Weber State University Annual Assessment of Evidence of Learning

Transcription

1 Assessment Report 1 Weber State University Annual Assessment of Evidence of Learning Department/Program: Department of Psychology Academic Year of Report: Date Submitted: 1/18/2016 Assessment Committee: Eric Amsel, Aaron Ashley, Todd Baird Report author: Aaron Ashley Contact Information: Phone: AaronAshley@weber.edu

2 TABLE OF CONTENTS A. Brief Introductory Statement 3 B. Mission Statement 4 C. Student Learning Outcomes 5 D. Curriculum Grid 8 1. General Education Courses 8 2. Core Content Courses 9 3. Core General Courses High Impact Courses 10 E. Class Assessment Plan 12 F. Class Assessment Evidence of Learning: Program Outcomes 16 Area A: Area B: Area C: Area D: Area E: G. Summary of Artifact Collection Procedure 26 H. Answers to Questions 26 Appendix A: Head Count 27 Appendix B: Achievements 28 Appendix C: Indirect Measures Assessment Report 2

3 Assessment Report 3 A. Brief Introductory Statement: 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 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, decisionmaking, 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 1 and department members continue to aspire to become a model for the university and the discipline of innovative and effective undergraduate training in psychology. 1 Miller, R., Jones, L., Bird, J., & Heward, M (2006). Program Review Evaluation Team Narrative Report Bird, J., Landrum, R. E., Ollilainen, M., Rodríguez, M. M. (2012). Program Review Evaluation Team Narrative Report

4 Assessment Report 4 B. Mission Statement Through excellence in training in the science of psychology, the mission of the Department of Psychology at Weber State University is to facilitate students' career aspirations and academic goals in the context of an undergraduate, Liberal Arts University, and a department which values teaching and research. (Adopted: Spring 2008) Psychology first appeared in the curriculum of Weber Academy (which later became Weber State University) in 1892, with its role to enhance the skills of prospective schoolteachers 2. Psychology became an autonomous department in the 1950s and quickly grew in size and popularity, constituting 4% of the total SCHs for the entire institution. Today, the Psychology Department remains an important part of the academic life of Weber State University and the College of Social and Behavioral Sciences. The mission of the Psychology Department is consistent with the department s long tradition of valuing excellence in teaching. The mission statement was last reviewed and approved by the department in the spring of The statement centrally specifies undergraduates generally (not specifically majors) as those served by the Department and excellence in training students as the goal of the program. The word "training" was meant to convey an approach to our mission, which goes beyond mere classroom teaching to include student engagement in research, supervised Practicum, and related activities. In this sense, the department faculty members expect that students acquire not only discipline-specific content knowledge (i.e., definitions, theories, research findings), but also disciplineappropriate ways of thinking (i.e., the scientific attitudes and skills to analyze, interpret, and understand human behavior). Training in discipline-related content and ways of thinking are strongly believed to be effective in promoting students career aspirations and academic goals, whether or not they continue in the discipline. Additionally, the department recognizes its role within the university in providing training in the Liberal Arts tradition. This adds another level of responsibility to prepare students to live in the 21st century as responsible, ethical, and engaged citizens who can synthesize and integrate information and make informed decisions. The final feature of the mission statement addresses the influences of the departmental focus on teaching and research. This context emphasizes a consensus among the faculty of the value of teaching and research in the training of students. All faculty members are committed to the importance of student experiences inside and outside the classroom, including research, for them to effectively internalize the values and skills of an education in the discipline in the liberal arts tradition, and to be well prepared for any career path, whether that is a job, professional school, or graduate school. 2 May, M. J. (1988). From Mormon academy to four-year state college: Psychology at Weber State College. Journal of the History of the Behavioral Sciences, 24,

5 Assessment Report 5 C. Student Learning Outcomes The Psychology department created a set of departmental goals for student learning outcomes that were limited in number, integrated but somewhat orthogonal to each other, and broadly associated with a different mode of interaction between faculty and students. We arrived at 4 goals. The first goal is student acquisition of content knowledge of the discipline (Knowledge), which is largely realized through traditional, relatively impersonal, instructional modes of interaction. The second goal is for students learning the use of their disciplinary knowledge to understand themselves, others, and real-life situations (Application). Such a goal involves modes of faculty-student interactions that promote reflective thinking in students, with higher levels of student self-disclosure, engagement, and assessments focusing on concrete situations. The third goal of student adoption of scientific and ethical values (Values/Ethics) goes beyond mere instructional forms of interaction to faculty socializing students into the discipline by serving as models and mentors/tutors. The fourth goal of developing student skills for interpersonal interactions and communications (Interpersonal Relations and Communication) involves faculty serving as supervisors, facilitators, and directors of students who provide feedback, advice, comments, direction, and guidance. For each learning goal specified by the department there are two specific student learning outcomes (SLOs) and the behavioral measures used to assess those goals. These SLO are more specific and concrete than the learning goals which are aspirational, and the behavior measures by which the SLOs are measured are written to apply in different ways to each course in the curriculum. 1. Knowledge: Students will understand psychology as a scientific discipline. Essential to this, students will understand a core set of statistical and methodological knowledge regarding how psychologists critically evaluate, creatively test, and scientifically defend psychological claims. They will also understand a core set of content knowledge addressing the biological, cognitive/behavioral, social/personality, and developmental aspects of behavior and their integration Characterize the nature of the science of psychology and grasp the foundations of the science for consuming and producing psychological claims. Students will be able to generally characterize psychology as a science, distinguishing its assumptions and methods with those of other disciplines, and specifically describe the strengths and limits of different research methods and the validity of conclusions derived from the research when consuming or producing psychological claims Demonstrate knowledge, understanding, and synthesis of the breadth and depth of psychological science. Students will be able to demonstrate theory and research representing different content areas (biological, developmental, abnormal, experimental, and individual differences) and approaches (e.g., behavioral, biological, cognitive, evolutionary, humanistic, psychodynamic, and socio-cultural) of the discipline and appreciate the interactions at the different levels of analysis synthesizing them into comprehensive and multifaceted bio-psycho-social explanations human nature.

6 Assessment Report 6 2. Application: Students will be able to critically apply psychological principles and research to explain social issues, inform public policy, solve problems, understand themselves, and achieve career goals Students will be able to transfer their knowledge of psychological science to understanding and improving society. Students will be able to describe the ways that psychological science has applications to social issues, processes, and domains (mental health, law, military, business, and education) and demonstrate ways that disciplinary knowledge can be used to inform social policy, solve social problems, and improve human functioning Students will be able to transfer their knowledge of psychological science to understanding and improving themselves and planning their future. Students will be able to use knowledge of psychology science to promote their personal development and career planning by gaining insight into their behavior, mental processes, interests, and talents to develop self-management, self- improvement, and selfassessment strategies necessary to reach their personal and professional goals. 3. Values/Ethics: Students will share key values adopted by psychologists, which include (but are not limited to) skepticism and intellectual curiosity, tolerance of ambiguity, respect for human diversity, appreciation of their civic, social, and global responsibilities, and humility regarding the limits of their psychological knowledge and skills. Students will also grasp the spirit of the APA Code of Ethics, follow its guidelines, and recognize the necessity of ethical behavior in all aspects of the science and practice of psychology Students will understand and adopt key attitudes beliefs, values, and responsibilities consistent with being a student of psychological science Students will make strides in adopting key assumptions (e.g., monism), beliefs (e.g., determinism), attitudes (skepticism and intellectual curiosity, tolerance of ambiguity) values (humility regarding their knowledge and skills), and responsibilities (e.g., interpersonal, civic, social, and global responsibilities) of being a student of psychological science Students will understand and uphold the ethical standards which guide their interpersonal, professional and scientific behavior Students will learn and behave in a manner consistent with the APA ethical code regarding their research, professional, and interpersonal activities. 4. Interpersonal Relations and Communication: Students will exhibit skills to professionally communicate their understanding of terms, concepts, research, and theories of the discipline to others via written and oral formats. Students will also have interpersonal and collaborative skills necessary to effectively work in groups with others who hold diverse opinions, beliefs, and attitudes Students will acquire skills to communicate professionally to others in various formats following disciplinary practices and conventions (e.g., APA style)

7 Assessment Report 7 Students written, oral, and visual communication in formal and informal contexts will demonstrate an adequate level technical competence (grammar, structure, and style) and use of professional conventions (e.g., APA style and other professional conventions) to express, defend, or critique psychological claims ideas in a disciplinary appropriate manner Students will demonstrate competence to work effectively in groups (projects, research, etc.) Student will learn to effectively work with others in group settings, which includes demonstrating skills to listen, communicate, and collaborate in unbiased, nonprejudicial ways.

