Executive Summary

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General Education Learning Outcomes Assessment Fall 2014

Executive Summary

Based on our outcomes we are satisfied with our student performance in our courses and we are confident that our program is robust and successful for students and the college. Quantitative data analysis shows that students are consistently demonstrating learning outcomes mastery at 80% and above. We have refined and improved the assessment process. We intend to maintain this high level of mastery and success in our courses and program.

We are committed to maintaining the highest quality of evaluation and assessment for our program as we are committed to student success. We support the college’s efforts to demonstrate program and institutional effectiveness. We very much look forward to support, both financial and administrative, in our efforts to maintain a quality instructional program in psychology.

Faculty Included in the Preparation and Sharing of this Report:

Shelly Fichtenkort

Becky Ganes

Bobby Hutchison

Lee Kooler
Please provide a brief and cogent narrative in response to each of the following questions.

  1. Provide a quantitative analysis for each PLO your CLOs inform. Provide the total number of students who passed/total number of students assessed in each PLO column and the corresponding PLO passing rate as an aggregated percentage.

AWARD (and corresponding PLO) Students Passed/Assessed TOTAL RATE
A.A.-T: Psychology

  1. Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, 1114/1353 82%

and historical trends in psychology.

  1. Understand and apply psychological principles to personal, social, and organizational issues. 587/695 84%

  1. Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific 257/320 80%

approach to solve problems related to behavior and mental processes.

  1. Understand and apply basic research methods in psychology, including research design, data 1001/1207 83%

analysis, and interpretation.

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