as the motivations and obstacles for changing it.

2) Method/Results (each item below should be under its own subheading)

A. Provide a clear, specific definition of the target behavior in observable terms, and describe the specific behavioral goals and sub-goals in changing the target behavior (i.e., from your behavior definition).

B. Describe the procedures used in the baseline and intervention periods for observing and recording the behavior, including the dashboard (attach a copy as an appendix) and any other record-keeping forms (attach copies in the appendix).

C. Describe the functional assessment with specific reference to the baseline data as well as data obtained from the direct and indirect assessment methods (i.e., from your functional assessment).

D. Describe and explain the choice of intervention strategies for changing the behavior with specific reference to the functional assessment and rationale for why you hypothesized these interventions would change the behavior (i.e., from your treatment plan).

E. Describe the change in data from the baseline to the intervention period using the dashboard. Comment on but do not discuss trends in the data in this section and explain any significant deviations due to extraordinary events unrelated to the project or your typical life pattern (e.g., tsunami evacuation prevented you from engaging in your planned exercise behavior).

3) Discussion

A. Discuss what was learned about the target behavior and its controlling factors, the effect (if any) of the intervention on the behavior, and which intervention strategy seemed to have the greatest success.

B. Explain what was learned about the self-observation methodology, including any reactive effects, and what was learned about the intervention procedures used in the project.

C. Discuss the ability to maintain any improvements without the project, the plans to assure relapse prevention if applicable, and the plans to maintain and/or transfer any improvements.

4) Figure (not included in total page count)

A. Include an Excel or PDF version of your final dashboard.

5) Appendix (not included in total page count) A. Attach other data collection materials used in the project: ABC monitoring form, self-monitoring

diary, recording sheets or cards, record-keeping and storage sheets, etc. If any data were stored in a computer file or on a website/app, please make electronic copies (e.g., paste into Word, make a PDF, download a webpage, etc.).

APA Style Formatting Please use formatting guidelines from the 6th Edition of the Publication Manual of the American Psychological Association. You will be graded on these components including:

1) General guidelines (typed, double-spaced, 1" margins, 12pt Times New Roman or similar font) 2) Main sections/components (title page, intro, methods/results, discussion, references) - note that

you should NOT include an abstract and you should combine methods and results, which is a departure from APA format

3) Citations and References 4) Figures

All libraries in the UH System should have a copy of the APA manual. Another online resource for APA style guidance is: http://owl.english.purdue.edu/owl/resource/560/01/ Feedback and Grading Feedback: You will submit a draft of this paper to your OLC no later than midnight on 11/18/12. Please be sure to submit to BOTH your OLC and to your instructor. Your OLC will have one week to provide you with detailed feedback. Your instructor will not provide detailed feedback on the first draft but will be available for specific questions you have as you work on your final draft (PLEASE EMAIL IF YOU HAVE QUESTIONS). Your final paper is due to your instructor on 12/3/12. Grading Criteria: Academic quality is an obvious criterion for awarding any course grade, but because of the special nature of this report, quality must incorporate both the nature of the project undertaken and the written report. Thus, the general grading criteria for the report are:

1) Effort, i.e., how much was invested in the observation and intervention as evidenced by the details and specifics in the report.

2) Completeness, i.e., coverage of the elements described above in the Introduction, Method/Results, Discussion, and Appendix sections of the report. The minimum page length is 10 pages and the maximum is 15. Please do not submit a paper longer than 15 pages. Included in the page length are the title page, main body of the paper, and no more than 1 page of references. The dashboard and other appendices are not included in the page length.

3) Writing style (use of technical, third-person in passive voice - e.g., "The behavior appeared to decrease as a result of X intervention.”), grammar, and clarity of communication (including organization).