8 Assessment Report 8 D. Curriculum Grid The curriculum grid is an accounting of how program goals and the corresponding SLO are instantiated in the curriculum. Groups of faculty members who teach each general education, core general, core content, and high impact (research and service learning) courses compared and contrasted their classes in light of the program goals, the number of assessments dedicated to each program goal, and the weighting or importance of assessments in the calculation of final grade in the course. They then rated each course on a 1 (low) to 4 (high) scale, which indexes the emphasis given to each program goal in the class. For more details of the justifications of the ratings given for any class, go to the department assessment web site ( and click on the EOL curriculum map for the corresponding course number. The curriculum grid is organized by course type (Gen Ed courses, Core Content courses, Core General courses, and High Impact courses. Gen Ed courses are designed to enhance students understanding not only of psychology, but the social sciences in general. Core Content courses include the courses serving as the breadth requirement in the curriculum, so that psychology students are exposed to a range of ways psychologists conceived of and study human nature as a biological system, a developing system, as a system which breaks down, as a system with elements such as learning and information processing that are considered universal, and a system with elements that are different for different people depending on their social context or personalities. Core General courses are those which highlight the statistical, computational, and methodological tools used by psychologists in how they study human nature and include Statistics, Stats Lab, and Research Methods in Psychology. These courses are designed to promote in students the skills to think like psychologists. Finally, High Impact courses are those which allow students to apply the breadth of their knowledge, and skills to think like a psychologist to academic or community research projects, including directed readings, projects and research, practicum, and capstone research project. D1. General Education Classes Course Program Goals Number Title Knowledge Application Ethics/Values Relations and Communication Psy 1010 Introductory Psychology Psy 2000 Interpersonal Relationships Note: Introductory Psychology is also a Core General course and is a prerequisite for most other courses in the curriculum. Both Introductory Psychology ( 1010) and Interpersonal Relationships ( 2000) are General Education classes that must fulfill additional university-based general education goals which are assessed according to different student outcomes than those identified by the program 3. Introductory Psychology and Interpersonal Relations are weighted most strongly on the Knowledge goal as most of the assessments and most highly 3 See click on General Education Reauthorization Documents.

9 Assessment Report 9 weighted assessments address the content knowledge. Interpersonal Relations and Communication is also related strongly for 2000, but less so for 1010 because of the focus of the course. Application was highly rated in both courses, reflecting an emphasis to help students appreciate the real world implications of the material discussed in the classes. Ethics/Values remain important, but because of the enrollments and resources this goal is most challenging to achieve in these classes. D2. Core Content Classes Course Area Number Title Knowledge Application Area A Psy 2730 Neur 2050 Biological Psychology Introduction to Neuroscience Program Goals Ethics/ Values Interpersonal Relations and Communication Child Psy 3000 Area Psychology B Adolescent Psy 3140 Psychology Area Abnormal Psy 3010 C Psychology Learning & Psy 2250 Area Memory D Cognitive Psy 3500 Psychology Theories of Psy 3430 Area Personality E Social Psy 3460 Psychology Note: Psychology majors are required to take one course in each area. Knowledge is the most strongly weighted goal for core content courses, which are designed to ensure that students receive a common understanding of the breadth of the discipline. The next highest rated goal, Application, emphasizes the significance of the material for understanding a variety of real world phenomena. The final 2 goals, Ethics/Values and Interpersonal Relations and Communication, are each rated less highly because of the challenges in resources, time, and class size to emphasize these goals as well.

10 Assessment Report 10 D3. Core General Classes Course Program Goals Number Title Knowledge Application Ethics/Values Relations and Communication Psy 3600 Psychological Statistics Psy 3605 Statistics Laboratory Psy 3610 Research Methods NOTE: Statistics is a prerequisite for Research Methods and Statistics Lab is a co-requisite for Research Methods. For the Psychological Statistics and Research Methods class, Knowledge is weighted most strongly, reflecting the importance of the information students are learning in the class. Research Methods also strongly emphasizes Interpersonal Relations and Communication, largely because students work in groups, make oral presentations, and complete a research project, which is written using APA style. Psychological Statistics and Statistics Lab most strongly weight Application as students in both classes learn how to apply statistical principles to actual data. Ethics/Values are highly weighted in all of these core general courses, as they are critical in understanding and adopting the beliefs, values, and attitudes of psychological scientists. More than any other core course in the curriculum, students in these classes are apprentices who are learning the discipline in small and intimate classes. To ensure class environments that promote opportunities for the forms of interaction necessary to inculcate students with scientific beliefs, attitudes, and values, enrollments in Psychological Statistics and Statistics Lab are limited to 20 and 25 respectively, and to 15 in Research Methods. D4. High Impact Courses Course Program Goals Number Title Knowledge Application Ethics/Values Relations and Communication Psy 4380 Practicum Psy 4800 Projects and Research Psy 4830 Directed Readings Psy 4910 Senior Capstone Note: These courses are not required for Majors, although many junior and senior students enroll in them (see Table 1). These courses may also become the core of a senior capstone requirement. The research-oriented high impact courses ( 4800, 4830, and 4910) most strongly weight Knowledge, which in these courses corresponds to knowledge of the research domain under study. Both Applications and Interpersonal Relations and Communication are also strongly weighted. The latter goal reflects the demand that students interact with their supervisor and employ professional ways of formally and informally communicating their work with their supervisor and others. The former goal emphasizes students use of their background knowledge in

11 Assessment Report 11 the discipline to critically evaluate existing and/or creatively produce new knowledge of the research domain. Finally and also relatively highly weighted in the research course, is the Ethics/Values goal which reflects students not only knowing, but also acting consistent with the beliefs, attitudes, and values of psychological science, including the importance of following APA ethical rules in treating participants. Practicum highlights the importance of Application and Ethics/Values goals as students use their general background, and specific knowledge of the issues addressed in Practicum, to understand and act in the field as a quasi-professional who recognizes their roles and professional responsibilities. The other goals are deemphasized in order to focus on Application and Ethics/Values.

