A broad-based knowledge of scientific psychology will include knowledge of psychology's history of thought and development, research methods, and applications.
Objective
Broad-based Knowledge Of Psychology As A Science
Students will demonstrate a core understanding of the scientific foundation of psychology, including biological, social, developmental, and cognitive/affective bases of behavior, history and systems of psychology, psychological measurement, research methodology, techniques of data analysis, and issues of cultural and individual diversity.
Indicator
Comprehensive Examinations And The EPPP
Students will demonstrate a broad-based knowledge of the scientific bases of behavior as measured by: 1. performance in preparing and defending either a Major Area Paper (MAP) or taking/passing Doctoral Comprehensive Examinations (DCEs); 2. performance on an external, standardized examination, the Examination for Professional Practice in Psychology (EPPP).
Criterion
80% Score On The MAP Rubric And State Passing Score On EPPP
Students are expected to complete successfully the Major Area Paper (MAP) or Doctoral Comprehensive Exams (DCE). A committee of faculty will determine if a student has successfully completed the MAP or DCE. Rubric for successful completion of the MAP is based upon: 1. a thorough review of the literature; 2. summarizing and presenting the materials in a reasonable and logical manner; 3. demonstrating the ability to deduce important issues in the area based upon the literature review; 4. going beyond the literature and making proposals/inferences that are germane and significantly add to the field. Unsuccessful completion of the MAP necessitates that the student take the DCE. Unsuccessful completion of the DCE requires that the student retake it. The student has one attempt to retake the DCE; a second failure triggers program dismissal.
Students are expected to sit for and pass the Examination for Professional Practice in Psychology (EPPP). Eighty percent of students who take the EPPP will pass the exam.
Finding
Broad Based Knowledge
100% (4/4) of students successfully submitted and defended MAPs and 100% (4/4) successfully passed DECs.
93.8% (15/16) of students from the program taking the EPPP passed the exam on the first attempt (see attachment, page 28).
*The Association of State and Provincial Psychology Boards (ASPPB) recently published the Psychology Licensing Exam Scores by Doctoral Program by University/Program. Scores from the clinical program at SHSU were reported as percent correct by content area. Those are as follows: Biological Bases--77%; Cognitive-Affective Bases--79%; Social/Multicultural Bases--76%; Lifespan Developmental--80%; Assessment---83%; Treatment/Intervention--81%; Research Methods--80%; Ethical/Legal--81%. (See page 28 of attachment) Therefore, our weakest areas (areas that should be addressed) appear to be: Biological; Cognitive, and Multicultural.
**See above, Effective Teaching, for further elucidation of the IDEA instrument and our criteria.
Action
Broad-Based Knowledge
Program faculty were extremely pleased with results of the MAPs and DCEs. Program faculty were quite enthused with the results of the EPPP as we had one of the higher pass rates throughout the country. There is some concern about particular subsections of the EPPP. We are considering possible strategies to increase performance levels with respect to biological bases, cognitive bases, and multicultural bases. Possibilities are discussed in the following section. If less than 80% of students achieve licensure within 5 years, intervention would include faculty consultation and planning to address program deficiencies. External consultants (e.g., associated faculty, clinical supervisors, and DCTs from other accredited programs) would be consulted as needed.
Goal
Effective Teaching
Faculty demonstrate high levels of teaching effectiveness.
Students assigned as Teaching Assistants will demonstrate skills necessary to provide quality educational experiences for undergraduates.
Indicator
Student Teaching
Ratings of teaching effectiveness.
Criterion
Teaching Ratings Of Graduate Students
A summary IDEA score at or above the institution mean is considered to be satisfactory. Consistent with IDEA recommendations, converted averages on IDEA evaluations that are in the gray box (middle 40%) are considered to be "effective teaching." All faculty have students evaluate each of their classes during the Fall and Spring semesters using the IDEA teaching evaluations. The IDEA system focuses on students' perceptions of learning 12 specific objectives, and the system solicits students' feedback on their own learning progress, effort, and motivation, as well as their perceptions of the instructor's use of 20 instructional strategies and teaching methods. In addition, the system surveys instructors regarding their overall goals and highlights for them in the analysis and report. The system adjusts evaluation scores for five areas beyond the instructor's control, such as class size; student motivation, effort and work habits; and disciplinary difficulty. The scores are then compared to national norms. Teaching effectiveness is assessed by: Overall Ratings, the average student agreement with statements that the teacher and the course were excellent.
Finding
Graduate Student Teaching Ratings
During 2009 year, there were 14 undergraduate course sections taught by doctoral students.
As for Overall Ratings, the mean IDEA summary score for SHSU (across the University) was 4.1. The mean for doctoral TAs was 4.11 (Fall semester) and 4.18 (Spring semester). Five of the 14 sections had a score below 4.1 (range: 3.6-3.9).
Action
Effective Teaching Actions
For the most part, the TAs did an admirable job. We do have some concerns that they could be more effective. Therefore, we have instituted to policy that all TAs are required to attend the Teaching Conference hosted by the College of Humanities and Social Sciences. In addition, TAs for Introductory Psychology will meet with the Psy 131 coordinator as a group for weekly meetings, and they will be observed a number of times throughout the semester by some of the more accomplished teaching faculty in our department. A referral to the Professional and Academic Center for Excellence (PACE) will be made for those having recurring problems.
