final version of the self-study document - Keuka College's Middle ...

Psychological Association, the Psychology program has focused on enhancing its
research-oriented courses, in particular developing various objectives related to research
capabilities, quantitative literacy, and scientific critical thinking (2009 Psychology
Assessment Report Final). Assessment work since this major curriculum overhaul has
led to significant changes in activities and assessment measures in the program, some of
which follow: new multiple-choice examination questions and the implementation of a
student research journal requirement, both pertaining to scientific methodology within
PSY 101 Introductory Psychology; greater attention to strategies for helping students
continue to develop their statistical knowledge and skills in PSY 332 Experimental
Methodology through course activities that provide additional practice in using the SPSS
statistical analysis software; and sequencing of activities in PSY 360 Junior Research
Seminar to develop a research proposal for their senior capstone research project and the
development of grading checklists and rubrics to guide the development of the research
proposal. As part of the most recent (2012-2013) Psychology Assessment Plan, the My
Virtual Child childrearing simulation was included as a learning tool to meet program
goal 4 (application of psychology) in PSY 249 after the instructor had reviewed an
assessment report from field research which indicated that this simulation reinforced and
enhanced the understanding of several concepts pertaining to parenting and child
development among their developmental psychology students. Utilizing similar
assessment items in Spring 2012, the PSY 249 instructor found similar results, supporting
continued use of the software. Whereas an instructor-written booklet had been
incorporated to supplement the textbook readings about research, the instructor revised
the booklet in Fall 2012 to tie more explicitly the steps in the scientific process to the
program outcome using a mnemonic device that a group of researchers had utilized to
enhance understanding of research concepts. Additionally, the instructor’s plans for
course improvement include restructuring both formative and summative assessment
exercises to strengthen students’ ability to plan and conduct research. Additional analysis
of student success in achieving this program outcome identified that assessment tools in
other courses need to be revisited for their effectiveness in providing useful information
to guide program evaluation.
Program Assessment Example: Nursing
The Nursing programs (B.S., M.S.) are the only ones offered solely in an accelerated
format through ASAP. The Nursing programs are accredited by the Commission on
Collegiate Nursing Education (CCNE), and their program learning goals and assessment
are structured, in part, to meet the CCNE regulations. The most recent Nursing
assessment reports (Appendix 4.44 Nursing Assessment June 2012) demonstrate the
integration of CCNE learning goals and the alignment of E-LEAP goals. The Nursing
program has an internal curriculum committee, consisting of two full-time and one parttime
faculty, which regularly evaluates its courses through review of the student
evaluation of instruction forms and an in-house instructor evaluation of courses form.
Eight of the twenty-four courses are reviewed and updated every six months, so the entire
curriculum (B.S. and M.S.) is reviewed every eighteen months to ensure currency of
course outcomes and materials. Each course in the baccalaureate and master’s program is
assigned to a subject matter expert or “keeper of the course” (KOC) who serves as lead
faculty member responsible for the necessary and appropriate updating of the course.
Page 23 of 31 Chapter 4: Inst. Effectiveness & Assessment