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
Teaching Effectiveness
There were eight sections of Introductory Psychology taught by five doctoral students. With respect to IDEA forms, on the 5-point scale for the total summary score, the range for the TAs was 4.0-4.6 with a mean of 4.38 for the fall semester and 4.3-4.6 with a mean of 4.48 for the spring semester. In looking at the t-scores for Summary IDEA scores compared with the discipline, teaching ability for the fall semester ranged from 55-58 with a mean of 56.75 and for the spring a range of 52-59 with a mean of 56.00.
Action
Teaching Effectiveness
The performanced of the doctoral TAs this past academic year was outstanding. With a new group of TAs starting in the fall 2015 semester, we will require that they: 1. attend the University Teaching Conference prior to the start of the academic year; 2. meet bi-weekly with the coordinator of Introductory Psychology TAs to discuss issues and problems that arise. Also, 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.
The faculty member in charge of the TAs will appoint a TA liason and also attempt to spend more time with all the TAs to try and ferret out any problems and issues before they arise.
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
Presently, 100% of currently enrolled students second year and beyond have at least one publication in a refereed scientific journal or a presentation at a national conference, from 1998 when 61% had authored publications. 33% 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 research 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, 26 students were funded to attend and present their work at the 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.
Goal
Broad Knowledge Of Psychology
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
During the past year, 5 students successfully completed a MAP. For the DCE, 100% (4/4) passed the Research portion and 75% (3/4) passed the clinical portion.
2. According to the Association of State and Provincial Psychology Boards (ASPPB), from 2007 - 2012, 32 of our graduates have taken the EPPP to date and 100% have passed (most recent data available).
Action
Broad Based Knowledge Actions
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, 100% of students who are 5 years beyond graduation hold state licenses.
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.
We had 100% pass rate for Capstone Assessment and Capstone Psychotherapy.
All students making application for internship in 2014 were rated Intermediate or Competent in critical areas. Of internship applicants, no one was rated at Novice 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.
Result
APA-Accredited Internship
All students making application for internship in 2014 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 the 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.
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 accrediation. APA had two additional items and requested a specific response by September 1, 2014. Response was submitted addressing these items.
Action
APA Accreditation Actions
In 2015, APA submitted a request for two areas which need a narative response by September 1, 2014. In addition, the usual annual report will be submitted by that time.
Specific items for response:
1) The program is asked to clarify how it adequately engages in program self-study and makes necessary progammatic changes based on the data provided, and which specific section(s) of the comprehensive exam are relevant to measuring student competency.
- The APA Commission on Accreditation accepted the program response and no further data or action are required.
2) Provide additional distal data that demonstrate the program's achievement of its goals and objectives, consistent with Domain F.1(a) of the Guidelines and Principles for Accreditation and Implementing Regulation (IR) C-32.
- The APA Commission on Accreditation accepted the program response and no further data or action are required.