12 Assessment Report 12 E. Class Assessment Plan The assessment program of the Psychology department has two components. The first is an ongoing research program into how psychology students learn the discipline 4. These student assessments are largely indirect, meaning they are based on non-classroom measures of and changes in students disciplinary attitudes, beliefs, values, knowledge, skills, etc. This work is ongoing each year. The second component includes direct assessments which assure the alignment of courses in the psychology curriculum to the general program goals of the department which flow from our mission statement. This involves taking the general program goals and the specific student learning outcomes those goals identify overall and applying them to each individual class. The plan for this second direct assessment component of our assessment program is outlined below. The direct assessment plan is for a four year rotation of courses. The four year rotation is designed to minimize the burden on faculty for the number of courses they are reviewing in a given year and to ensure that as many faculty members as possible are involved in the review each year. Each year of the four year rotation, a set of courses will be reviewed which are taught by almost all full time regular faculty members. The plan will involve the two-step processes beginning in the fall and ending in the spring. During the Fall semester, faculty will engage in the systematic review of their classes, including a) revisiting student learning outcomes (SLOs) defined for their course and assessing whether that class assessments and grading rubrics are optimally aligned to those outcomes, b) tracking students performance on selective assessments which aligned best to the outcomes, and c) retaining (where necessary) examples of student performance on targeted assessments which span the grade range. It should, however, be noted that the current assessment schedule is under review by the Psychology Department Assessment Committee. It is anticipated that a proposal will be made to the department suggesting review of all courses taught every academic year. The process of revisiting SLOs and assessing the optimality of their alignment to class assessments currently occurs early in the fall semester for a course that is being reviewed. This serves as a final check of a process, completed in (see Regents Review 2011), in which learning outcomes were applied to individual classes. The tweaking of a course s SLOs and assessments may result in a revision of the course evaluation in the curriculum grid above. Faculty may make some editorial changes in the SLOs for the classes they are reviewing so that they can be better align to assessments and may alter their assessments to better align them to the SLOs for the class. We consider this tweaking a key part of the continual assessment philosophy. 4 Amsel, E., & Kay, T. (2008). After Introductory Psychology: The next course preparing psychology freshmen and sophomores for undergraduate research. In R. Miller, B. Beins, B. Rycek, M. Ware, E. Balcetis, R. Smith, & S. Burns (Eds.) Promoting the undergraduate research experience in psychology. Amsel, E., Johnston, A., Alvarado, E., Kettering, J., Rankin, R., & Ward, M. (2009). The effect of perspective on misconceptions in psychology: A test of conceptual change theory. The Journal of Instructional Psychology, 36, Amsel, E. (2009a). Teaching psychology students to think like psychologists. Proceedings of the Fifth Annual Science Education at the Crossroads Conference. Amsel, E. (2009b). Three pedagogical themes. Psychology Teachers Network (a newsletter for the APA Education Directorate). Amsel, E., Baird, T., & Ashley, A. (2011). Misconceptions and conceptual change in undergraduate students learning psychology. Psychology Learning and Teaching, 10, 3-10 Amsel, E., Johnston, A., Alvarado, E., & Rankin, L., (Unpublished). Knowledge and imagination in overcoming misconceptions about psychology.

13 Assessment Report 13 The process of tracking students performance on selective assessments which aligned best to the outcomes was instituted by the department to address concerns that coding assessments is a laborious and unreliable effort. The more assessments coded, the more room there is for unreliable assessments and the entrance of error into the assessment process. To minimize the workload and maximize the reliability, faculty members were asked to code only a subset of items which they believe are the best exemplars of a given SLO learning outcome. An ideal set of assessments to code would be a) at least 10 multiple choice items per specific student learning outcome from Chi Tester or Canvas tests which students were given over the course of a semester, b) multiple graded written assignments across the various different written exam questions (essay or short answer), online discussions, homework, or papers which students completed over the course of a semester, and c) other graded assessments (e.g., in-class group work, discussions, etc.) which tap additional SLOs not otherwise covered. Finally, for each class reviewed, faculty will retain examples of student performance on assessments (likely of the b category above). Ideally, the assessments selected will be illustrative and representative of the grade range of the class. Student information will be redacted and the assessment will serve as artifacts available to those evaluating the department assessment. E1. Schedule of Class Assessments Core General Courses Core Content Courses Biology Abnormal Developmental Experimental Personality / Social NEU Introductory Psychology Psychological Statistics Statistics Laboratory Research Methods Biopsychology Intro Neuroscience Child Psychology Adolescence Psychology Abnormal Psychology Human Cognition Learning and Memory Theories of Personality Social Psychology x x x x x x x x x New x x Elective Courses Interpersonal Relations Psychology of Women and Gender Child & Adolescent Psychopath. x x x

14 Assessment Report 14 Experiential and Individualized Instruction Courses / Psychology of Diversity Psych of Sport (HPHP x-listed) Motivation and Emotion Applied Behavior Intervention Psychology of Consciousness Group Dynamics Physiological Psychology Perception Drugs and Behavior Advanced General Evolutionary Psychology History and Systems of Psychology Intro to Counseling Theories Skills & Techniques of Counseling Industrial & Organiz. Behavior Tests & Measurements Selected Topics in Psychology Seminar Careers in Psychology Psychology of Adjustment Psych as a Science/Profession Projects and Research Directed Readings Cooperative Work Experience Practicum Projects and Research Directed Readings Cooperative Work Experience Senior Capstone Research Conferences and Workshops NLO NLO x INF INF INF NLO INF INF x x x x x NLO INF INF x x x x x x x x x x x x

15 Assessment Report 15 NOTE: NLO designates a class that we have no plans at the present time to teach so are considered to be classes that are no longer offered. INF designates classes that are infrequently taught and may not be given in the year that we are assessing that class. Arrangements will be made to assess INF classes when they are being taught.

16 Assessment Report 16 F. Report of Assessment Results for This section includes all the assessments performed last year ( ). The data address direct and indirect measures (included in Appendix B) of our Core General Courses including 2730, 3000, 3140, 3010, 3500, 3430, 3460, 2000, 2730, and The direct measures include performance on various exams and indirect measures collected, include written assignments. F1. Evidence of Learning: Program Outcomes 2730, Evidence of Student Learning Measure Exam 1 Exam 2 Exam 3 Exam 4 Final Exam Reading Quizzes Writing Assignment Learning Outcome 1.1, 1.2; 2.1, 2.2; 3.1, 3.2, 3.3; , 1.2; 2.1, 2.2; 3.1, 3.2; , 1.2; 2.1, 2.2; 3.1, 3.2; , 1.2; 2.1, 2.2, 2.3; 3.1, 3.2; , 1.2; 2.1, 2.2, 2.3; , 3.3; , 1.2, 1.3; 2.2; 3.1, 3.2; 4.2 Threshold Majority of students will score a C or better (73%) Findings F2014: M=87% (84% met F2014: M=89% (87% met F2014: M=83% (84% met F2014: M=84% (83% met F2014: M=92% (95% met F2014: M = 81% (76% met F2014: M=92% (97% met Interpretation A majority of students consistently meet threshold. Action Plan No curricular or pedagogical changes are needed at this time. Class Participation 1.1, 1.2;2.1, 2.2, 2.3;3.1, 3.2, 3.3; 4.3 Majority of students will participate in class and demonstrat e a knowledge and understand ing of the concepts they are learning Assessed only through class interactions; A majortiy of students consistently meet threshold Fall N=38 (3rd week)

17 3000, Evidence of Student Learning Assessment Report 17 Measure Learning Outcome Threshold Findings Interpretation HW 1 1.1, 1.2, 1.3; F2014: M=84% (85% 2.1; 3.1; 4.1 met HW 2 1.1, 1.3; 2.1; 3.1; 4.1 HW 3 1.1, 1.2, 1.3; 2.1; 3.1; 4.1 HW 4 1.1, 1.3; 2.1; 3.1; 4.1 HW 5 1.1, 1.3; 2.1; 3.1; 4.1 HW 6 1.1, 1.2, 1.3; 2.1; 3.1; 4.1 HW 7 1.1, 1.2, 1.3; 2.1; 3.1; 4.1 HW 8 1.1, 1.2; 2.1; 3.1 Majority of students will score a C or better (73%) F2014: M=94% (95% met F2014: M=88% (92% met F2014: M=91% (97% met F2014: M=73% (67% met F2014: M=89% (92% met F2014: M=80% (79% met F2014: M=94% (95% met HW 9 1.1; 2.1; 3.1 F2014: M=94% (92% met My Virtual Child 1.1, 1.2, 1.3; 2.2; 3.1; 4.1 Summary 1 1.1, 1.2, 1.3; 2.2; 3.1; 4.1 Summary 2 1.1, 1.2, 1.3; 2.2; 3.1; 4.1 Summary 3 1.1, 1.2, 1.3; 2.2; 3.1; 4.1 Assembled Posters 1.1, 1.2, 1.3; 2.2; 3.1; 4.1 Majority of students will score a C or better (73%) F2014: M=97% (95% met F2014: M=82% (82% met F2014: M=82% (85% met F2014: M=81% (82% met F2014: M=89% (92% met Fall 2014 N=39 A majority of students consistently meet threshold. A majority of students consistently meet threshold. A majority of students consistently meet threshold. Action Plan No curricular or pedagogical changes are needed at this time. No curricular or pedagogical changes are needed at this time. No curricular or pedagogical changes are needed at this time.

