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Psychology Quality Improvement Plan

Department/Program: Psychology
Review Date: November 16-19, 2020
Last Updated:

*Visiting Team Recommendations **Update on Actions Taken/ Current Status Completed Date
Recommendations under Student Success
1.The program can improve in being informed about graduate programs and what they offer in funding. A possible solution could be that alumni students could help more in this area by mentoring and guiding students through the process of graduate school or into the field.
2.Provide more research opportunities in collaboration with groups of students.
3.Possibly incorporate additional statistic classes or training to prepare them for graduate school.
Recommendations under Student Success (from Alumni):
1.Hire a woman professor who is in the clinical or counseling field on faculty.
2.More representation of women academic professors in the program.
3.More APA papers in the program and more experience in writing APA papers.
4.More topics about social justice to prepare them for grad school.
5.More teaching and content related to diversity regarding LGBT and ethnicity.
6.More content in classes that are less founded on western and American-centric concepts/principles in psychology and more integration of the globalization and worldview of psychology.
7.More integration of international students’ cultural backgrounds into course topics, assignments, how to apply the degree in other countries, and providing information about graduate school in other countries.
Recommendations under Program Quality (Quality of learning/Organizational learning)
1.We would like to see faculty moving forward with aligning target area needs with learning outcomes including moving away from Eurocentric biases (This was mentioned during our discussion with alumni) and including cultural specific ways of thinking as a part of individual course learning outcomes.
2.Having faculty provide more internship opportunities in the clinical/counseling major and encourage all students to participate in testing/measurement and reporting of psychology research so that they may be instrumental in dispelling myths when they return to their home countries.
3.Consider how the Majors Field Test is helping (or perhaps not helping) you manage your curricular decisions including creating specifications on how the results will be used and how those results can be built into the program assessment processes.
Recommendations under Program Quality (Quality of Teaching)
1.It is recommended that the Psychology program assess the effectiveness of the new course evaluation process that does not include numerical ratings.
2.It is encouraged that they continue to work with CLT to further improve their teaching quality as a whole.
3.Concern was expressed regarding how well students learn the content of foundational courses that are prerequisites for higher level courses. It is suggested that faculty determine methods to evaluate the extent to which prerequisites effectively prepare students for subsequent courses.
Recommendations under Program Quality (Quality of Curriculum)
1.In order to increase understanding of students’ performance in the workforce and employers’ satisfaction with student performance consider surveying alumni employers to obtain feedback on students’ performance as an employee.
2.Given that they are spread thin in their faculty resources, it would be helpful to facilitate current professors’ continuing education and training in other subfields of psychology to better equip and prepare them to teach those specific subfield psychology topics.
3.While the faculty has intentions to document (in their syllabi) and work towards meeting the institutional and program learning goals and outcomes, more possible explicit methods and activities can be implemented in their courses to measure those specific institutional and program learning goals and outcomes at the end of each semester.
4.Additional classes that relate to more current psychology teaching and research norms could be implemented such as psychology of women, career counseling, and indigenous healing in counseling and psychotherapy.
5.There is also a need for a cognitive psychology course and faculty member to teach it.
6.Another consideration to enhance the variety of topics offered in the program is to incorporate more cross-cultural pedagogy, strategies, and interventions related to counseling and psychotherapy, specifically related to incorporating international students and their cultural and ethnic frameworks in psychology and psychotherapy. Culturally Responsive Teaching (CRT) can be a method to integrate individuals' diverse backgrounds and worldviews into the classroom lessons, materials, and assignments.