PSY 450 Final Paper Grading Rubric

Dimension Great (100-80%) Satisfactory (80-60%) Needs Improvement (60-40%) Unsatisfactory (40-0%)

Behavior Change Implementation "Effort" (30pts)

Completed all aspects of behavior change assignment; demonstrated accurate implementation of behavior modification principles

Completed most aspects of behavior change assignment; demonstrated mostly accurate implementation of behavior modification principles

Some implementation problems

Poor implementation; waited until last minute to implement project; demonstrates inaccurate or incomplete understanding of behavior modification principles

Introduction (15pts) Provides excellent rationale for behavior selection; includes at least two references; thoroughly discusses short and long term advantages and disadvantages of changing the behavior

Provides sufficient rationale for behavior selection; includes at least two references; discusses short and long term advantages and disadvantages of changing the behavior

Rationale incomplete; link to scientific literature missing or inappropriate; incomplete discussion of advantages and disadvantages

Inadequate use of references; poor rationale for behavior selection; no discussion of advantages and disadvantages

Method/Results - Behavior Definition (10pts)

Provides clear behavioral definition and goals Provides behavioral definition and goals Some problems with behavior definition

Behavior definition unclear or ambiguous

Method/Results - Behavior Tracking (10pts)

Describes behavior tracking procedures completely and accurately

Describes behavior tracking procedures Some problems with tracking procedures

Tracking procedures not described or inaccurately described

Method/Results - Functional Assessment (10pts)

Describes functional assessment completely and accurately

Describes functional assessment Some problems with functional assessment

Functional assessment not described or inaccurately described

Method/Results - Intervention Strategies (10pts)

Describes and explains choice of intervention strategies completely and accurately

Describes and explains choice of intervention strategies

Some problems with intervention strategies

Rationale for intervention strategies not described or inaccurately described

Method/Results - Behavior Change (10pts)

Describes change in data from baseline to intervention period completely and accurately

Describes change in data from baseline to intervention period

Some problems with change in data

Change in data from baseline to intervention period not described or described in accurately

Discussion (15pts) Clearly and thoroughly describes outcomes from behavior change interventions; thoroughly discusses interventions and self-monitoring/management; thoroughly describes future plans for relapse prevention/maintenance of "treatment" gains

Describes outcomes from behavior change interventions; discusses interventions and self-monitoring/management; describes future plans for relapse prevention/maintenance of "treatment" gains

Some discussion but not thorough enough

Outcomes not described; interventions/procedures not discussed; no plans for future

Appendix (10pts) Includes dashboard and other data tracking materials; references these in the text

Includes dashboard and other data tracking materials

Dashboard or data tracking materials unreadable or not understandable

No dashboard, no data

Organization (10pts) Logical and organized paper; accurate use of headings and sub-headings

Mostly organized Some disorganization Grossly disorganized paper

Format (10pts) Paper adheres to APA format; no departure from APA format

Paper mostly adheres to APA format Paper somewhat adheres to APA format although some errors are present

Gross departure from APA format

Grammar (10pts) Few to no grammar or spelling errors Some sporadic errors, although the paper is still readable

A number of grammar or spelling errors

Many errors though out the document making it challenging to read the paper

PSY 494 – PSYCHOLOGY & CANCER

From Journal Article to Literature Review

Literature Review Now that you have been introduced to the research literature related to cancer risk and cancer screening behaviors, you will expand your knowledge in a specific area by preparing a scholarly literature review paper, related to ONE of two topics:

1) reduce a cancer risk behavior OR

2) increase a cancer screening behavior. You may use one of your Journal Article Reviews as the starting point for your Literature Review.

For example, if your selected Journal Article had been the sample article by Taylor et.al. (2010) titled Evaluation of a cervical cancer control intervention using lay health workers for Vietnamese American women, then you could have conducted a review of the literature related to cervical cancer control interventions for Asian American women. Please do NOT use this example for the focus of your Literature Review.

The introduction section of the journal article you selected (either for JA-1 or JA-2) includes a

review of the literature related to the research question explored for the study. Therefore the journal article is a good source of ideas and references for your Literature Review.

Your Literature Review MUST address a topic related to either reducing cancer risk behaviors OR

increasing cancer screening behaviors for a specific cancer type and a specific target population that is known to have a high incidence of a related cancer type. Your Literature Review may, but does not have to, be related to one of your Journal Article Reviews.