18 3140, Evidence of Student Learning Assessment Report 18 Measure Learning Outcome Threshold Findings Interpretation HW Essay 1 1.1; 2.1; 3.1; F2014: M=89% (96% 4.1 met S2015: M=91% (93% met HW Essay 2 1.1; 2.1; 3.1; F2014: M=92% (96% 4.1 met S2015: M=87% (83% HW Essay 3 1.1; 2.1; 3.1; 4.1 HW Essay 4 1.1; 2.1; 3.1; 4.1 HW Essay 5 1.1; 2.1; 3.1; 4.1 HW Essay 6 1.1; 2.1; 3.1; 4.1 HW Essay 7 1.1; 2.1; 3.1; 4.1 HW Essay 8 1.1; 2.1; 3.1; 4.1 Summary 1 1.1, 1.2, 1.3; 2.2; 3.1; 4.1 Summary 2 1.1, 1.2, 1.3; 2.2; 3.1; 4.1 Summary 3 1.1, 1.2, 1.3; 2.2; 3.1; 4.1 Assembled Posters 1.1, 1.2, 1.3; 2.2; 3.1; 4.1 Majority of students will score a C or better (73%) Majority of students will score a C or better (73%) met F2014: M=86% (78% met S2015: M=81% (90% met F2014: M=84% (83% met S2015: M=100 (100% met F2014: M=10 (100% met S2015: M=80% (66% met F2014: M=72% (87% met S2015: M=83% (93% met F2014: M=88% (100% met S2015: M=86% (90% met F2014: M=79% (96% met S2015: M=88% (86% met F2014: M=76% (65% met S2015: M= 82% (83% met F2014: M=85% (83% met S2015: M=81% (90% met F2014: M=87% (87% met S2015: M=87% (86% met F2014: M=89% (96% met A majority of students consistently meet threshold. A majority of students consistently meet threshold. Action Plan No curricular or pedagogical changes are needed at this time. No curricular or pedagogical changes are needed at this time.

19 S2015: M=89% (100% met Fall 2014 N=23 Spring 2015 N = Assessment Report 19

20 Assessment Report 20 CH 3010, Evidence of Learning Outcomes, Spring 2015 (N = 45) Measure Learning Outcome Threshold Findings Interpretation Exam 1 1.1; 1.2; 2.1; M = 86% (97% met 3.1; 3.2 Action Plan Exam 2 1.1; 1.2; 2.1; 3.1; 3.2 M = 83% (88% met Exam 3 1.1; 1.2; 2.1; 3.1 M= 84% (86% met Exam 4 1.1; 1.2; 2.1; 3.1 Exam 5 1.1; 1.2; 2.1; 3.1; 3.2 Paper 1.1;1.2;2.1;2.2;3.1;3.2;4. 1 Quiz 1 1.1; 2.1; 3.1; 4.1 Majority of students will score a C or better (73%) M = 83% (82% met M = 78% (77% met. M = 84% (88% met M = 100% (100% met A majority of students consistently meet threshold. No curricular or pedagogical changes are needed at this time. Quiz 3 1.1; 2.1; 3.1; 4.1 M = 100% (95% met Quiz 4 1.1; 1.2; 2.1; 3.1;3.2 M = 90% (91% met Quiz 5 1.1;1.2;2.1;3.1;3.2 Quiz 6 1.1;1.2;2.1;3.1;3.2 Quiz 7 1.1; 1.2; 2.1; 3.1; 3.2 Majority of students will score a C or better (73%) M = 100% (97% met M = 90% (88% met M = 90% (86% met A majority of students consistently meet threshold. No curricular or pedagogical changes are needed at this time. Quiz 8 Quiz 9 Quiz 12 Quiz ; 1.2; 2.1; 3.1; ; 1.2; 2.1; 3.1; ; 1.2; 2.1;3.1; ; 1.2; 2.1; 3.1 M= 90% (91% met M = 90% (91% met M = 90% (91% met M = 90% (88% met

21 Assessment Report 21 CH 2250, Evidence of Learning Outcomes, 2250 is a new course, and was not taught during the academic year. CH 3500, Evidence of Learning Outcomes, Spring 2015 (N = 20) Thres hold Measure Learning Outcome Findings Exam 1 1.1, 1.2, 2.1, 3.1, 3.2 S2015: M=80% (75% met Exam 2 1.1, 1.2, 2.1, 3.1, 3.2 S2015: M=78% (65% met Exam 3 1.1, 1.2, 2.1, 3.1, 3.2 S2015: M=75% (55% met Majorit Exam 4 1.1, 1.2, 2.1, 3.1, 3.2 y of S2015: M=75% (55% met student Quiz 1 1.1, 1.2, 2.1, 3.1, 3.2 s will S2015: M=75% (70% met score a Quiz 2 1.1, 1.2, 2.1, 3.1, 3.2 C or S2015: M=89% (90% met better Quiz 3 1.1, 1.2, 2.1, 3.1, 3.2 (73%) S2015: M=82% (80% met Quiz 4 1.1, 1.2, 2.1, 3.1, 3.2 S2015: M=87% (90% met Quiz 5 1.1, 1.2, 2.1, 3.1, 3.2 S2015: M=80% (85% met Quiz 6 1.1, 1.2, 2.1, 3.1, 3.2 S2015: M=82% (85% met Quiz 7 1.1, 1.2, 2.1, 3.1, 3.2 S2015: M=83% (85% met Quiz 8 1.1, 1.2, 2.1, 3.1, 3.2 S2015: M=68% (75% met Quiz 9 1.1, 1.2, 2.1, 3.1, 3.2 S2015: M=85% (90% met Quiz , 1.2, 2.1, 3.1, 3.2 S2015: M=75% (75% met Quiz , 1.2, 2.1, 3.1, 3.2 S2015: M=67% (60% met Quiz , 1.2, 2.1, 3.1, 3.2 S2015: M=81% (85% met Critical Question 1 Critical Question 2 Critical Question 3 Critical Question 4 Critical Question 5 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, , 1.2, 2.1, 2.2, 3.1, 3.2, , 1.2, 2.1, 2.2, 3.1, 3.2, , 1.2, 2.1, 2.2, 3.1, 3.2, , 1.2, 2.1, 2.2, 3.1, 3.2, 4.1 S2015: M=78% (85% met S2015: M=90% (95% met S2015: M=81% (85% met S2015: M=78% (85% met S2015: M=71% (60% met Interpret ation A majority of students consistent ly meet threshold. Action Plan No curricul ar or pedagog ical changes are needed at this time.