Goal
Effective Clinical Practice
To produce graduates who have the knowledge and skills to excel in the practice of clinical psychology.
Objective
Acquire The Skills And Ability To Practice Clinical Psychology
Students must demonstrate skills in service delivery in broad and general clinical areas.
Indicator
Effective Clinical Practice
Effective use of assessment, treatment planning, intervention, consultation, and supervision strategies.
Criterion
Supervisor Evaluation
Supervisors making ratings are either internal (individual faculty members) or external (practicum/internship site supervisors). Supervisors will rate the clinical performance using the three-point scale of competency ratings of clinician performance with 1=Novice, 2=Intermediate, and 3=Competent (See Omnibus Evaluation of Competency Development document, page 1, for definitions of 1, 2, and 3). Following individual assessments, information will be presented to the entire program faculty to determine suitability for continuation in the area. Any student wishing to be certified for internship will have 60% of ratings in the "Competent" range. 100% will be at the "Intermediate" or "Competent" level. Ratings for for this criterion are part of the Omnibus Evaluation Competency Development document. See pages 3 and 4 for specific items (see attachment under the Indicator section of this goal). In considering specific strengths and weaknesses demonstrated by the students, i.e., items in which students were rated as "Competent" and items in which students were rated as "Intermediate," this varied from student to student. In cases of an "Intermediate" rating, the student met with the supervisor(s) and reasons for not reaching "Competent" were discussed. The student then was given strategies to correct whatever faults he or she demonstrated. Of course, all this was individualized to the particular student and the particular student's needs.
Finding
Supervisor Ratings Of Performance
All students making application for internship in 2009 were rated competent in critical areas. Current form was inadequate in not assessing competencies effectively enough. Therefore, faculty replaced the instrument by the nationally recommended Omnibus Evaluation of Competency Development form. Of internship applicants, no one was rated at Novice level on any element; 100% were rated at intermediate or competent; 70% were at the competent level. As mentioned, there was no particular area in which a plethora of students was lacking, i.e., receiving an "Intermediate" rating. Therefore, we had to identify individual weaknesses for individual students and handle those accordingly. The approach was discussed in the Criterion section of this goal.
Action
Effective Clinical Practice Actions
We will continue to monitor each student's clinical competence every semester. The group assessing the students will be made up of program faculty chaired by the Director of Clinical Training and including each person who has supervised the student's work during the semester. In addition, faculty are surveying other doctoral programs throughout the country to see if there are better/more appropriate instruments that can be adopted for these assessments.
Goal
Ability To Conduct Empirical Research
To produce graduates with the skills to conduct meaningful research that adds to the current body of knowledge in psychology.
Objective
Students Will Be Able To Evaluate And Conduct Psychological Research
Students will demonstrate the ability to design, carry out, prepare, and submit for publication to scientific journals or for presentation at scientific paper sessions original research.
Indicator
Preparation Of Research Materials For Publication/Presentation
Students will prepare manuscripts for publication in scientific journals and presentation at national conventions.
Criterion
Research Materials Accepted For Publication Or Presentation
At least 50% of the students beyond their first year will have materials accepted for publication or presentation at a national conference. First year students will be engaged actively in research projects sponsored by program faculty.
Finding
Second Year Students Research
Currently 89.6% of students second year and beyond who are currently enrolled have at least one publication in a refereed scientific journal or a presentation at a national conference. 28% of first year students are funded as Research Assistants while all (100%) of the students in the program are actively involved in research projects with program faculty. One consistent issue with reviewers is writing skills.
Action
Empirical Research Actions
We would like to have a larger percentage of our students being paid as research assistants from external sources. Thus, program faculty are pursuing additional funding to underwrite student research including incentive awards. Efforts are being made to fund students who enter the program at the BA/BS level as Research Assistants. A number of program faculty are working with the Office of Research and Sponsored Programs to identify and apply for appropriate funding agencies and programs. To address writing skills identified by manuscript reviewers, faculty will continue to mentor students through the revise and resubmit process.
Goal
APA Accreditation
Maintain APA accreditation
Objective
Maintain APA Accreditation
This program will maintain APA accreditation by assembling all paperwork, submitting an annual report, and responding to all questions/requests from APA Committee on Accreditation (CoA).
Indicator
Submit Annual Report
Respond to most recent feedback by submitting to CoA responses to specific questions raised.
Criterion
APA Accreditation
APA accreditation is the standard that must be met.
Finding
APA Accreditation
APA feedback found that courswork associated with cognitive and affective bases of behavior did not meet the standard. We completed program changes in response to APA feedback; specifically, we revised the curriculum so that all students are exposed to both the cognitive and affective basis of behavior. The Emotions course was expanded to include material on cognitive bases of behavior. The Committee on Accreditation (CoA) accepted the change.
Action
APA Accreditation Actions
Program faculty will prepare and submit 5-year required self study to Committee on Accreditation (CoA).