The literature review paper will be an 8-10 double-spaced typed pages and must contain at least

five citations to peer-reviewed journal articles. The paper must adhere to current APA Publication Guidelines.

http://owl.english.purdue.edu/owl/section/2/10/ Papers must be saved in .doc or .rtf format and submitted at the Laulima Assignment Link. If you are unsure what constitutes a literature review, here are some helpful website guides

http://owl.english.purdue.edu/owl/resource/560/13/ http://web.psych.washington.edu/writingcenter/writingguides/pdf/litrev.pdf http://www.d.umn.edu/~hrallis/guides/researching/litreview.html

Plagiarism is unacceptable and depending on the severity may result in 0 points for a paper. SUBMIT at Assignment Link. Papers will NOT be accepted via email. TOTAL POINTS POSSIBLE: Draft = 25 points + Final = 25 points DUE DATES: Draft Paper Wednesday, November 7, 2012, 10:00am

Final Paper Monday, November 19, 2012, 10:00am NOTE: No late assignments accepted.

http://owl.english.purdue.edu/owl/section/2/10/

http://owl.english.purdue.edu/owl/resource/560/13/

http://web.psych.washington.edu/writingcenter/writingguides/pdf/litrev.pdf

http://www.d.umn.edu/~hrallis/guides/researching/litreview.html

PSY 494 – PSYCHOLOGY & CANCER

From Literature Review to Research Proposal

Now that you are familiar with the literature related to cancer risk reduction and increasing cancer screening, the final course project will be a Research Proposal in which you propose and design a study to assess an intervention to either:

1) reduce a cancer risk behavior OR 2) increase a cancer screening behavior.

Select one cancer risk behavior OR cancer screening behavior for which you will develop a

research proposal. Prepare a 5-6 page (double-spaced) research proposal in which you propose a study to assess

an intervention designed to either 1) reduce a cancer risk behavior OR 2) increase screening behavior for a specific cancer type.

The study should address a specific target population known to have high incidence of the

cancer type that is related to the cancer risk and/or cancer screening behaviors.

Your paper must be written in APA format.

Your paper must include the following sections, section headings, and address the stated questions within each section. Do not use question numbers or bullet points in your summary. The research proposal should be written in paragraph form and should NOT plagiarize sentences or paragraphs from the article. Include the full journal article citation at the top of the first page of your paper. Your paper should be submitted in DOC, DOCX, RTF or PDF file format.

INTRODUCTION

1. Which cancer risk reduction OR cancer screening behavior does the study address? 2. Which specific target population is the focus of the article? 3. What is the cancer incidence for the specific target population? 4. What are the key question(s) the study is addressing? 5. What are the study hypotheses?

METHODS

1. Who will be the subjects in the study? How will they be recruited 2. What will be the study design? Be specific and describe the design.

o Cross-sectional? o Experiment? o Longitudinal?

3. Describe the study procedures and measures RESULT

Describe how the data will be analyzed. DISCUSSION

Any problems or limitations are anticipated? SUBMIT at Assignment Link. Papers will NOT be accepted via email. TOTAL POINTS POSSIBLE: Draft = 25 points + Final = 25 points DUE DATES: Draft Paper Wednesday, November 28, 2012, 10:00am

Final Paper Monday, December 10, 2012, 10:00am NOTE: No late assignments accepted.

PSY 494 – Psychology & Cancer

Literature Review Grading Rubric

Category Criteria

Great (5 points)



Statement of the

topic Very clear statement that

the review addresses either

1) reduce cancer risk

behavior OR 2) increase

cancer screening behavior

Fair statement that the review

addresses either 1) reduce cancer

risk behavior OR 2) increase

cancer screening behavior – lacks

some clarity (e.g. other topics

addressed)

Vague statement

Minimum of 5

relevant peer-

reviewed journal

articles citied

Includes at least 5 citations

to peer-reviewed journal

articles relevant to topic

Includes fewer than 5 citations to

peer-reviewed journal articles

related to topic

Includes fewer than 5

citations to peer-reviewed

journal articles and most

are not relevant APA formatted

summary of cited

literature

Review is in APA format

and provides accurate

summaries of each article

including methods, results,

conclusions.