22 Critical Question 6 Critical Question 7 Critical Question 8 Critical Question 9 Critical Question 10 Critical Question 11 Critical Question 12 Labs In-Class Discussion 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, , 1.2, 2.1, 2.2, 3.1, 3.2, , 1.2, 2.1, 2.2, 3.1, 3.2, , 1.2, 2.1, 2.2, 3.1, 3.2, , 1.2, 2.1, 2.2, 3.1, 3.2, , 1.2, 2.1, 2.2, 3.1, 3.2, , 1.2, 2.1, 2.2, 3.1, 3.2, , 1.2, 2.1, 2.2, 3.1, 3.2, , 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, Assessment Report 22 S2015: M=73% (75% met S2015: M=75% (80% met S2015: M=75% (70% met S2015: M=80% (85% met S2015: M=83% (80% met S2015: M=82% (85% met S2015: M=88% (90% met S2015: M=100% (100% met S2015: M=76% (75% met

23 Assessment Report 23 CH 3460, Evidence of Learning Outcomes, F (N = 45) Measure HW1 HW2 HW3 HW4 HW5 EX1 EX2 EX3 EX4 EX5 New York Times Assignment 1 New York Times Assignment 2 Final Project Learning Outcome Threshold Findings Interpretation Action Plan 1A, 1C, 3A, F2014: : 72% (57% No 3B, 3C meth curricular or 1A, 1B, 1C, F2014: : 78% (89% pedagogical 2A, 2B meth changes are 1A, 1B, 1C, F2014: : 81% (78% A majority of needed at 2A, 2B, 3B meth students this time. 1A, 1B, 1C, F2014: : 81% (85% consistently Slight 2A, 2B, 3B meth meet threshold. revisions to assessments will be 1A, 1B, 1C, F2014: : 86% (88% made, 2A, 2B, 3B 1A, 1C, 3A, 3B, 3C 1A, 1B, 1C, 2A, 2B 1A, 1B, 1C, 2A, 2B, 3B 1A, 1B, 1C, 2A, 2B, 3B 1A, 1B, 1C, 2A, 2B, 3B 1A, 2B, 1A, 4A, 4C 1A, 2B, 1A, 4A, 4C 1A, 2B, 4A, 4C Majority of students will score a C or better (73%) meth F2014: : 79% (89% meth F2014: : 77% (78% meth F2014: : 77% (67% meth F2014: : 78% (75% meth F2014: : 76% (88% meth F2014: : 100% (100% meth F2014: : 87% (100% meth F2014: : 83% (100% meth A majority of students consistently meet threshold. A majority of students consistently meet threshold. A majority of students consistently meet threshold. however. No curricular or pedagogical changes are needed at this time. Slight revisions to assessments will be made, however. No curricular or pedagogical changes are needed at this time. No curricular or pedagogical changes are needed at this time.

24 Assessment Report , Evidence of Student Learning (N=155) Measure Exam 1 Exam 2 Exam 3 Exam 4 Discussio ns Final Paper Learning Outcome 1A, 1B, 1C, 2A, 2B, 2B, 3A, 3B, 4A 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B, 3C, 4A 1A, 1B, 1C, 2A, 2B, 3A, 3B, 4A 1A, 1B, 1C, 2A, 2B, 3A, 3B, 3C, 4A 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B, 4A 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B, 4A Threshold Majority of students will score a C or better (73%) Majority of students will participate in class and demonstra te a knowledge and understan ding of the concepts they are learning Findings F2014: M=83% (73% met F2014: M=89% (78% met F2014: M=80% (64% met F2014: M=81% (78% met F2014: M=86% (94% met F2014: M=94% (98% met Interpretation A majority of students consistently meet threshold with the exception of Exam 3. Action Plan No curricular or pedagogic al changes are needed at this time with the exception of considerin g the need to more closely examine the assessmen t items and learning materials for Exam 3.

25 Assessment Report 25 G. Summary of Artifact Collection Procedure Assessment data were collected via faculty coded items compiled in Chi-Tester and canvas quizzes and via faculty evaluated projects, papers, and presentations. H. Please respond to the following questions. 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 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.

26 Assessment Report 26 Appendix A Please provide the following information about the full-time and adjunct faculty contracted by your department during the last academic year (summer through spring). Gathering this information each year will help with the headcount reporting that must be done for the final Five Year Program Review document that is shared with the State Board of Regents. Faculty Headcount With Doctoral Degrees Full-time Tenured 8 Full-time Non-Tenured (includes tenure-track) 1 Part-time 9 With Master s Degrees Full-time Tenured Full-time Non-Tenured 1 Part-time 1 With Bachelor s Degrees Full-time Tenured Full-time Non-tenured Part-time Other Full-time Tenured Full-time Non-tenured Part-time Total Headcount Faculty Full-time Tenured 8 Full-time Non-tenured 2 Part-time 10 Full-time Faculty (tenured) Eric Amsel, PhD (t) Aaron Ashely, PhD (t) Todd Baird, PhD (t) Lauren Fowler, PhD (t) Azenett Garza, PhD (t) Joe Horvat, PhD (t) Theresa Kay, PhD (t) Maria Parrilla de Kokal, MA Melinda Russell-Stamp, PhD Leigh Shaw, PhD (t) Adjunct Faculty Mark Adams, PhD Heather Chapman, PhD Craig Oreshnick, PhD Wayne Owen, PhD Doug Richards, PhD Margaret Smith, PhD Seth Wilhelmsen, MA

27 Assessment Report 27 Appendix B: Department of Psychology Student Achievements (Bold=Faculty, *=WSU Psychology Student) Publications Amsel, E., Ashley, A., Baird, T., & Johnston, A. (2014). Conceptual change in psychology students acceptance of the scientific foundation of the discipline. Psychology Teaching and Learning, 13, Amsel E., & Moshman, D. (2015). The development of logical and hypothetical reasoning in adolescence. In J. Wright (Editor in Chief) International Encyclopedia of Social and Behavioral Sciences (2nd Ed.) (Vol 14, pp ). Oxford: Elsevier. ISBN: Castel, A. D., Middlebrooks, C. D., & McGillivray, S. (in press). Monitoring memory in old age: Impaired, Spared, and Aware. In J. Dunlosky & S. Tauber (Eds.), The Oxford Handbook of Metamemory. Oxford University Press, New York, N.Y. *Deelstra, J., Hamson-Utley, J. J., Fowler, L. A., & Shigley, S. (2014). The efficacy of motivational imagery intervention in distance athletes. Skyline - The Big Sky Undergraduate Journal: Vol. 2: Iss. 1, Article 7. Fineburg, A.C., & Amsel, E. (2014) Teaching Excellence Award Winners. Teaching of Psychology. Published online 11 September The online version of this article can be found at: DOI: / Hansen, S. A., Ashley, A., & Chung, B. M. (2015). Complex Dietary Protein Improves Growth Through a Complex Mechanism of Intestinal Peptide Absorption and Protein Digestion. Journal of Parenteral and Enteral Nutrition, 39 (1), DOI: / Middlebrooks, C. D., McGillivray, S., Murayama, K., Castel, A. D. (in press). Memory for allergies and health foods: How younger and older adults strategically remember critical health information. Journal of Gerontology: Psychological Sciences. Russell-Stamp, M. (2015). Faculty use of community-based learning: What factors really matter? Michigan Journal of Community Service Learning, 21(2). Shaw, L.A., Wainryb, C., & Smetana, J. (2014). Early and middle adolescents reasoning about moral and personal concerns in opposite-sex interactions. Social Development, 23(4), doi: /sode Shigley, S. & Fowler, L. A. (2014). Feeling Your Pain: Exploring Empathy in Literature and Neuroscience. In M. Hammond and S. Kim Rethinking Empathy through Literature. New York: Routledge. Faculty Presentations and Workshops Ashley, A. (April, 2015). Action and embodiment as educational tools. Invited talk presented at the Ellis-Battig Memory Symposium at the Rocky Mountain Psychological Association, Boise, ID. Parrilla de Kokal, M. (March, 2015). Becoming a Leader Everywhere workshop to teach leadership skills to junior high students at the Latinos in Action Conference

