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
Passing Doctoral Comprehensive Examination (either MAP Or DCE) And Passing The EPPP For Licensure
1. 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 done this successfully. Topics for students' MAPs must be pre-approved by the Program Faculty and must cover at least 3 broad areas of psychology. The DCE gives the student 24 hours in which to analyze a clinical case and answer specific questions, as well as review a selected research article. An unsuccessful MAP requires a student to take the DCE. Unsuccessful completion of the DCE requires the student to retake it. The student has one attempt to retake the DCE; a second failure triggers program dismissal.
2. 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 it.
Finding
Broad Based Knowledge
1. During the past year, two students successfully completed MAPs. For the DCE, 83% (5/6) successfully passed the Research section and 100% (6/6) passed the Clinical portion.
2. According to the Association of State and Provincial Psychology Boards (ASPPB), 31 of our graduates have taken the EPPP to date and 100% have passed. We are unable to obtain just one year of data from the ASPPB to determine specific strengths and weaknesses for this year. However, the few weaker areas we have been able to identify are not specifically related to clinical practice. Tangentially, we have noticed that some students express less enthusiasm for courses that are not specifically clinical.
Action
Broad Based Knowledge Actions
The student who failed to pass the Research portion of the DCE will be mentored to increase knowledge in the research area and retake the examination in the fall.
Program faculty were quite enthused with the results of the EPPP as we had one of the highest pass rates in the country. If less than 80% of students achieve licensure within 5 years of graduation, 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). At the present time, 90% of students who are 5 years beyond graduation hold state licenses.
Department faculty have determined to raise awareness and appreciation for areas that are not solely clinical in an effort to show the relationship between these areas and clinical practice. Faculty have determined to create a rubric to assess awareness and appreciation for the non-clinical areas.
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 or presentation at national conventions. Acceptance for publication or presentation will be the indicator.
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. Students will review feedback from journal editors or conference program individuals with their faculty research mentors to determine how to revise the manuscript or presentation proposal to address weaknesses and resubmit.
Finding
Second Year Students Research
Currently 95% 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. 66% 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.
An area of concern is diversity of resesarch experience for our students.
Action
Empirical Research Actions
Efforts have been successful in funding 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 through various agencies and programs. This past year 28 students were funded to attend and present their work at the National American Psychology-Law Society convention. In an era of ever tightening budgets, additional efforts will be made to expand available travel funds for student presentations.
Additionally, to provide experience with diverse research, we will encourage students to seek mentors outside, as well as inside, the program faculty. Such experiences will provide a wealth of research projects and additional learning.
Goal
Effective Teaching
Faculty demonstrate high levels of teaching effectiveness.
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 and the average student agreement with statements that the instructor and class were excellent.
Finding
Ph.D. Students As Teaching Assistants
With respect to doctoral students serving as TAs within the Department, Ph.D. students served as instructors in 8 class sections (7 Introductory and 1 Abnormal) during the 2011-2012 academic year. Criterion for success was based upon scores on the IDEA forms. In the fall, each student had acceptable (gray box or above) scores with respect to Summary Evaluation of his or her course; three of the four students had acceptable scores with respect to Excellent Teacher. Means for the students were 50.0 and 48.0, respectively for the categories. Means for the entire Department faculty were and 51.0 and 49.0, respectively for the categories.
In the spring 2012 semester, each student had acceptable (gray box or above) scores with respect to Summary Evaluation of his or her course; two of the four students had acceptable scores with respect to Excellent Teacher. Means for the students were 48.75 and 47.50, respectively for the categories. Means for the entire Department faculty were and 52.0 and 49.0, respectively for the categories.
Also, in looking at specific items on the student evaluations, it seemed relatively consistent that we should "involve students in more hands-on projects. . . and real-life activities." The scores on this item were not bad, they were just lower that the other items.
Action
Ph.D. Students As Teaching Assistants
The performance of the Ph.D. students serving as TAs was reasonable and was less than one jnd from the Department faculty as a whole. We did have some concern about one particular TA who scored the lowest among the cohort, we identified the problem, and are working with that student to better her scores in the future.
Overall, the continuing and new TAs for the upcoming academic year will be required to attend the College Teaching Conference in August and will be required to meet with the coordinator of the TAs at least bi-weekly during the semester to deal with issues and deal with solutions.
Lastly, during the meetings with the TA faculty facilitator (the Chair in this case), TAs will be instructed to use activities in and out of class that show how what is being presented and learned is germane to the lives of the students taking the class. For each topic, we will come up with an assignment in which the materials presented can be used in the students' everyday lives.
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 the service delivery in broad and general clinical areas.
KPI
Effective Clinical Practice
Effective use of assessment, treatment planning, intervention, consultation, and supervision strategies.
Result
Supervisor Ratings Of Performance
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.
Ratings for this result 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 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.
All students making application for internship in 2011 were rated Competent in critical areas. Of internship applicants, no one was rated at Novicel level on any element; 100% were rated Intermediate or Competent. As mentioned, there was no particular area in which a plethora of students were lacking, i.e, receiving an "Intermediate" rating. Therefore, we had to identify individual weaknesses for individual students and handle those accordingly.
KPI
APA-Accredited Internship
All students must complete a one-year pre-doctoral internship at an APA-accredited site.
Result
APA-Accredited Internship
All students making application for internship in 2011 matched with APA-accredited sites. We are delighted with our students' success in obtaining APA-accredited sites, especially since we are aware that there are not enough such sites to meet national student needs, a weakness in he process.
Action
Effective Clinical Practice Actions
We are assessing each student's clinical competence every semester. The group assessing the students is made up of program faculty chaired by the Director of Clinical Training and includes each person who has supervised the students' 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.
We have no control over how many APA approved internships are available. Yet, we can make sure our students are so well prepared that they are able to impress internship directors with their skills and competence.
Goal
APA Accreditation
Maintain APA accreditation.
Objective
Retain APA Accreditation
This program will retain APA accreditation by assembling all paperwork, submitting an annual report, and responding to all questions/requests from APA Committee on Accreditation (CoA).
KPI
Submit Self-Study And Annual Report As Required
Program faculty will submit both a complete self-study and an annual report to the APA Commission on Accreditation by the appropriate deadlines.
Result
APA Accreditation
APA awarded the program full accreditation for the next 7 years (the maximum allowed). APA did have five questions to which they require response. These are related to: 1) exposure to theories and methods of consultation 2) clarification of specific assessments for each competency 3) courses in which competencies are addressed 4) aggregate data in table form 5) alumni data associated with program's goals and objectives
Action
APA Accreditation Actions
The final accreditation report contained 5 specific questions to be addressed by September 15th. This will be done along with the Annual Report. Specific questions/issues that are being addressed are: 1) Demonstrate how students are exposed to the current body of knowledge in theories and methods of consultation; 2) Clarify which evaluations and MLAs are clearly related to assessing student competencies while currently in the program; 3) Provide a revised B.2 Table to include the specific courses that are required for each competency and provide aggregate data for students currently in the program that demonstrate achievement of the goals, objectives, and competencies; 4) Provide aggregate data to demonstrate that students are meeting the minimal levels of achievement identified in the revised B.2 Table; 5) Clarify how the data on program alumni are directly aligned with the program’s stated goals and objectives and demonstrate this linkage in a clear format.