Psychology
- Mission Statement
Mission Statement
The mission of the Psychological Science Department at Weber State University is to enhance student knowledge and application of the science of psychology. The department is committed to student-centered teaching and high-impact educational opportunities that foster critical thinking, career readiness, and social responsibility. Faculty promote inclusivity and diversity and apply psychological science to serve and enhance the university and greater community.
Vision Statement
The Department of Psychological Science at Weber State University aspires to be a recognized leader in undergraduate education. The department will work to enhance the field of psychology by empowering students to achieve their personal, academic, and career goals and to produce professionals who serve the local and greater communities. We will achieve this goal by continuing to engage in student-centered high impact teaching, mentoring, and scholarship. - Student Learning Outcomes
- Certificates (Not Applicable)
- Associate Degrees (Not Applicable)
At the end of their study at WSU, students completing an AS in Psychological Science will meet the following goals:
Goal 1: Content Knowledge and Application: Students demonstrate comprehension of the major concepts, theoretical perspectives, historical trends, and empirical or evidence-based findings to discuss how psychological principles apply to behavior and mental processes.
Goal 2: Scientific Inquiry and Critical Thinking: Students will develop scientific reasoning and investigation skills, including developing proficiencies in research methods and statistics.
Goal 3: Values in Psychological Science: Students will share key beliefs, attitudes, and values adopted by scientific psychologists including ethical and social responsibility.
Goal 4: Communication: Students will demonstrate the skills necessary to build and maintain effective communication in processing and expressing information.
Goal 5: Personal and Professional Development: Students will demonstrate the skills associated with workplace readiness whether that involves graduate school or a job following graduation.
- Bachelor Degrees
At the end of their study at WSU, students completing a BS in Psychological Science or BS in Psychological Science Teaching will meet the following goals:
Goal 1: Content Knowledge and Application: Students demonstrate comprehension of the major concepts, theoretical perspectives, historical trends, and empirical or evidence-based findings to discuss how psychological principles apply to behavior and mental processes.
Goal 2: Scientific Inquiry and Critical Thinking: Students will develop scientific reasoning and investigation skills, including developing proficiencies in research methods and statistics.
Goal 3: Values in Psychological Science: Students will share key beliefs, attitudes, and values adopted by scientific psychologists including ethical and social responsibility.
Goal 4: Communication: Students will demonstrate the skills necessary to build and maintain effective communication in processing and expressing information.
Goal 5: Personal and Professional Development: Students will demonstrate the skills associated with workplace readiness whether that involves graduate school or a job following graduation.
- Certificates (Not Applicable)
- Curriculum Grid
- Program and Contact Information
The Psychology department is committed to excellence in undergraduate training in the science of psychology. We do so by offering students not only the highest caliber of classroom instruction but also extensive opportunities for professionally-authentic experiences in research (see list of 2013-2014 conference presentations by WSU Psychology students) and community engagement. We are dedicated to training students to be psychologically literate citizens who can engage in scientifically- and ethically- informed judgments, decision-making, and actions. As such, our curriculum emphasizes students acquiring knowledge about the discipline, applying that knowledge to real world situations, adopting scientific and ethical values, attitudes, and beliefs, and gaining interpersonal and communication skills.
Students report having very positive experiences in their classes, and psychology majors report being extremely satisfied with the quality and breadth of their instruction. WSU psychology student have had next step success in graduate school in the discipline (with recent acceptances to graduate programs at Harvard, Michigan, Texas A&M, University of Kentucky, University of Utah, and Utah State University, among many others), related disciplines (Social Work, Education, Marriage and Family Studies, and Criminal Justice) and other professional schools (Medicine, Law, Business, and Pharmacy). Psychology students are hired in a wide range of employment positions and do so at rate above the employment rate for the state.
Psychology faculty members are actively engaged in the discipline, the community, the university, and the department. Counted among them are a number award-winning teachers and researchers. They were early adopters and continue to be leaders of the university initiative for undergraduate research and community-based scholarship. They are also involved in a variety of interdisciplinary initiatives on campus, including Neuroscience, Linguistics, and Women’s Studies. The faculty members are excellent campus and community citizens serving in leadership positions both on campus and off. The recent reviews of the department by outside experts have been extremely positive and department members continue to aspire to become a model for the university and the discipline of innovative and effective undergraduate training in psychology.
Contact Information:Deparment of Psychological Science LH 379 psychologydept@weber.edu Aaron Ashley (Chair) LH 378 AaronAshley@weber.edu (801) 686-8743 Mickey Cole (Administrative Assistant) LH 379 MickeyCole@weber.edu (801) 626-6247 - Assessment Plan
The department uses a comprehensive assessment plan with a sampling of sections from all courses taught being assessed each year as well as utilizing an outcome-based approach via our Capston Experience course (PSY 4950). We feel that this comprehensive approach lets us track how learning outcomes are being addressed and met in each course, allowing us to monitor whether we are adequately scaffolding students to meet our learning outcomes at a baccalaureate level by the time they reach their capstone course. So, this approach provides for the assessment of the overall effectiveness our curriculum in meeting graduate outcome goals, but it also allows so to better identify and correct any curricular deficiencies.
- Assessment Report Submissions
- 2021-2022
- 2019-2020
- 2017
1) Based on your program’s assessment findings, what subsequent action will your program take?
- The department is currently working to revamp our assessment protocol to provide more comprehensive, reliable, and valid data. However, based on the current assessment data, it appears as if the department is strongly meeting our programs goals. It does seem as if we are only barely meeting our Values/Ethics and Communication goals in some classes. As such, we will discuss mechanism through which we can better assist students with these specific learning outcomes.