28 Assessment Report 28 Faculty Awards & Recognitions Eric Amsel was appointed as Chair of the Awards Committee, Society of Teaching Psychology, Division II of the American Psychology Association and the Chair of the Nominations Committee of the Jean Piaget Society and appointed as Associate Editor of Cognitive Development. Lauren Fowler was only the second faculty member in history to be honored a second time with the Crystal Crest Master Teacher Award. Lauren was also received the Social and Behavioral Science Student Mentor Award. Theresa Kay was voted to the OUTreach Resource Center's Board of Directors and serves on its Executive Board early in the summer of She was elected onto the Board of Directors/. Parrilla de Kokal, M. received an LIA Certificate of Recognition for her dedication and work in the creation of the Latinos is Action course at the Latinos in Action Conference. (March, 2015) Maria Parilla de Kokal and Azenett Garza served on LUPEC (Latinos United Promoting Education & Civic Engagement) which arranged Ogden City s celebration of October as Hispanic Heritage Month (see SE story: Month-events-held-throughout-the-area.html) Leigh Shaw was reappointed to serve as chair of the Faculty Senate standing General Education Improvement and Assessment Committee. Student Research Presentations Utah Campus Compact Favaro*, J, Amsel, E., Murray, L. (February, 2015). The role of religious and academic context in the meaning and outcomes of community service. Poster presented at the annual Utah Campus Compact, St George, UT., Rocky Mountain Psychological Association (RMPA) Ashley, A., & Christensen*, B. (April, 2015). The influence of a religious icon on decisions regarding morality. Poster presented at the Rocky Mountain Psychological Association, Boise, ID. Also presented at the WSU Student Symposium, Ogden UT. Bessire*, D., Soelberg*, K., Daniels*, A., & Amsel, E. (April, 2015). Overcoming misconceptions about depression: The effect of perspective-taking. Talk presented at the Rocky Mountain Psychological Association, Boise, ID. Also presented at the WSU Student Symposium, Ogden UT. Binette*, A., Hayes*, A., Baird, T., & Ashley, A. (April, 2015). How long does it take to recognize God? A Speed measure assessing the validity of religiosity. Paper presented at the Rocky Mountain Psychological Association, Boise, ID. Also presented at the WSU Student Symposium, Ogden UT. Bryant*, T., Hunt, J.*, Lee*, A., Sleight*, D., Tubbs*, B., & McGillivray, S. (April, 2015). The Benefits of Googling it? Paper presented at the Rocky Mountain Psychological Association, Boise, ID. Also presented at the WSU Student Symposium, Ogden UT. Bybee*, J., & Kay, T. (April, 2015). Religiosity, relationship with LGBT individuals and their effects on attitudes towards same sex marriage. Talk presented at the Rocky Mountain Psychological Association, Boise, ID. Daniels*, A., Bessire*, D., Soelberg*, K., Amsel, E., & Johnston. A. (April, 2015). Overcoming misconceptions about physics: Generalizing the effect of perspective-taking. Talk presented at the Rocky Mountain Psychological Association, Boise, ID. Also presented at the WSU Student Symposium, Ogden UT. Garcia*, C., Standley*, C., Staker*, K., Drysdale*, L., McGillivray, S. (April, 2015). Internet usage, personality, narcissism, and motivations for Facebook usage. Poster presented at the Rocky Mountain Psychological Association, Boise, ID. Also presented at the Utah Council of Undergraduate Research (UCUR), St. George, UT.

29 Assessment Report 29 Gibson*, R., Dickinson*, A., Wheelwright*, M., Weaver*, J., & McGillivray, S. (April, 2015). Effects of violent video games on moral decision making. Poster presented at the Rocky Mountain Psychological Association (RMPA). McEntire*, L., McClannahan*, C., & Amsel, E. (April, 2015). Overcoming misconceptions about depression: The role of persuasion. Talk presented at the Rocky Mountain Psychological Association, Boise, ID.. Also presented at the WSU Student Symposium, Ogden UT. McClannahan*, C., & Horvat, J. (April 2015). Incarcerations inequalities of African Americans in black vs. white states. Poster presented at the Rocky Mountain Psychological Association, Boise, ID. Ombach*, H., Rea*, J., & McGillivray, S. (April, 2015). Smartphone use, test performance, and anxiety. Poster presented at the Rocky Mountain Psychological Association, Boise, ID. Also presented at the WSU Student Symposium, Ogden UT. Soelberg*, K., Bessire*, D., Daniels*, A., & Amsel, E. (April, 2015). Assessing ontological misconceptions about depression. Talk presented at the Rocky Mountain Psychological Association, Boise, ID. Also presented at the WSU Student Symposium, Ogden UT. Standley*, C., & Kay, T. (April, 2015). Religiosity, personality, and attitudes towards homosexuality. Poster presented at the Rocky Mountain Psychological Association, Boise, ID. Also presented at the Utah Council of Undergraduate Research (UCUR), St. George, UT and at the WSU Student Symposium, Ogden UT Tubbs*, B., Lloyd*, C., Martinez*, C., Tanaka*, C., Fernandez*, K., Wolford*, J. & Ashley, A. (April, 2015). The effect of religiosity on beliefs about acceptance of virtual immortality. Poster presented at the Rocky Mountain Psychological Association, Boise, ID. Also presented at the WSU Student Symposium, Ogden UT. National Council on Undergraduate Research Brower*, C. T., George, M. M., Beutler, T. & Fowler, L. (April, 2015). Techniques for measuring empathetic responses in pre-healthcare students vs. non pre-healthcare students. Presented at the Annual Conference of the National Council on Undergraduate Research (NCUR), Cheney, WA George, M. M., Brower*, C. T., Beutler, T. & Fowler, L. (April, 2015). Variations in perceived and physiological empathy in health professionals compared to pre-health care students. Presented at the Annual Conference of the National Council on Undergraduate Research (NCUR), Cheney, WA Mendenhall*, K., Hardman*, D. & Frost, T., & Fowler, L. (April, 2015). Understanding the effectiveness of community outreach during brain awareness week. Presented at the Annual Conference of the National Council on Undergraduate Research (NCUR), Cheney, WA WSU Community Engagement Symposium Eddy*, C., Haverkamp*, C., Horstman*, A., Moorer*, A. Rowley*, N. Sill*, J., Twambley*, B. (April, 2015). Improving communication through understanding feelings. Poster presentation at Annual Community Engagement Symposium at Weber State University, Ogden, Utah. Supervised by Melinda Russell-Stamp & Maria Parrilla de Kokal. Eddy*, C., Haverkamp*, C., Horstman*, A., Moorer*, A. Rowley*, N. Sill*, J., Twambley*, B. (April, 2015). Teaching Career Planning at Youth Impact. Poster presentation at Annual Community Engagement Symposium at Weber State University, Ogden, Utah. Supervised by Melinda Russell-Stamp & Maria Parrilla de Kokal. Standley*, C., Garcia*, C., Torres*, L., & Quintana*, Y. (April, 2015). Chronic Absenteeism: Implications for Academic Performance. Poster presentation at Annual Community Engagement Symposium at Weber State University, Ogden, Utah. Supervised by Melinda Russell-Stamp & Maria Parrilla de Kokal.