Review is in APA format in some

sections but not in all/ Provides

summaries of each article but not

complete

APA format not followed;

does not include

summaries OR summaries

not accurate

Conclusion Clear concluding statement

of the key points and

concise take-away message

Fair concluding statement of the

key points, some key points

missing, take-away message not

concise

Vague concluding

statement and poor or no

take-away message

Organization and

Format of Paper,

Grammar and

Spelling

Very good organization and

format; Few to no grammar

or spelling errors

Fair organization and flow; some

grammar and/or spelling errors Poor organization and

flow; many grammar

and/or spelling errors

PSY 494 Psychology & Cancer Research Proposal

Grading Rubric Category Criteria

Great (5 points)



Introduction Great review of literature relevant to intervention to either 1) reduce cancer risk behavior OR 2) increase cancer screening behavior; Concise statement of intervention to be assessed in proposal

Fair review of literature relevant to interventions to either 1) reduce cancer risk behavior OR 2) increase cancer screening behavior; Statement of intervention to be assessed in proposal not clear

Poor review of literature relevant to interventions to either 1) reduce cancer risk behavior OR 2) increase cancer screening behavior; Statement of purpose of paper does not address intervention designed to either 1) reduce cancer risk behavior OR 2) increase cancer screening behavior.

Methods Great statement of proposed research design, participants, and description of intervention to be evaluated

Fair statement of proposed research design, participants, and description of intervention to be evaluated

Poor statement of proposed research design, participants, and description of intervention to be evaluated

Results Great statement of proposed data analysis

Fair statement of proposed data analysis

Poor statement of proposed data analysis

Discussion Great statement of potential problems and limitations anticipated

Fair statement of potential problems and limitations anticipated

Poor statement of potential problems and limitations anticipated

Organization and Format of Paper,

Grammar and Spelling

Great organization and flow; APA format followed; Few to no grammar or spelling errors

Fair organization and flow; APA format followed in some sections but not all; Some grammar and/or spelling errors

Poor organization and flow; APA format not followed; Many grammar and/or spelling errors

Category Have formal Program Learning Outcomes (PLOs) or Student Learning Outcomes (SLOS) been developed?

Published where? (website)

Do PLOs include or imply link to Core Competency? (AY 2013-2014: Written Communication)?

Process of Core Competency Assessment:

1. Course 2. Assignment 3. Type of Student Artifact 4. Instrument

Data (measurement of the competency)

Action Taken in Response to the Data (How are the Findings Used?)

Date of Last Program Review

BA– PSYCHOLOGY

YES Program Learning Outcomes Attached

Need to add new PLOs to replace “Goals” posted at catalog website http://hilo.hawaii.edu/catalog/psychology.html

YES: PO1, PO2, PO5

1. PSY 438 Child Cognition 2. Students will expand their

knowledge about child cognition by researching and preparing a scholarly literature review paper on a topic in child cognition. The paper must be at least 12 double-spaced typed pages (excluding cover page and list of citations) and written in APA format.

3. Literature review paper prepared in APA format

4. Grading Rubrics: a. Instructor developed

rubric b. Campus Written

Communication rubric

DUE May 15, 2014

DUE MAY 15, 2014

2010 http://hilo.hawaii.edu/uhh/vcaa/documents/PsychologyMOUMay2010.pdf











Psychology Program Learning Outcome General Education Learning Outcome

PO1: Demonstrate knowledge of basic concepts in statistical

analysis and be able to interpret and understand both

qualitative and quantitative statistical analyses.

Goal 4: Scientific and Quantitative Reasoning

PO2: Demonstrate knowledge of basic concepts and methods of

psychological research: this includes defining or explaining

concepts, collecting and analyzing data, presenting data in tables,

conducting a scientific literature search, preparing a scientific

research proposal, conducting research under the supervision of a

faculty researcher.


Goal 2: Information literacy Goal 3: Communication Goal 4: Scientific and Quantitative Reasoning

PO3: Define, explain, and apply key terms

and concepts in two of the following areas of Psychology: Developmental Psychology, Personality, Social Psychology, Abnormal Psychology.


Goal 5: Human Interaction and Cultural Diversity

PO4: Define, explain, and apply key terms,

theories, and concepts of two of the following areas of Psychology: Learning and Motivation, Sensation and Perception, Cognitive Psychology, Biopsychology.


Goal 2: Information Literacy Goal 3: Communication Goal 4: Scientific and Quantitative Reasoning

PO5: Define, explain, and apply key terms, theories, and concepts

in areas of specialization.


