The Bachelor of Science Program in Psychology will provided students with a broad base of essential knowledge in the various subfields of psychology.

Students who complete the Bachelor of Science Program in Psychology will demonstrate knowledge of core concepts in the various sub-disciplines of Psychology.

Students' knowledge of the diverse areas within the field of psychology will be assessed using a common comprehensive final exam in PSY 131 - Introductory to Psychology

Criterion for success is to have 70% of the students respond correctly (70%) in the following areas: Research; Theory; Social.

During the 2010-2011 academic year, results of the embedded items from the common final exam in Introductory Psychology are as follows:
1. Research Portion: 200 (28%) failed, 513 (72%) passed;
2. Theory Portion: 374 (52%) failed, 339 (48%) passed;
3. Social Section: 136 (19%) failed, 577 (81%) passed.


These results show that criterion was reached for both the Research Portion and the Social Portion of the indicator. Again, as in the last report, criterion on the Theory Portion was not reached.

This academic year, 2010-2011, we instituted a variety of changes in the Introductory Psychology course. The most drastic was having student use an an electronic platform that required work outside the classroom. This actually did work for two of the three components we measured. In assessing the viability of using the program, we found that a significant number of students dropped the course due to the extra workload required by the format. In response, during the spring semester, we pared back the amount of on-line requirements for the course and far fewer students have dropped the course.

We are very pleased with the performance on the Methods and the Social sections of the course and will raise the criterion from 70% passing to 75% passing those portions of the final.


Our major concern for this course is the performance on the "Theory" section of the final. Although it appears that we did do better on this measure than last academic year, 40% passed in 2009-2010, we still did not reach criterion. Over the next few months, we will examine the questions used for that portion of the final, consult with individuals whose expertise is in that area, and give the TAs guidance in how to better present the materials we are measuring.

In addition, TAs will be required to attend the CHSS teaching conference in August, to meet bi-weekly with the Introductory Psychology coordinator, and will be referred to the PACE center if unexpected problems arise.

The Bachelor of Science program in Psychology will provide students with opportunities to apply and communicate the scientific findings of their discipline.

Students who complete the Bachelor of Science Program in Psychology will be able to design and apply the results of scientific investigations and communicate their implications.

The ability of students to conduct and understand research as well as apply and communicate results is assessed by means of a common faculty-developed instrument which is a portion of the final exam for Psychology 317 (Statistics Lab). The instrument requires students to: 1) choose research designs, compute statistics, and interpret outcomes. (Objectives 1 and 2); and interpreting results of scientific data, making decisions using the results based upon statistical probabilities, and making recommendations for follow-up work, either in the scientific or social environment. (Objectives 3 and 4). We're basically asking what do these data mean and why are they important?

80% of psychology majors will receive a score that is deemed "acceptable" (25 or higher) according to faculty-developed departmental rubric. To perform at an acceptable level in "Generating Scientific Knowledge," the student must have a minimum mean of 25 points on Criteria 1 and Criteria 2.

Criterion for this indicator was for 80% of the students to perform as an acceptable level.

In the fall 2010 semester, 91% attained an acceptable level of performance.
In the spring 2011 semester, 83% attained an acceptable level of performance.

There were some weaknesses in correctly stating hypotheses and/or in the computation of the statistical analyses.

80% of psychology majors will receive a score that is at least acceptable (25 or above), according to departmental rubric. To perform at an acceptable level in "Communicating Scientific Knowledge," the student must have a minimum mean of 25 points on Criteria 3 and Criteria 4. A copy of the score sheet for the rubric is attached to the "Indicator" portion of this objective.

Criterion for this indicator was for 80% of the students to perform as an acceptable level.

In the fall 2010 semester, 90% attained an acceptable level of performance.
In the spring 2011 semester, 100% attained an acceptable level of performance.

As for weaknesses within the specific measure, the instructor identified that the students often had less than adequate interpretations and less than adequate recommendations for modifications for future studies.

Criterion on both measures was met. Changes instituted in the statistics courses over the past year appear to have worked well, as the percent meeting criterion rose over the previous academic year. The Department and the faculty members involved in the statistics and research methods courses will be consulted to determine if the criterion of 80% is perhaps too low and should be increased to perhaps 85% or 90%. Also, we will address the weaknesses in interpretation and recommendations for further experimentation by requiring the students to read and critically analyze additional published research studies. The instructor for the Statistics courses is also modifying the course by increasing active individual input/participation through individual presentation, therefore getting feedback from classmates. We feel that this will help refine the students’ skills in critically analyzing and interpreting scientific data. Finally, members of the department teaching content area courses, e.g., physiological, psychopharmacology, social, developmental, will be asked to stress the research/scientific aspects of their courses.