ࡱ> y{x'` [tbjbj{P{P 1z::A3DDDTdddx***8**|x}=\+4+"+++,", ,l<n<n<n<n<n<n<$#?hA<d,,,,,<dd++7=///,d+d+l</,l<//:hdd;+P+ X,*-<;H<$M=0}=L;)BK.v)B ;;)Bd<H,,/,,,,,<<.^,,,}=,,,,xxxd"xxx"xxxdddddd  SEQ CHAPTER \h \r 1Undergraduate Program: Learning Outcomes for Psychology MajorsTheory and Content of PsychologyDemonstrate familiarity with major concepts, theoretical perspectives, empirical findings, and historical trends.Research Methods in PsychologyUnderstand and apply basic research methods, including research design, data analysis, and interpretation.Critical Thinking Skills in PsychologyRespect and use critical and creative thinking, skeptical inquiry, and the scientific approach.Application of PsychologyUnderstand and apply psychological principles to personal, social, and organizational issues.Values in PsychologyWeigh evidence, tolerate ambiguity, act ethically, and reflect other values underpinning psychology.Information and Technological LiteracyDemonstrate information competence and the ability to use computers and other technology for many purposes.Communication SkillsCommunicate effectively in both oral and written formats.Sociocultural and International AwarenessRecognize, understand, and respect the complexity of sociocultural and international diversity.Personal DevelopmentShow insight into ones own and others behavior and mental processes and apply effective strategies for self-management and self-improvement.Career Planning and DevelopmentEmerge from the major with realistic ideas about how to use psychological knowledge, skills, and values in various occupations and in graduate or professional school.  SEQ CHAPTER \h \r 1__________________________________________________________________________________________________________________DEPARTMENT OF PSYCHOLOGYUndergraduate programStudent Learning Outcomes Each year the department is required to assess performance on the undergraduate learning outcomes that we have adopted. We perform this evaluation by reading and evaluating a sample of papers written by our undergraduate majors. Each faculty member will receive three papers to evaluate.Our three learning outcomes, and the general criteria for evaluating them, are:Critical Thinking Skills in Psychology: The extent to which the student demonstrates an understanding of the scope of the topic of the paper, an understanding of the central issues relating to that topic, the relationships among those central issues, and the implications of those relationships.Research Methods in Psychology: If the paper is a research proposal, this outcome would include an assessment of the extent to which the research questions/hypotheses are appropriate and adequate, given the literature review. It would also include an assessment of the adequacy of the research design and analyses to test the proposed research questions/hypotheses.Communication skills: The extent to which the written document is grammatically correct, demonstrates proper usage and punctuation, and communicates in a clear and unambiguous fashion. Department of PsychologyGraduate programStudent Learning OutcomesTheory and content in psychologystudents are expected to be able to integrate a broad understanding of psychological theories, principles, and expertise in specific basis and applied domains of psychology.Research methodologiesstudents are expected to be able to utilize research methodologies, data analysis and statistical interpretation relevant to their area of specialization.Critical thinking skillsstudents are expected to respect and utilize critical and creative thinking as it applies to the scientific approach to psychology.Applications of psychologystudents are expected to be able to understand and apply psychological theories, principles and methodologies to real world domains relevant to their areas of specialization.Ethical principlesstudents are expected to understand and apply the American Psychological Associations ethical principles in their scientific, educational and professional roles as psychologists.Communication skillsstudents are expected to demonstrate effective written and oral communication skills.  