Goal 2: Information literacy

Goal 3: Communication Goal 4: Scientific and Quantitative Reasoning Goal 5: Human Interaction and Cultural Diversity Goal 6: Collaborative Skills and Civic Participation

Semester Course CRNIntructor

CodeOnLine F2F A B C D F I Final gr W

F 2011 Psy 213 13325 1 X 2 8 5 3 4 1

F 2011 Psy 213 13323 2 X 1 5 7 2 6 1

F 2011 Psy 214 13326 3 X 11 5 3

F 2011 Psy 214 13327 3 X 11 4 3

F 2012 Psy 214 10212 4 X 3 6 6 2 1

Sp 2012 Psy 214 14552 1 X 5 5 4 1 2 1 C 1

F 2011 Psy 314 13329 2 X 9 19 8

F 2012 Psy 314 10213 2 X 15 12 4 1

F 2012 Psy 314 10214 2 X 10 7 6 1 3 1

Sp 2012 Psy 314 14556 2 X 11 11 8 1 1 3

Sp 2013 Psy 314 11602 2 X 7 7 10 6 2

F 2011 Psy 320 13334 3 X 24 5 3 1 2

F 2011 Psy 320 13332 5 X 9 7 8 7 1 2

F 2011 Psy 320 13333 5 X 8 11 8 5 3

F 2011 Psy 322 13337 4 X 8 12 7 5 3

F 2012 Psy 322 10248 4 X 8 8 7 5 5 1

Sp 2012 Psy 322 14768 4 X 3 5 14 9 2 C 2

SP 2013 Psy 322 11605 4 X 5 18 7 5 1 1

F 2012 Psy 323 10249 6 X 6 6 2 3 2 1

Sp 2012 Psy 323 14563 6 X 7 6 4 1 3 1 B

F 2011 Psy. 324 13339 7 X 8 13 6 5 1

F 2011 Psy. 324 13340 8 X 15 14 2 1 1

F 2012 Psy. 324 10250 7 X 8 10 10 3 2

Sp 2012 Psy. 324 14564 8 X 21 5 6 2 1

Sp 2012 Psy. 324 14565 8 X 18 7 3 1 3

Sp 2012 Psy 360 14769 4 X 8 6 14 3 1 1

Sp 2013 Psy 360 11610 4 X 7 7 11 4 3

Source: College of Arts & Sciences Dean's Office

Appendix C

Semester Course CRNInstructor

Code Online F2F Enroll GPA A A- B+ B B- C+ C C- D F W I CR

FAL 2007 PSY 323 11705 6 X 19 3.28 9 1 1 4 2 0 0 1 0 1 0 0 0

SPR 2008 PSY 323 12368 6 X 19 3.16 7 2 4 1 1 2 1 0 1 0 0 0 0

SPR 2009 PSY 323 10390 6 X 20 3.18 6 2 1 3 3 0 2 2 0 0 0 1 0

SPR 2010 PSY 323 13406 6 X 20 2.63 4 1 3 2 2 0 1 4 1 2 0 0 0

SPR 2011 PSY 323 11220 6 X 23 3.08 6 4 3 4 2 0 2 1 0 1 0 0 0

SPR 2011 PSY 323 11910 6 X 20 2.67 2 4 3 1 3 1 2 0 1 2 1 0 0

FAL 2012 PSY 323 10249 6 X 20 2.61 4 2 2 1 3 0 0 2 3 2 1 0 0

20 2.95 5 2 2 2 2 0 1 1 1 1 0 0 0

SUM 2007 PSY 323 10044 6 X 16 3.09 4 4 1 2 1 3 0 0 1 0 0 0 0

SUM 2008 PSY 323 13037 6 X 17 3.41 5 5 1 3 1 0 1 0 0 0 1 0 0

FAL 2008 PSY 323 14510 6 X 20 2.85 3 4 0 1 6 1 0 0 0 3 2 0 0

FAL 2009 PSY 323 12394 6 X 20 3.09 7 2 1 0 3 2 0 1 1 1 1 0 1

SUM 2010 PSY 323 14155 6 X 19 3.12 4 3 2 1 4 0 2 3 0 0 0 0 0

SUM 2011 PSY 323 12069 6 X 18 3.25 5 2 0 0 7 2 1 1 0 0 0 0 0

SPR 2012 PSY 323 14563 6 X 22 2.59 6 1 2 1 3 1 3 0 1 3 0 1 0

SUM 2012 PSY 323 10117 6 X 15 3.14 6 2 0 1 2 0 0 1 1 1 1 0 0