30 Assessment Report 30 Garcia*, C., Standley*, C., Torres*, L. & Quintana*, Y. (April, 2015). English Language Learners: Implications for Academic Performance. Poster presentation at Annual Community Engagement Symposium at Weber State University, Ogden, Utah. Supervised by Melinda Russell-Stamp & Maria Parrilla de Kokal. Torres*, L., Standley*, C. J., Garcia*, C., & Quintana*, Y. (April, 2015). CRT and SAGE Results: Implications for Ogden United Promise Neighborhood. Poster presentation at Annual Community Engagement Symposium at Weber State University, Ogden, Utah. Supervised by Melinda Russell-Stamp & Maria Parrilla de Kokal. Jean Piaget Society (June, 2015) Amsel, E., Van Wagoner, K., Wolff, K., & Backman, R. (June, 2015) College developmental mathematics students' understanding of fundamental algebraic concepts and processes. Paper accepted for presentation at the Jean Piaget Society Meeting, Toronto CA. Amsel, E. & Dirks*, T., (June, 2015). The development of guilt and regret attributions in inadvertent harm doing. Paper accepted for presentation at the Jean Piaget Society Meeting, Toronto CA. American Psychological Association Meeting (August 2015) Amsel, E., Bessire*, D., Daniels*, A., McClannahan*, C., McEntire*, L., Soelberg*, K. & Ombach*, H., (August, 2015). Measuring and promoting revision of students misconceptions about depression. Paper accepted for presentation at the American Psychological Association meeting, Toronto CA. Amsel, E., Allen*, L., & Soelberg*, K., (August, 2015). Psychological literacy: Its nature, acquisition, and applications. Paper accepted for presentation at the American Psychological Association meeting, Toronto CA. Grants Faculty Ashley, A. Increased Development of the Weber State University Linguistics Minor. Hemingway Collaborative Award. Research, Scholarship and Professional Growth Committee, Weber State University, April 2015, $3, Student Research Grant Hendrik Ombach - Smartphone use, test performance, and anxiety (Shannon McGillivray, Mentor). Grant awarded by the Office of Undergraduate Research, $ Candace Horne - Can Love Make Your Worries Disappear (Aaron Ashley, Mentor). Grant awarded by the George S. & Dolores Dore Eccles Foundation through the Office of Undergraduate Research, $ Student Travel Grant Denny Bessire*: Overcoming misconceptions about depression: The effect of perspective-taking (Eric Amsel, Mentor). Travel Grant awarded by the Office of Undergraduate Research, $ Auburn Binette*: A Speeded Measure Assessing the Validity of Religiosity (Aaron Ashley, Mentor). Travel Grant awarded by the Office of Undergraduate Research, $ Tyson Bryant*: The Benefits of Googling it? (Shannon McGillivray, Mentor). Travel Grant awarded by the Office of Undergraduate Research, Weber State University, $615.32

31 Assessment Report 31 Brandi Christensen*: The Influence of a Religious Icon on Decisions (Aaron Ashley, Mentor). Travel Grant awarded by the Office of Undergraduate Research, Weber State University, $ Alexandra Daniels*: Overcoming misconceptions about physics: Generalizing the effect of perspective-taking (Eric Amsel, Mentor). Travel Grant awarded by the Office of Undergraduate Research, $ Crystal Garcia*: Internet usage, personality, narcissism, and motivations for Facebook usage (Shannon McGillivray, Mentor). Travel Grant awarded by the Office of Undergraduate Research, Weber State University, $ Richard Gibson*: Effects of violent video games on moral decision making (Shannon McGillivray, Mentor). Travel Grant awarded by the Office of Undergraduate Research, Weber State University, $ Ashley Horstman*: A Speeded Measure Assessing the Validity of Religiosity (Aaron Ashley, Mentor). Travel Grant awarded by the Office of Undergraduate Research, $ Luke McEntire*: Overcoming misconceptions about depression: The role of persuasion (Eric Amsel, Mentor). Travel Grant awarded by the Office of Undergraduate Research, $ Cleleste McClannahan*: Incarcerations inequalities of African Americans in black vs. white states. (Joesph Horvat, Mentor). Travel Grant awarded by the Office of Undergraduate Research, $ J'lene Rea*: Smartphone use, Test performance, and Anxiety (Shannon McGillivray, Mentor). Travel Grant awarded by the Office of Undergraduate Research, Weber State University, $ Blake Tubbs*: The Effects of Religiosity on Acceptance of Virtual Immortality (Aaron Ashley, Mentor). Travel Grant awarded by the Office of Undergraduate Research, Weber State University, $ Kayla Soelberg*: Assessing ontological misconceptions about depression (Eric Amsel, Mentor). Travel Grant awarded by the Office of Undergraduate Research, $ Corbin Standley*: Religiosity, personality, and attitudes towards homosexuality (Theresa Kay, Mentor). Travel Grant awarded by the Office of Undergraduate Research, $ Student Community Engagement Practicum Courses (Fall 2014, Spring 2015) OUTReach Resource Centers (Theresa Kay, Supervisor) Jonathan Taylor (Fall 2014); Brian Barnum, Tess Rumbaugh, Ali Johnson, Hannah Schoell, J lene Rea, and Oscar Sanchez (Spring 2015) Treehouse Children s Museum (Eric Amsel, Supervisor). McCall Cook and Sandralee Denise (Fall, 2014) Teaching Assistant (Leigh Shaw, Supervisor): Alicia Lee and Matthew Wheelwright (Fall 2014) Blake Tubbs (Spring 2015) WSU Counseling and Psychological Services (Theresa Kay, Supervisor) Joshua Hunt (Fall 2014; Alicia Lee (Spring 2015) Youth Impact (Melinda Russell-Stamp & Maria Parrilla de Kokal, Supervisors) Clinton Tibbits, Lyndsi Drysdale, Tiana Larkin, Raven Rylander, Megan Adams Carter (Fall 2014); Ashley Horstman, Nicole Rowley, Janaina Sill, Breanne Twamley, Carlie Eddy, April Moorer, and Cassity Haverkamp (Spring 2015) Brain Awareness Week (Spring 2015) BAW (Lauren Fowler, Supervisor): Cory Albrechtsen, Chase Brower, Erin Freeman, Crystal Garcia, Dustin Hardman, Parker Hughes, Eddie Martinez, Kai Mendenhall, Jake Ombach, Kaleb Shunway, Kate Staker, Montana Vigil, Tahne Vongsavath

32 Assessment Report 32 Azenett Garza and Maria Parrilla de Kokal: supervised 7 students (Leandro Cornejo, LaChere Earl, Antoinette Kingsford, Lashelle Mann, Karen Morello, Preston Surrage, Ysenia Quintana) at OWCAP Head Start. 32

33 Assessment Report 33 Appendix C: Indirect Evidence of Learning Examples CH 2730, Indirect Evidence of Learning Outcomes (Papers) What is the role of MAO in Alzheimer s disease? (Image from Alz.org) By: Trisha Ellertson Biopsychology 2730 Dr. Fowler 33

34 Assessment Report 34 I HAVE READ THE HOW TO AVOID PLAGIARISM DOCUMENT AND THIS STATEMENT INDICATES THAT I HAVE NOT PLAGIARISED IN MY PROJECT. What is Alzheimer s disease? Alzheimer s disease (AD) is a neurodegenerative disorder which is characterized by a progressive impairment of memory and cognition. Symptoms usually develop slowly and get worse over time, becoming severe enough to interfere with daily tasks. Alzheimer's is a progressive disease where dementia symptoms gradually worsen over a number of years. In its early stages, memory loss is mild, but with late-stage Alzheimer's, individuals lose the ability to carry on a conversation and respond to their environment (Alz.org). Alzheimer's is the sixth leading cause of death in the United States. Those with Alzheimer's live an average of eight years after their symptoms become noticeable to others, but survival can range from four to 20 years, depending on age and other health conditions. An estimated 5.4 million Americans have Alzheimer s disease. This number has doubled since 1980, and is expected to be as high as 16 million by 2050 (Herbert et. al, 2011). We still do not know the exact causes of Alzheimer s but there is a lot of research going on to find out which factors influence this disease. Age is an important risk factor along with family history and also genetics. We also know that plaques and tangles are also prime suspects in damaging and killing nerve cells. Plaques are deposits of a protein fragment called betaamyloid that builds up in the spaces between nerve cells (figure 1). Beta- amyloid comes from a larger protein found in the fatty membrane surrounding nerve cells. The most damaging form may be groups of a few pieces rather than the plaques themselves. The small clumps can block cell signaling and can also activate the immune 34