SEQ CHAPTER \h \r 1Undergraduate Program: Academic Credit for Work ExperienceStudents can earn academic credit based in part on experiences outside of the university setting. These may include summer employment or volunteer activities at a camp for special needs individuals, in a social service agency, or in a human resources setting. To earn academic credit, a student must provide evidence that he or she learned something from that experience, and that what was learned is related to the field of psychology. Academic credit is not awarded just for experience.The following guidelines are provided to help students and faculty arrive at a mutual understanding of what is required for the awarding of academic credit based in part on experiences outside of the university.C Arrangements for earning academic credit for experience in a social service or human service setting must be made prior to engaging in that experience. Normally, this would occur during pre-registration in the spring (for the following summer and fall) or the fall (for the following spring). Students can register for credit for either the semester they will engage in the activity or the semester when they work on their second paper (see below). Credit will not be awarded until all of the requirements listed below are satisfied.C Students should keep a daily journal in which they record what happened each day and their thoughts about these events. To protect the privacy of others, names of clients or campers should not be used. Such individuals should be referred to by a single initial or some other code known only to the writer. When done well, the journal becomes a record of how the student's thinking evolved over the course of the experience.C Based on their journal, students should write a paper summarizing their experience and describing what they learned.C An on-site supervisor should be identified. The faculty sponsor should communicate with that person to discuss the scope of the students' activities and academic goals for credit. The person should write a letter at the end of the on-site experience describing briefly what the student did, how well the student performed, and what he or she believes the student learned.C When they return to campus, students should meet with their faculty sponsor and agree on the focus of a second paper in which the student relates his or her experiences to the literature in that area.C The grade awarded should be based on the evidence of learning provided by the student through his or her journal, the two papers, and the on-site supervisor's letter.C The amount of credit earned is negotiable. The norm is 3 credit hours; however, the amount of credit should be commensurate with the amount of time and effort involved. In no cases should the amount of credit exceed 6 hours based on a single semester or summer will receive credit under PSYCH 599.  SEQ CHAPTER \h \r 1K-State Department of Psychology Undergraduate Program: Psychological Technician OptionGeneral Description Opportunities are growing for Psychological Technicians who have B.A. or B.S. degrees in psychology. Such a person usually works in an applied setting and carries out duties that are supportive of the Ph.D. psychologist. The clinical psychological technician often assists in such activities as: testing behavior change community organization agency management (budgets, referrals, scheduling) research data collection statistical analysisTechnicians and paraprofessionals are playing an increasingly prominent role in clinics, hospitals, industrial and governmental agencies, and research settings. The Psychological Technician Option is designed to provide students with background knowledge and limited training in the skills most likely to be needed by a psychological technician and with supervised experience in an applied setting. Furthermore, the student is expected to take additional courses in relevant areas from other departments in the University.The requirements for the Psychological Technician Option reflect the goals stated above. All students in the option must satisfy the core requirements for the psychology major. In addition, the following courses must also be completed (required courses):C PSYCH-505 Abnormal PsychologyC PSYCH-559 Psychological TestingC PSYCH-585 Basic Concepts in Clinical PsychologyC PSYCH-586 Laboratory in Clinical ConceptsC PSYCH-587 Field PlacementFour other courses relevant to the mental health field, administration or elsewhere and one additional relevant course from businessThe laboratory in Clinical Psychology is the pivotal course in the program and should be taken either after completion of or concurrently with Psychological Testing and Basic Concepts in Clinical Psychology. Because of the intensive nature of the skills training provided there, enrollment is restricted to 12-15 students. All students who seek admittance to a Laboratory course must be interviewed by the instructor during the pre-enrollment period for the semester in which the course is to be taken. (Pre-enrollment occurs in April for the Fall semester and November for the Spring semester.) Admission to the Laboratory course is subject to approval of the Psychological Technician Supervisory Committee.Following successful completion of the Laboratory course and with the approval of the Psychological Technician Supervisory Committee, students can gain supervised experience in an applied setting. Arrangements for the field experience will be worked out individually with each student