SUM 2013 PSY 323 12306 6 X 16 3.14 6 1 0 1 1 0 0 4 1 0 2 0 0

18 3.08 5 3 1 1 3 1 1 1 1 1 1 0 0

SPR 2012 PSY 390 14571 6 X 32 3.47 17 3 6 2 1 1 0 1 1 0 0 0 0

SPR 2013 PSY 390 11612 6 X 35 3.15 11 7 3 4 3 1 2 1 3 0 0 0 0

34 3.31 14 5 5 3 2 1 1 1 2 0 0 0 0

SPR 2008 PSY 390 12375 6 X 19 2.92 6 1 3 1 2 1 0 2 0 2 1 0 0

SPR 2009 PSY 390 10399 6 X 19 3.09 5 2 2 2 2 0 1 1 0 1 3 0 0

SPR 2010 PSY 390 13421 6 X 20 2.77 2 0 4 6 2 1 0 1 0 1 2 0 1

FAL 2010 PSY 390 10210 6 X 19 3.26 9 0 3 0 1 1 3 0 0 0 1 1 0

19 3.01 6 1 3 2 2 1 1 1 0 1 2 0 0

FAL 2010 PSY 494 10218 6 X 18 2.34 1 0 5 1 0 1 4 3 0 1 1 1 0

FAL 2012 PSY 494 10832 6 X 20 2.67 1 4 7 0 1 1 2 1 0 2 1 0 0

Source: UH Hilo Institutional Research Office

PSY 323WI - Community Psychology

Sample of Student Artifacts (Online & F2F)

Term Course CRN

Instructor

Code Online F2F Survey Project Paper Interview Project Paper Exam 1 Exam 2 Exam 3 Exam 4

Spring 2009 PSY 323 10390 6 X 77.1 85.7 64.0 80.0 64.0 72.0

Spring 2010 PSY 323 13406 6 X 76.7 80.0 76.0 60.0 56.0 68.0

Spring 2011 PSY 323 11220 6 X 80.0 86.7 72.0 64.0 84.0 68.0

Spring 2011 PSY 323 11910 6 X 73.3 76.7 68.0 52.0 56.0 76.0

Fall 2012 PSY 323 10249 6 X 70.0 86.7 68.0 64.0 64.0 80.0

Mean 75.4 83.2 69.6 64.0 64.8 72.8

Fall 2008 PSY 323 14510 6 X 77.1 80.0 68.0 56.0 72.0 60.0

Fall 2009 PSY 323 12394 6 X 82.9 91.4 56.0 60.0 60.0 60.0

Summer 2010 PSY 323 14155 6 X 90.0 93.3 68.0 72.0 60.0 80.0

Summer 2011 PSY 323 12069 6 X 93.3 86.7 80.0 72.0 68.0 84.0

Spring 2012 PSY 323 14563 6 X 73.3 93.3 60.0 88.0 76.0 92.0

Summer 2012 PSY 323 10117 6 X 80.0 76.7 76.0 76.0 80.0 80.0

Summer 2013 PSY 323 12306 6 X 76.7 90.0 72.0 68.0 68.0 80.0

Mean 81.9 87.3 68.6 70.3 69.1 76.6

Program Learning Outcomes:

X X

X X

X X X XPO5: Define, explain, and apply key terms and concepts in areas of

specialization.

Percentage of Points Earned Out of Total Points Possible

PO1: Demonstrate knowledge of basic concepts in statistical analysis and be

able to interpret and understand both qualitative and quantitative statistical

analyses.

PO2: Demonstrate knowledge of basic concepts and methods of

psychological research: this includes defining or explaining concepts,

collecting and analyzing data, presenting data in tables, conducting a

scientific literature search, preparing a scientific research proposal,

conducting research under the supervision of a faculty researcher.

