Psychology 200: 2019-2020
| Intended Outcomes | Means of Assessment | Criteria for Success | Summary & Analysis of Assessment Evidence | Use of Results |
|---|---|---|---|---|
| SLO 1: Identify the goals of psychology. | Evaluation 1: Midterm and/or final exam embedded questions, or a separate survey. | Eval 1: 70% of students should meet intended outcome. | Academic Year 2019-2020 33 sections 611/837 = 73% Fall Semester 19 sections 414/551 = 75% Online: 5 sections 138/186 = 74% Jefferson: 5 sections 86/106 = 81% Shelby: 4 sections: 79/104 = 76% Pell City: 3 sections 58/99 = 59% Clanton: 2 sections 53/56 = 95% Spring Semester 9 Sections 138/207 = 67% Online: 4 sections 59/87 = 68% Jefferson: 1 section 9/12 = 75% Shelby: 3 sections 62/90 = 69% Clanton: 1 section 8/18 = 44% Summer Semester Online: 5 sections 59/79 = 75% | Summary: The outcome was successful as 73% of students successfully identified the goals of psychology. Observations/Changes based on previous cycle (18-19): New strategies that will used by faculty to improve this outcome include: Utilizing supplemental materials (e.g., handouts or links) for additional learning opportunities on this topic. Adding clear chapter objectives to the lecture outlines. Providing in depth discussion for each goal. Recording or using lecture videos and making them available (primarily for move to online). Observations/Changes based on current cycle (19-20): In addition to the general approach used in the previous and current year, faculty intend to emphasize the importance of the topic and need for students to read material (textbook, notes, supplemental links and materials). Provide detailed lecture notes on the goals of psychology. Add additional activities such as in class/group/board discussion to allow students to investigate the goals. Use quizzes to gauge student understanding and provide students with feedback to improve their understanding. |
| SLO 2: Explore various methods of psychological research. | Evaluation 2: Midterm and/or final exam embedded questions, or a separate survey. | Eval 2: 70% of students should meet intended outcome. | Academic Year 2019-2020 33 Sections 693/813 = 85% Fall Semester 19 Sections 457/536 = 85% Online: 5 sections 141/175 = 81% Jefferson: 5 sections 87/96 = 91% Shelby: 4 sections 87/110 = 79% Pell City: 3 sections 87/99 = 88% Clanton: 2 sections 55/56 = 98% Spring Semester 9 Sections 172/200 = 86% Online: 4 sections 71/80 = 89% Jefferson: 1 section 10/12 = 83% Shelby: 3 sections 78/90 = 87% Clanton: 1 section 13/18 = 72% Summer Semester Online: 5 sections 64/77 = 83% | Summary: This outcome was met as 85% of students were able to demonstrate knowledge of psychological research methods. Observations/Changes based on previous cycle (18-19): Having students find, and/or read scholarly research has improved their understanding of research methods. Strategies that will be used by faculty include: Having students identify research methods and other related scientific method questions as an activity in class. Providing lecture note outlines or copies of slides online. Video/film viewing to supplement in class instruction. There is also a Research Published Article activity that will be used by instructors. Some faculty will adapt the activity for online use. For example, online students will read the classic published Milgram, “Behavioral Study Of Obedience” research article, and answer questions about the scientific method, the experimental method, and ethics. Students will be provided with optional worksheets for practice. Observations/Changes based on current cycle (19-20): All faculty will implement an activity to explore research methods. There are many ways to creatively explore this topic and as a result there can be tremendous variation in the activities used. Whatever the activity used to explore research methods, it must help students develop a deeper understanding of the topic which is ultimately objectively measured by a set of standardized questions on an exam/survey. Instructors will utilize video or other real-world resources for students to explore the scientific method and the ways in which psychologists utilize research methods. Align chapter objectives with lecture notes. Provide practice quizzes throughout the semester. |
| SLO 3: Distinguish the major schools/perspectives of psychology. | Evaluation 3: Midterm and/or final exam embedded questions, or a separate survey. | Eval 3: 70% of students should meet intended outcome. | Academic Year 2019-2020 33 sections 664/796 = 83% Fall Semester 19 Sections 422/511 = 83% Online: 5 sections 139/169 = 82% Jefferson: 2 sections 30/36 = 83% Shelby: 4 sections 69/103 = 67% Pell City: 3 sections 82/92 = 89% Clanton: 2 sections 49/56 = 88% Spring Semester 9 Sections 178/206 = 86% Online: 4 sections79/86 = 92% Jefferson: 1 section 9/12 = 75% Shelby: 3 sections 75/90 = 83% Clanton: 1 section 15/18 = 83% Summer Semester Online: 5 Sections 64/79 = 81% | Summary: The outcome was met as 83% of students successfully distinguished the major schools/perspectives of psychology. Observations/Changes based on previous cycle (18-19): Some instructors have creative approaches to teaching theory, ranging from in class discussion and presentation, to handouts, to group activities. For example, instructors will use an in-class “Which Theory Exercise,” where students read statements and attempt to correctly identify which theory matches most appropriately has proven effective. Other instructors will use open discussion and examples followed with Q&A periods. Instructors will continue using the lecture focus method described above; however, some instructors will add additional video components to the topic material. Additionally, instructors will adapt activities and materials specifically for online instruction. Observations/Changes based on current cycle (19-20): Theory is always a challenging topic so it makes sense to look for ways to improve. Small changes like recorded lectures with examples, practice quizzes, anecdotal stories of the founders of each theory, and encouraging student participation all have the potential to impact student learning. Researching and implementing additional resources for student engagement is another potential area of improvement. |