regarding the location of the agency and the total number of academic credit hours to be earned. The field experience is scheduled during the junior or senior years, often during the summer. The grade for this field placement will be determined jointly by the agency supervisor and the Psychology Technician Supervisory Committee.In addition to the courses required above (PSYCH-559, PSYCH-585, PSYCH-586) and the field placement, students in the clinical option are required to take Abnormal Psychology (PSYCH-505), which is a prerequisite for Basic Concepts in Clinical Psychology, and four additional courses which are relevant to the mental health field. These courses may be selected from a wide variety of departments including Sociology (Criminology, Social Work, etc.), Education (Psychology of the Exceptional Child, Emotionally Disturbed, etc.) and others. These additional courses, which may be taken either prior to or after the field placement, should be selected in consultation with the student's advisor and should be listed on the Psychological Technician Program of Study. These courses will count as electives toward the 124 hours needed for a B.A. or B.S. degree (120 credit hours for students who entered KSU before the fall of 2003).Students who are interested in the Psychological Technician Option should file the Psychological Technician Program of Study in the Psychology Department Office. This in no way obligates the student to the option. The purpose of filing a preliminary program of study is to give the Department some basis for planning courses to meet student interests and a list of interested students to contact if there are important announcements.While the Psychology Department will make every effort to assist a student in locating a suitable position or in gaining admission to a graduate program after completion of this option, the extent and quality of this assistance will be influenced by the student's performance in the formal course work, in the Field Experience, and in other relevant areas, such as research efforts. It should be understood that no guarantees as to employment or graduate school admission following successful completion of the Psychological Technician Option can be given.If you have any interest in the Psychological Technician Option, please fill in the Technical Option Application (available online, use your browser's print function to print the page). This does not obligate you to take any courses or to continue in the psychological technician option. You can make changes in this program of study as you progress through the curriculum.Please leave your application in the Psychology Department Office, Bluemont Hall, Room 492. If you have any questions concerning the Psychological Technician Option, consult with either Dr. Barnett (barn@ksu.edu) or Dr. Frieman (frieman@ksu.edu). EXECTIVE SUMMARYADVISORY COUNCIL SURVEY OF FACULTY MEMBERSJUNE 2009A survey seeking input from faculty members of the Department of Psychology was conducted by the Advisory Council in May of 2009. A total of 17 surveys were sent out via e-mail and a total of 10 were completed; a return rate of 58.8%.When asked about the following issues, the responses indicated that members:Were Somewhat to Very Familiar with the activities of the Council;thought the Council Activities were Important; andwould like to be Little to Moderately more Involved with the Council Activities.Less than half (40%) of the respondents indicated they had attended any Council meetings. However, several of the respondents indicated they were new faculty members, so this percentage may under estimate the attendance rate. Eight faculty members (80%) indicated attending the Thursday social and seven indicated attending the dinner. One person said the social was not convenient and another said they didnt attend the dinner because they attended the social. Most faculty members did not want to receive the minutes (88.9%). All of the respondents indicated the department should continue to utilize the Council.Respondents were provided a list of areas where the council might be helpful to the department and asked their opinions about these areas. Their responses were as follows:Somewhat to Very HelpfulFund raisingUnderstanding the job marketJob huntingInternship huntingModerate to Somewhat HelpfulIdentifying needed skills Identifying needed knowledge Graduate educationUndergraduate educationModerately HelpfulCurriculum developmentWhen asked to indicate other areas in which the Council might be helpful, one person indicated an interest of having an alumni web site and another person asked for an e-mail list of alumni. One general comment was to thank the council for their work.The responses provide significant input into future directions and activities for the Council in their interaction with faculty members. EXECTIVE SUMMARYADVISORY COUNCIL SURVEY OF MEMBERSJUNE 2009A survey seeking input from members of the Department of Psychology Advisory Council members and staTVv w  z   h | -ay|*QTs~D^rshm:h 5CJhm:h 5 h CJh 5CJh h 5h 5CJh 5CJ h CJjh CJU hCJ h6hh5CJjh5CJU;UVwx v w zzz<$\0hp@ P !