PO3: Define, explain, and apply key terms and concepts in two of the

following areas of Psychology: Developmental Psychology, Personality,

Social Psychology, Abnormal Psychology

PO4: Define, explain, and apply key terms and concepts in two of the

following areas of Psychology: Learning and Motivation, Sensation and

Perception, Cognitive Psychology, Biopsychology

Appendix D


Sample of Student Course Evaluations (Online & F2F)

Semester Course CRN

Instructor

Code Online F2F Responses Mean ( on 4 pt scale) Standard Deviation

Fall 2007 PSY 323 11705 6 X 15 3.93 0.25

Spring 2008 PSY 323 12368 6 X 17 3.93 0.25

Spring 2009 PSY 323 10390 6 X 17 4.00 0.00

Spring 2010 PSY 323 13406 6 X 15 3.67 0.70

Spring 2011 PSY 323 11220 6 X 18 3.88 0.33

Fall 2012 PSY 323 10249 6 X 13 4.00 0.00

Avg 3.90

Summer 2008 PSY 323 13037 6 X 7 4.00 0.00

Fall 2008 PSY 323 14510 6 X 2 3.50 0.50

Fall 2009 PSY 323 12394 6 X 10 3.70 0.64

Summer 2010 PSY 323 14155 6 X 10 3.80 0.40

Summer 2011 PSY 323 12069 6 X 7 3.00 1.20

Spring 2012 PSY 323 14563 6 X 4 4.00 0.00

Summer 2012 PSY 323 10117 6 X 2 4.00 0.00Avg 3.71

Q18: Overall, how would you rate this Instructor?

Appendix E



Semester Course CRN

Instructor


Fall 2007 PSY 323 11705 6 X 15 3.93 0.25

Spring 2008 PSY 323 12368 6 X 17 3.5 0.63

Spring 2009 PSY 323 10390 6 X 17 3.76 0.42

Spring 2010 PSY 323 13406 6 X 15 3.27 0.93

Spring 2011 PSY 323 11910 6 X 18 3.69 0.46

Fall 2012 PSY 323 10249 6 X 13 3.58 0.64

Avg 3.62

Summer 2008 PSY 323 13037 6 X 7 4.00 0.00

Fall 2008 PSY 323 14510 6 X 2 3.50 0.50

Fall 2009 PSY 323 12394 6 X 10 3.60 0.80

Summer 2010 PSY 323 14155 6 X 10 3.70 0.46

Summer 2011 PSY 323 12069 6 X 7 3.43 0.73

Spring 2012 PSY 323 14563 6 X 4 4.00 0.00

Summer 2012 PSY 323 10117 6 X 2 3.50 0.50Avg 3.68

Q19: Overall, how would you rate this course?



Semester Course CRN

Instructor


Fall 2007 PSY 323 11705 6 X 15 3.73 0.45

Spring 2008 PSY 323 12368 6 X 17 3.52 0.62

Spring 2009 PSY 323 10390 6 X 17 3.71 0.57

Spring 2010 PSY 323 13406 6 X 15 3.20 0.83

Spring 2011 PSY 323 11220 6 X 18 3.78 0.42

Fall 2012 PSY 323 10249 6 X 13 3.15 0.77

Avg 3.52

Summer 2008 PSY 323 13037 6 X 7 3.83 0.37

Fall 2008 PSY 323 14510 6 X 2 3.50 0.50

Fall 2009 PSY 323 12394 6 X 10 3.70 0.46

Summer 2010 PSY 323 14155 6 X 10 3.90 0.30

Summer 2011 PSY 323 12069 6 X 7 3.43 0.73

Spring 2012 PSY 323 14563 6 X 4 3.75 0.43

Summer 2012 PSY 323 10117 6 X 2 4.00 0.00Avg 3.73

Q7: The reading materials assigned for this course facilitated

my learning.



