Assessing Undergraduate Learning Outcomes in Psychology

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Assessing Undergraduate Learning Outcomes in
Psychology

• Peter Keller, Margaret Launius, Brian Loher,
  Francis Craig, Diana Rizzo
• Department of Psychology

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Mansfield Psychology Department

• A small, comprehensive, rural university in
  northern Pennsylvania
• 140 psychology majors
• 75 in a psychology concentration
• 25 in a human resource management concentration
• 8 full-time faculty
• A commitment to planning collaboration

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Creating a Positive Climate for Program
Assessment

• Planning requires
• Extended time for discussion
• Regular department meetings, faculty retreats
• Workshops, conferences, consultations
• Teamwork is key
• Collegial collaboration
• Candor and acceptance
• Recognition and support of efforts

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Program Characteristics

• Focus on Student Learning
• Operationally defined learning outcomes
• Outcomes integrated throughout the curriculum
• Active Advising
• Help students remain focused on program outcomes,
  their learning, and professional goals
• Continuous Faculty Efforts
• Keep each other on track with the process
• Assess program effectiveness

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Program Evaluation Characteristics

• Focus
• On outcomes assessment for program improvement
• Reliance
• On multiple forms of assessment
• Engage students
• In learning through assessment efforts
• Discuss
• Assessment methods data with students faculty

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Curriculum Characteristics

• Ignition - A First Year Seminar course
• Orientation to programs mission, goals,
  student learning outcomes
• Orientation to discipline of psychology
• Introduction of portfolio
• Liftoff - A Senior Seminar capstone course
• Preparing for life after the program
• Other outcomes assessment completed
• Complete and submit psychology portfolio

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PSY 1151, First Year Seminar Getting Majors
Off to a Good Start
Characteristic Continuous effort to keep focused
on program outcomes

• Introduce APA competencies for majors
• Introduce department outcomes
• Introduce outcomes x classes matrix
• Course planning
• Begin building portfolio

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PSY 1151, First Year Seminar Getting Majors
Off to a Good Start
Characteristic Introduction to the discipline
of psychology

• Personal goal statement
• Career exploration exercises
• Professional interview
• Course planning
• Introduction to ethics, service, citizenship

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PSY 4490, Senior Seminar Sending Majors Off
With A Good Foundation
Characteristic Preparing students for
employment graduate school

• Career exploration assessment
• Exploring employment/graduate school options
• Personal strategic plan
• Interviewing skills practice
• Introduction to the GREs

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PSY 4490, Senior Seminar Sending Majors Off
With A Good Foundation
Characteristic Program evaluation and outcomes
assessment

• General knowledge assessment
• Ethical analyses
• Focus group regarding experiences in program
• Research paper oral presentation assessment
• Portfolio with reflective forward submitted

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The Ignition Liftoff Connection
Refocusing on Success After the B.S. Degree
Initial Experiences in the Program

• First Year Seminar
• Exploration of career options w/ psychology
  degree
• Goal planning
• Course planning
• Beginning skills assessment
• Ethics introduction
• Presentation in class
• Community service/citizenship
• Portfolio initiation

• Senior Seminar
• Investigating educational/employment interests
• Goal planning/assessment
• Job skills/preferences assessment
• General knowledge examination
• Learning ethical analysis
• Presentation to MU community
• Community service/citizenship
• Portfolio completion/submission

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The Mansfield Portfolio in Context
PSY 1101, Introduction to Psychology
PSY 1151, First Year Seminar
Core Requirements of Psychology Major
Courses identify outcomes projects suitable for
portfolio
Portfolio submissionExit examinationPublic
presentations
PSY 4490, Senior Seminar
Assessment of Outcomesand Program Revision
Sample of portfolios evaluatedResults reviewed
at retreatProgram changes considered
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Contents of Student Portfolios

• Personal Reflections
• Forward, values statement personal strategic
  plan
• Career exploration report
• Academic Competencies
• Critical thinking and writing skills
• Research methods
• Applied Skills Capstone Experience
• Internship, independent study, research
  apprenticeship
• Community Service
• Awards and Recognition

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Assessing Student Portfolios

• Gathering the data
• Collection, sampling, and storage
• Reviewing the portfolios
• Using a committee approach
• Quantifying the outcomes
• Reviewers checklist
• Analyzing the reviewers ratings
• Quantitative qualitative

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Utilizing Assessment Results

• Clarifying expectations of each other and our
  students
• Improving consistency in APA style
• Identifying program areas that need development
• Ethics, diversity, research methods
• Curricular Changes
• Adding introduction to research methods course

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Assessment A Student Perspective

• How assessment expectations are addressed
• Student reactions to the process
• Has the Psychology/HRM program changed me?
• The Portfolio
• Questions

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Program Evaluation Resources

• American Psychological Association
• Conducting a Program Review
• http//www.apa.org/ed/pcue/reviewpgm.html
• Assessment CyberGuide
• http//www.apa.org/ed/guidehomepage.html
• American Association for Higher Education
• Assessment Forum
• http//www.aahe.org/initiatives/assessment.htm
• 9 Principles for Assessing Student Learning
• http//www.apa.org/ed/aahe_principle.html

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For More Information Contact

• Peter A. Keller, PhD
• Mansfield University
• Mansfield, PA 16933
• pkeller_at_mnsfld.edu
• or visit http//www.mansfield.edu/psycholo/MainPa
  ges/BPAHandouts.html