Department of Psychology

Learning Goals and Objectives

Assessment Plan

 

1. Mission:  The Department of Psychology at Georgia State University has a long history of offering both undergraduate and graduate degree programs for both traditional and non-traditional students.  Psychology is an extraordinarily broad field and the departmental curriculum reflects the diversity of our discipline.  Psychology can be broadly defined as the study of behavior, and of those biological, psychological and socio-cultural factors that which create and influence behavior.  It also encompasses the application of basic knowledge to improve the human condition.  Psychology has links to numerous other disciplines (e.g., biology, sociology), and also a long tradition of interdisciplinary interaction and collaboration (e.g., education, medicine) based on shared goals in both basic and applied endeavors.

 

The department offers a general undergraduate degree program that is integrated with the broader liberal arts education goals of the College of Arts and Sciences.  It also contributes to the core curriculum for all undergraduates in the College.  Our five doctoral programs provide specialized training in well-defined sub-disciplines of psychology:  1) Clinical, 2) Community, 3) Developmental, 4) Social-Cognitive, and 5) Neuropsychology and Behavioral Neuroscience.  These programs share a common goal  of preparing students to be competent scholars who will have the broad perspective and necessary skills to add to the knowledge base of our field. 

 

Our goals for both undergraduate and graduate education are to provide students with core concepts and theories in psychology, methods of scientific inquiry, critical thinking skills, and technological literacy.  We also strive to help students apply knowledge and critical thinking to real world problems at both local and global levels, increase personal and interpersonal understanding, and to communicate knowledge effectively.

 

2.  Learning Outcomes:

General Education Core

Undergraduate

Graduate

 

Undergraduate Learning Outcomes

What should our students know, be able to do, and value when they successfully complete my program (i.e., student learning outcomes)? The Department of Psychology shows evidence of full implementation of learning goals and outcomes.

 

2.1     Structure: To date, the Department of Psychology had developed a set of student learning outcomes in the major and general education that are anchored in discipline standards (see http://www.apa.org/ed ).  Outcomes at the undergraduate level include student mastery of context, skills, values, and attitudes. Major outcomes include skills in communication, analytic, critical thinking, and addressing contemporary problems. Learning outcomes for courses in GSU core address GSU general education learning outcomes in additional to disciplinary-specific outcomes.

 

2.2     Alignment:  The Department has aligned courses and outcomes, and, after conducting a syllabus content analysis of learning objectives, is beginning the process of ensuring that course syllabi reflect course goals and objectives. 

 

2.3     Format: The Department uses measurable learning outcomes at program and course levels and outcomes cover multiple levels of mastery, including analysis and evaluation.

 

2.4     Process:  The faculty has participated in the development of learning outcomes through the direction of the Undergraduate Program Committee.  The Undergraduate Program Committee used discussion generated a the Fall Department of Psychology Retreat to refine the Learning Goals and Objectives proposed by the Education Directorate of the APA.  After approving a set of goals and objectives, course supervisors were asked to evaluate the degree to which each course met the goals and objectives.

 

3.  Description of Assessment Methods:  How do we know that students have mastered learning goals and outcomes?

 

3.1   Structure:  Program has completed an assessment plan that covers multiple levels and is linked to documenting program learning outcomes in the major and general education outcomes. (see Table 1)

3.2     Assessment Methods: Program has identified appropriate instruments to assess student learning objectives.

3.3     Assessment Process: Program is planning the assessment of student learning outcomes (see Table 2)

 

4.  Description of Data Collection and Analysis Procedures and Feedback Process: How do we assess that our students have mastered the program learning outcomes (i.e., assessment plan)?  How do we use the information from our assessments to modify and improve our programs (i.e., curricular changes)?

 

4.1   Modifications:  Program has established a forum for faculty to review results from assessments and suggest curricular and programmatic changes.