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 1301 - Introductory to Psychology

Criterion for success is to have 70% of the students respond correctly (70%) in the following areas: Science of Psychology; Research Design; Physiological; Learning; Sensation/Perception; Developmental; Abnormal; Memory/Cognition; Personality; and Social Psychology.

In the fall 2012 semester, 588 students took the common Introductory Psychology final exam. The overall percentage of correct scores was 64.1%. 593 students took the common final in spring 2013.

Within the test, percentage correct for the fall (first number) and spring (second number) semesters for each of the aforementioned areas was:
Science of Psychology-69%; 69%
Research Design-74%; 76%
Physiological-51%; 56%
Learning-71%; 70%
Sensation/Perception-59%; 59%
Developmental-60%; 59%
Abnormal-65%; 61% 
Memory/Cognition-61%; 62%
Personality-59%; 59%
Social Psychology-75%; 72%

The scores between the fall and spring semesters did not fluctuate much. Criterion was reached in Research Design, Learning, and Social Psychology and almost reached in the Science of Psychology. We still have work to do with the remaining areas but what does have us pleased is the rise in grades (from 51% to 56%) in the physiological psychology section of the exam.

During the 20012-13 academic year, we reinstituted a computer-based portion for the course, LearnSmart. We also had faculty members submit topics/questions that they felt everyone having taken an introductory psychology class should know. Since we changed how we measured "exit" knowledge this year (see previous OATdb), it is a bit difficult to see if the students are better off, worse off, or just the same as in previous years. We believe that continuing in this way, will ultimately pay off for the good of the student. One thing we are going to do is review individual questions. A few questions in each chapter seem to have "doomed" the whole section. We'll take a look at these questions and determine if it is the phrasing that may have had a negative impact, and if so, will not eliminate the questions but will re-phrase them so that they are more comprehensible. If there is nothing wrong with the questions, the mentor for the introductory psychology sections will devise plans to make the information more comprehensible during the lecture presentation of those materials. 

One other factor need to be mentioned at this juncture: we did have one instructor teaching two sections of Psychology 1301 and found that the means on the final exam for those sections were 60 and 54, whereas the mean of the remaining sections was 66. That instructor will not be returning in the next academic year. Reanalyzing the spring 2013 data without the scores from this particular instructor showed that the following results:
Science of Psychology 70%;
Research Design 83%;
Physiological 60%;
Learning 71%;
Sensation/Perception 64%;
Developmental 63%;
Abnormal 66%;
Memory/Cognition 61%;
Personality 61%;
Social Psychology 77%.

What this may mean is that the chair should be more discerning in hiring adjunct faculty to teach introductory psychology and not be reluctant to not invite those adjuncts back if they have proven to be less effective than other instructors. The chair probably also needs to monitor grades each test for each instructor during the course of the semester.

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 generate, 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 the ability to generate scientific knowledge was set at having at least 80% of the students in PSYC 3101 (Statistics Laboratory) receiving a score that is at least acceptable (25 or higher) according to departmental rubric that was developed by a faculty committee.

Embedded assessment of the sample of the PSYC 3101 final exam indicated 72% reached attained a score of 25 or higher. Thus, criterion was not reached.

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.  Although in 2010-2011, we made the 80% handily, we did not reach the goal both semesters the previous year. If we are able to sustain the higher level again this year, we will raise the standard next year.

79% of those taking the embedded questions measuring Communicating Scientific Knowledge scored at an acceptable level. Thus, although it was very close to reaching criterion, it didn't quite make it. The 79% is worrisome as last year, 88% of the students scored at an acceptable level.

Criterion for neither Generate nor Communicate Scientific Knowledge was met. As mentioned above, this is worrisome and the chair will meet with the instructors to explore how the levels might be increased. It may be to make the information more germane to the students' personal lives or to change how the information is presented. We will also stress to instructors of content areas the need to expect their students to critically analyze and interpret scientific data within their specific courses.