$`'0*-/2p5@8;=@CPF Ih1$^ha$gd8$\0hp@ P !$`'0*-/2p5@8;=@CPF I1$a$gd1$gd $1$a$gd$t'tZt   y z   <$\0hp@ P !$`'0*-/2p5@8;=@CPF Ih1$^ha$gd8$\0hp@ P !$`'0*-/2p5@8;=@CPF I1$a$gd   g h } ~ ./`a1$gd <$\0hp@ P !$`'0*-/2p5@8;=@CPF Ih1$^ha$gd8$\0hp@ P !$`'0*-/2p5@8;=@CPF I1$a$gdaz{|})*S;$Y0p@ P !$`'0*-/2p5@8;=@CPF I1$^a$gd $1$a$gd 1$gd $d1$a$gd $1$a$gd ST}wk[$ & Fda$gd $h^ha$gd $a$gd gd h^hgd ;$Y0p@ P !$`'0*-/2p5@8;=@CPF I1$^a$gd 7$Y0p@ P !$`'0*-/2p5@8;=@CPF I1$a$gd Es34}ttn1$gd $1$a$gd 7$Y0p@ P !$`'0*-/2p5@8;=@CPF I1$a$gd ;$Y0p@ P !$`'0*-/2p5@8;=@CPF I1$^a$gd $ & Fda$gd 2n!p!^"`"L%N%&&8(:(G*I*J*K*_*`****00@0B00000@1B1bAdAeAfAAA~BBBC@CXCѿѷѷѷѷѷᰩh L6CJaJjh L0JCJUaJh LCJaJh L h L5 h L5\ h 5\hPiOJQJ hPiCJjhPi5CJUhPih h OJQJh h 5CJjh 5CJUhPi5CJ24:<l!n!\"^"J%L%&&6(?$\0hp@ P !$`'0*-/2p5@8;=@CPF Ih^h`a$gd 8$\0hp@ P !$`'0*-/2p5@8;=@CPF I1$a$gd 6(8(H*J******~~~~xx1$gdPi $1$a$gdPi?$\0hp@ P !$`'0*-/2p5@8;=@CPF Ih^h`a$gd 8$\0hp@ P !$`'0*-/2p5@8;=@CPF I1$a$gd *++,,1,e,o,,,,..//B$ & F\0hp@ P !$`'0*-/2p5@8;=@CPF Ih^h`a$gdPi8$\0hp@ P !$`'0*-/2p5@8;=@CPF I1$a$gdPi/@000@1x1z1B2C25 566s7t7;8$\0hp@ P !$`'0*-/2p5@8;=@CPF I1$a$gdPi?$\0hp@ P !$`'0*-/2p5@8;=@CPF Ih^h`a$gdPi;;<<>>j@k@bAcA?$\0hp@ P !$`'0*-/2p5@8;=@CPF Ih^h`a$gd 8$\0hp@ P !$`'0*-/2p5@8;=@CPF I1$a$gdPi cAdAfAwAAAABBB+C^CCCFFFF & Fgd L & Fgd L`gd Lgd L$a$gd Lgd L8$\0hp@ P !$`'0*-/2p5@8;=@CPF I1$a$gd XCoCCZI]IIIJlplqlll7mOmdmm"t#t$t&t't(t*t+t-t.t0t1t3t?t@tAtBtHtItJtLtMtStTtUtVtWtYtZt[tļļļļĴȤȤh[t>0JmHnHu h0Jjh0JU hCJh0JCJjhTZUhTZhh j h LCJjh L0JCJUaJU h L5h Lh L6CJaJh LCJaJ.FF GG(GEG`G~GGGGGGHHZI[I\InIIIIll`gd L$a$gd Lgd L$a$gd Lgd L & Fgd L & Fgd Lff was conducted in May of 2009. A total of 35 surveys were sent out via e-mail and a total of 21 were completed; a return rate of 60.0%.When asked about the following issues, the responses indicated that members:Were Moderately to Somewhat Familiar with the activities of the Council;thought the Council Activities were Important; andexpected to be Moderately to Somewhat Involved with the Council Activities.Less than half (43%) of the respondents indicated they had attended any Council meetings. However, several of the respondents indicated they were new members, so this percentage may under estimate the attendance rate. Of the nine individuals indicating they had attended a meeting, seven indicated attending the Thursday social and eight indicated attending the dinner.Respondents were provided a list of areas where the council might be helpful to the department and asked their opinions about these areas. Their responses were as follows:Somewhat to Very HelpfulUnderstanding the job marketGraduate educationInternship huntingModerate to Somewhat HelpfulUndergraduate educationJob huntingIdentifying needed knowledgeIdentifying needed skillsModerate HelpfulCurriculum developmentFund raisingWhen asked why they did not attend meetings, respondents indicated the following problems: distance (and/or expense), being a new member, work or personal conflicts with the meeting, and other reasons. None of the respondents indicated a lack of interest.When asked to indicate other areas in which the Council might be helpful, respondents indicated the following: partnerships in research and other activities; helping the department to prosper; and other. The focus of many comments was to help the department to grow and develop.Other comments provided included the following: they were new to the council and learning about it; they were positive and excited about the Council activities, they wanted younger faculty involved with the council staff.The responses provide significant input into future directions and activities for the Council.October 2009PAGE PAGE 1ll"mUmmmooooo pp:pRp^p{ppppppqqrrs & Fgd L & Fgd L & Fgd Lgd Lss"t#t$t%t&t't)t*t,t-t/t0t2t3t@tAtJtKtLtWtXtYtZt[t&`#$$a$gd L$a$gd Lgd L/1h<0/ =!"#$% @@@ NormalCJ_HaJmH sH tH @  Heading 1=$$$d$d&d@&NPa$5;@CJKHOJQJaJDA@D Default Paragraph FontRiR  Table Normal4 l4a (k(No List*W@* LStrong5\8B@8 L Body Text 5CJ\4 @4 LFooter!.)@!. 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L2EXECTIVE SUMMARYPsychology DepartmentPsychology Department      Oh+'0 (4 T `lxEXECTIVE SUMMARYPsychology DepartmentNormalPsychology Department8Microsoft Office Word@D|@5@~F, 7՜.+,0  hp  Kansas State Universityw!A' EXECTIVE SUMMARY Title  !"#$%&'()*+,-./0123456789:;<=?@ABCDEGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefgijklmnoqrstuvwzRoot Entry Fp,|Data >1TableFIBWordDocument1zSummaryInformation(hDocumentSummaryInformation8pCompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q