Semester Course CRN

Instructor


Fall 2007 PSY 323 11705 6 X 15 3.86 0.35

Spring 2008 PSY 323 12368 6 X 17 3.64 0.49

Spring 2009 PSY 323 10390 6 X 17 4.00 0.00

Spring 2010 PSY 323 13406 6 X 15 3.33 0.47

Spring 2011 PSY 323 11910 6 X 18 3.83 0.37

Fall 2012 PSY 323 10249 6 X 13 3.91 0.29

Avg 3.76

Summer 2008 PSY 323 13037 6 X 7 3.71 0.45

Fall 2008 PSY 323 14510 6 X 2 3.50 0.50

Fall 2009 PSY 323 12394 6 X 10 3.70 0.46

Summer 2010 PSY 323 14155 6 X 10 3.70 0.46

Summer 2011 PSY 323 12069 6 X 7 3.14 0.83

Spring 2012 PSY 323 14563 6 X 4 4.00 0.00

Summer 2012 PSY 323 10117 6 X 2 4.00 0.00Avg 3.68

Q14: The instructor facilitated my learning of the subject.

Psychology Department Assessment Timeline (Revised August 2013)

2012/2013 2013/2014 2014/2015 2015/2016 2016/2017 2017/2018

1. Assess PO1 and PO2 for Spring 2013 graduates in terms of outcomes in 213, 214, and 400-level courses for which 213 and 214 are prerequisites

2. Develop and implement

rubrics for assessing sample of writing assignments in courses related to PO4 and PO5

3. Assess outcomes in

sample of courses delivered in both synchronous and asynchronous modes: - Grade distribution

- Student artifacts

- Student course evaluations

4. Discuss whether

department is achieving similar outcomes in courses delivered in both synchronous and asynchronous modes

5.Request that IRO

include “Major/Field of Study” as a data field in Exit Survey and Alumni Survey currently conducted by UHH

1.Develop and establish reliability for department rubric for assessing APA format literature review papers and research proposals*

2.Use campus Written

Communication rubric for assessing one writing assignment in one 400-level course.

3.Develop questions for

Pretest/Posttest formative assessment of sample of courses related to PO1, PO2, PO3, PO4, PO5

1. Conduct Pretest/Posttest formative assessment of sample of courses related to PO1, PO2, PO3, PO4, PO5

2.Use department rubric

for assessing APA format literature review papers in sample of 300-level and 400-level classes.

4. Submit the change of major for the capstone experience to Curriculum Central for review

1. Using data from rubrics used to assess APA format literature review papers in sample of 300-level and 400-level classes, assess PO2

2. Using data from

Pretest/Posttest formative assessments, assess PO1, PO2, PO3, PO4, PO5.

3. Develop rubrics and

train personnel to assess the capstone experience

5. Assess synchronous and

asynchronous delivery of courses: - Grade distribution

- Student artifacts

- Student course evaluations

4. Discuss whether

department is achieving similar outcomes in courses delivered in both synchronous and asynchronous modes

1. Implement the capstone experience

2. Assess the

capstone experience

3. Purchase ETS Psychology Field Test and plan logistics for ETS exam for next year.

4. Develop the department comprehensive exam (based on

questions previously used for formative

assessment) and plan logistics for comprehensive exam for next year.

5. Obtain data from

IRO for Exit Survey and Alumni Survey completed by Psychology graduates in prior years

Summative Assessment: 1. Administer the

Department Exam and the ETS Psychology Field Test (establish validity of Department Exam) to students in PSY 100, selected PSY 300 level courses and all sections of the capstone course.

2. Analyze and discuss

results of the Department Exam and ETS Field Test.

3. Analyze and discuss data results of the capstone experience

4. Discuss results of the IRO Exit Survey and Alumni Survey

5. Determine whether the department is meeting its summative assessment goals and how the major could be changed to meet the goals.

*only the literature review of the research proposal will be used in the assessment

Appendix F

Status of PSY BA DL-Program Students (“Teach-Out”) August 2013 Student (code) Location Degree Status Term of Degree Award

A, C Kauai B.A. degree awarded Summer 2012

A, A Kauai B.A. degree awarded Fall 2012

B, Y Kauai B.A. degree awarded Spring 2013

L, N Maui B.A. degree awarded Spring 2013

H, C West Hawaii Enrolled Fall 2013 Anticipated Fall 2013

W, B Maui Enrolled Fall 2013 Anticipated Spring 2014

S-S, N West Hawaii Enrolled Fall 2013 Pending

Appendix G

psychology department action in response to … · action in response to wasc recommendations ......

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