January 15, 2009
Dr. Cindy Speaker
Associate Dean of the College
Dear Dean Speaker:
The psychology major has
taken the following actions to update and improve its assessment during the
past year:
1. At a meeting in May, 2008,
we met to discuss the data gathered from the senior theses and comprehensive
exam. The purpose of the meeting was to determine whether any changes needed to
be made in our curriculum based on that data. As a result of that meeting, we
determined that we needed to provide a means by which all of our students get a
better grounding in both quantitative and qualitative methodologies. At
present, our students are required to take a course in either
quantitative or qualitative methods, and this results in a lack of
understanding as to the purpose and efficacy of the methodology covered in the
course not taken. A verbal (informal) exit interview with seniors who graduated
in 2008 reinforced our idea of developing a new, sophomore-level course that
would introduce students to both methodologies. Such a course might also cover
APA format and career paths for psychology majors. The need for such a course
was reinforced again during an informal feedback session with this year’s
seniors in December, 2008. We would like to develop the 200-level methods
course so that it can be debuted during the 2009 – 10 academic year.
2. We have made changes to
our senior comprehensive exam (copy attached).
·
Empirical article
critique. For the past three years, a portion of the exam required students to
provide answers to broad questions about their learning experience in
psychology. The questions were too broad to be of any real use in assessing
their learning, so we have re-instituted and expanded a portion of the exam
that requires students to critique quantitative and qualitative empirical
research articles. This change addresses a number of the learning goals,
objectives, and outcomes outlined in our assessment plan.
·
Senior thesis poster.
A thesis poster presentation, which was formerly part of Psy. 403 (Senior
Seminar/thesis course), will now become a segment of the Senior Comprehensive
Exam. This replaces a portfolio presentation that has been part of the
comprehensive exam for the past three years. Prior to that iteration, it was an
oral thesis presentation. Moving the thesis poster to the spring semester will
provide students with the time necessary to construct a professional
presentation. The portfolio presentation
was partially redundant with the thesis poster, and the oral presentations were
too time consuming given the high enrollment in the
psychology major. The poster presentation will allow psychology seniors to
share and discuss their work in a public venue. It will also provide them an
opportunity to practice the same type of communication skills used by scholars
in the dissemination of their work.
·
Reflection paper
and exit interview. The reflection paper, which was formerly a part of the
portfolio presentation, will give students the opportunity to reflect on their
psychology careers at Wells. The exit interview, which we will formalize during
the spring semester, will provide the graduating seniors with an anonymous
opportunity to give feedback on the psychology curriculum and their learning
experiences at Wells.
·
The Educational
Testing Service Major Field Test will remain part of the Senior Comprehensive
Exam for this academic year. We will, however, discuss the usefulness of this
exam during our assessment meeting in May. It could be that an in-house exam
might be of more use in assessing student learning and the efficacy of our
program.
We will meet again in May,
2009, to discuss the data obtained from the 2009 capstone experience. We will
also discuss any changes made and/or changes we intend to make to our
individual courses to address the learning goals, objectives, and outcomes
outlined in our assessment plan.
Based on the feedback we
received from the Assessment Committee, we have revised and expanded our assessment
plan (see second attachment). We look forward to your comments and suggestions
on our revisions.
Respectfully submitted,
Milene Z. Morfei, Chair
Psychology Major
Psychology Major
Revised Assessment Plan, January 2009