2) We are interested in better understanding how departments/programs assess their graduating seniors or graduate students. Please provide a short narrative describing the practices/curriculum in place for your department/program. Please include both direct and indirect measures employed. Finally, what were your findings from this past year’s graduates?
- The psychology department utilizes a graduate questionnaire focused on student evaluation of the department. The questionnaire (included below) is designed to measure student satisfaction with their experience with the department. Students are questioned regarding their perception of the department and their career preparation. As can be seen, students expressed satisfaction with their major choice, and would make the same choice again. Additionally, student found their experiences with the department positive. And found the curriculum prepared them for their career choice.
The full report is available for viewing.
- 2015-2016
The Psychology Department conducted a 5 year program review with full self-study during the spring of 2016. Those results are presented in place of the Annual Assessment. Please reference those documents for information that includes data for the 2015/16academic year.
- 2014-2015
1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence? To answer this question, compare evidence from prior years to the evidence from the current year. Discuss trends of evidence that increases your confidence in the strengths of the program. Also discuss trends of concern (e.g. students struggling to achieve particular student outcomes).
- This year’s departmental assessment provides evidence for confidence in the department’s continued commitment to student learning by focusing on assessment both at the course level and at the program level. Review of the current EOLs and comparison of previous assessments suggests the students matriculating in courses within the Psychology Department are successfully meeting department learning objectives. We will continue to focus of assessment and refine measurement techniques.
- It is also interesting to note the increase in multiple forms of assessment in all courses within the department including both direct and indirect measures. The department continues to develop innovative and creative ways to assess student learning in both theoretical ways.
2) With whom did you share the results of the year’s assessment efforts?
- The department members have reviewed all of the data collected for the 2014-2015 assessment report. Adjuncts will also receive a copy of the document.
3) Based on your program’s assessment findings, what subsequent action will your program take?
- Following a thorough evaluation of the data gathered last year, a new program for course evaluations will be developed. It is the opinion of the department that a more comprehensive assessment plan be implemented over the next few years which will ensure that every course offered in an academic year is assessed and evaluated.
The full report is available for viewing.
- 2013-2014
1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?
- This was the first time discussing the core statistics-methods sequence of the curriculum. The data confirmed students’ success in learning the material as supported by both direct evidence of student learning outcomes from the classes and from indirect evidence based on self-report, objective, standardized measures of methodological knowledge and skills. However, direct evidence also revealed troubling limitations of students in the statistics classes. Without the background or understanding of how statistical knowledge is integrated with research, a significant minority of students were below threshold in a) fully grasping statistical facts, concepts, and skills, b) applying such knowledge, c) understanding the attitudes and ethics necessary to effectively use the knowledge, and) communicating the knowledge professionally. A newly designed courses (PSY 3615 – PSY 3616) alleviates the problem we think by presenting the relevant statistical and methodological knowledge together over the course of two semesters. The new course is set to be taught Summer 2015 or Fall 2015.
2) With whom did you share the results of the year’s assessment efforts?- The department members were presented all of the data that were described in the report and discussed it at length in a Fall 2014 at a monthly Faculty Development lunch.
3) Based on your program’s assessment findings, what subsequent action will your program take?- As noted above, the department has passed a new statistics – methods course sequence (PSY 3615-316) to address the issues. The faculty will agree to share assessment items to compare performance on the two class sequences. Also faculty teaching PSY 3605 would also share lectures and assessments to ensure consistency.
The full report is available for viewing - 2012-2013
1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence? To answer this question, compare evidence from prior years to the evidence from the current year. Discuss trends of evidence that increases your confidence in the strengths of the program. Also discuss trends of concern (e.g. students struggling to achieve particular student outcomes).
- I reiterate last year’s response to this question. Faculty members were encouraged to hear that the multi-dimensional assessments of SLOs, including all forms of disciplinary knowledge, values and skills, seem to be interrelated and form a single dimension which is affected by students’ exposure to and engagement in the discipline. This finding is consistent with faculty members’ overall impression of their impact on students, which can be summarized as helping them to think as “scientists of behavior.” That is, they believed that their impact is broad and deep on students, despite the assessments being narrow and somewhat superficial. So they have become more confident about their role and impact on students particularly the success we feel we have had in students’ scholarship, outreach, and grantsmanship documented in Appendix C.
- Moreover, the measure of Psychological Literacy was shown to be related to students exposure to (year in school) engagement by (major status) the discipline, a process made easier by engaging in authentic activities (research, practicum, etc.). Faculty members are more convinced than ever of the importance of their out-of-class work with students and have recommitted to a curriculum that promotes students engaging in serious application of disciplinary knowledge in research and community service. This confidence faculty have their about their role, impact, and the curriculum has been made stronger from the results of this assessment.
- The concern about student performance in Psy 1010 is being addressed by two initiatives documents in the report: Student Tutors and a psychology Module. Also, faculty members are now armed to collect artifacts of their students’ work. Recommendations are forthcoming from Psy 2000, including modules, new assignments, and guest speakers are also being worked on and are committed to collect artifacts for in-class and other assignments.
2) With whom did you share the results of the year’s assessment efforts?
- The department members have reviewed all of the data collected for the 2013-2014 assessment report. Adjuncts will also receive a copy of the document.
3) Based on your program’s assessment findings, what subsequent action will your program take?
- As noted above, the department is pursuing implementation of the ideas for Psych 1010 and Psy 2000.
To access the full report, select this link: Psychology 2012/13 Annual Assessment Report
- 2021-2022
- Program Review
This information is part of the cyclical program review process. Details such as mission statements, learning outcomes, etc., are updated as part of the biennial assessment reporting process, an integral component of program review.