35 Assessment Report 35 system to kill the cell. Tangles are twisted fibers of another protein called tau that builds up inside cells (figure 2). The role of tau is to keep these fibers straight; this provides a railroad like track where food molecules, nutrients, and essential supplies can travel through the cells. Once tau collapses into twisted strands/builds up too much the tracks are ruined and can eventually kill the cell for lack of nutrients. Though most people develop some plaques and tangles as they age, those with Alzheimer s tend to develop far more. The plaques and tangles tend to form in a predictable pattern, beginning in areas important in learning and memory and then spreading to other regions (Alz.org). The identification of the metabolic pathways that lead to the production of pathological lesions (such as neurofibrillary tangles and neuritic plaques) is important because they reveal potential targets for therapy (Bossy-Wetzel et. al, 2004). Figure 1. The above image is a computer animation of a plaque. Beta-amyloid is chemically sticky and gradually builds up into plaques. These clumps may block cell-to cell signaling especially at synapses. They also could potentially activate the immune system to trigger inflammation and the cells that eat disabled cells. (Image from Alz.org) 35

36 Assessment Report 36 Figure 2. This electron microscope image presents a cell in a healthy area and another area where tangles are forming. Tau normally helps the tracks stay straight. Notice in the area where tangles are forming the tracks are no longer straight. They seem to fall apart and disintegrate. (Image from Alz.org) What is MAO? Monoamine Oxidase (MAO) is a critical enzyme found throughout the body which is involved in catalyzing the oxidation of monoamines or neurotransmitters such as dopamine and epinephrine. There are two distinct forms of the enzyme which are named MAO-A and MAO-B. Both forms are of critical importance in the brain, too much or too little can affect a person s health and personality. MAO-A is important in the catabolism of monoamines ingested in food. MAO-B acts more on phenylethylamine and benzylamine. Monoamine Oxidase (MAO) was initially discovered by Mary Bernheim in 1928 in a sample of tissue from the liver of a rabbit and was named Tyramine Oxidase. Mary was a biochemist that attended Cambridge University. She discovered the enzyme while as a graduate student (Hare 1928). Later in 1937, two other amine reducing oxidases were 36

37 Assessment Report 37 found aliphatic amine oxidase and adrenaline oxidase but later that same year they were discovered to be the same enzyme. In 1938 E.A. Zeller changed the name of the enzyme to monoamine oxidase to distinguish it from diamine oxidases and to better reflect its specificity (Youdim et. al, 1988). Figure 3. Ribbon Models of MAO A (to the left) and MAO B (to the right). MAO is found mainly on the outer mitochondrial membrane and is found throughout the central nervous system. Both forms of MAO-A and MAO-B are found in neurons (localized primarily in cell bodies and dendrites of catecholamine cell groups) and astroglial cells. MAO-A is found in catecholaminergic neurons and is also found in the liver, gastrointestinal tract, and in the placenta. MAO-B is found in serotonergic neurons and also found in blood platelets (Holschneider and Shih, 2000). The main function/role of MAO is in the metabolism of amines and in the regulation of neurotransmitter levels and intracellular amine stores. In the gastrointestinal system, 37

38 Assessment Report 38 the circulatory system, and in the liver MAO serves as a protective regulatory role. It has a similar role in the blood-brain barrier where it prevents the entry of potentially toxic false neurotransmitters. In neurons, MAO regulates levels of neurotransmitters released upon synaptic firing. The uptake of neurotransmitters by glial cells and their subsequent metabolism by MAO-B may help adjust levels of neurotransmitters within the extraneuronal compartment. MAO-A is found in both dopaminergic and noradrenergic neurons and might help eliminate 5HT in these neurons. MAO-B found in serotonergic neurons may protect these cells. MAO s role in limiting the neurotransmitters after release may alter the release of hormones from cells sensitive to biogenic amines so it may function indirectly as a neuroendocrine regulator (Holschneider and Shih, 2000). What is the role of MAO in Alzheimer s? In Alzheimer s disease MAO protein activity levels are elevated. This is rare in a disease that results in a decrease in the number of cells in the brain. In a study by Adolfsson et. al they had two groups of patients with dementia of Alzheimer type and studied the MAO activity. MAO activities for 11 patients were measured in platelets. In the other group of 14, MAO activity was measured in the brain postmortem (hypothalamus, caudate nucleus, hippocampus, and cortex gyrus cinguli). The results were compared to controls matched for age and sex. Platelet MAO activity was higher in patients with dementia of Alzheimer type compared to the controls. Brain MAO-B activity was higher in the dementia group in hippocampus and cortex gyrus cinguli. There were correlations for MAO-B activity with age in the four brain regions in the controls which could be explained by differences in 38

39 Assessment Report 39 age of onset dementia and that the disease does not develop homogeneously in different brains (Adolfsson et. al 1980). This increase in MAO-B is most likely due to transcriptional elevation of MAO-B protein and predominant in plaque associated astrocytes in neuropathologically verified AD brains. Unfortunately, the mechanism is not known for this increase in platelet MAO-B protein activity. There are many aetiologies including environmental exposure and genetic vulnerability that are suggested to account for the age related decline in neuronal viability and function in patients with AD. Reactive oxygen species (ROS) seem to play an important role in the pathophysiological cascade leading to AD. Oxygen radicals are chemically unstable and highly reactive which form during normal cellular metabolism and within pathophysiological cascades. Due to their reactivity, they may be responsible for cellular and tissue damage anytime their generation exceeds the endogenous ability to destroy them which is known as oxidative stress. There are many proteins and enzymes involved in oxidative stress in AD and other neurodegenerative diseases. This oxidative stress involvement in the disease is supported by the fact that the neurons are extremely sensitive to attacks by free radicals as a consequence of their low glutathion content (important natural antioxidant), the high proportion of polyunsaturated fatty acids in their cell membranes, the fact that brain metabolism requires substantial quantities of oxygen, and because neurons are post-mitotic. One of these oxidative stress mechanisms is MAO which is responsible for the oxidative deamination of neurotransmitters (noradrenalin, dopamine, and serotonin) and exogenous amines (ex. Tyramine). During its catalytic 39

40 Assessment Report 40 activity it produces hydrogen peroxide which is a possible source of oxidative stress (Riederer et. al, 2004). Significant advances have been made in delineating molecular and cellular factors contributing to the etiology of Alzheimer s disease but ways to retard the degenerative course of the disease have not yet been developed. Currently acetylcholinesterase inhibitors are the only drugs approved for treatment of cognitive dysfunction in AD but they can compensate only for part of the neuronal dysfunction in AD. These drugs do not prevent the progressive loss of neurons. MAO-B inhibitors might offer an alternative for AD therapy as they have a long history of clinical use and are considered safe and nontoxic. A significant portion of the clinical data and biological actions of MAO-B inhibitors is based on the effects of L-deprenyl. Clinically the most important monoamine that is elevated by L- deprenyl is dopamine which is a substrate for both MAO-A and MAO-B. MAO-B inhibitors may act by both reducing the formation of oxygen radicals and also by preventing the breakdown of these radicals, thus elevating the levels of monoamines in the brains of AD patients (Thomas, 2000). Multiple factors contribute to the pathology of AD, and the disease process involves several cellular and molecular aberrations. The challenge is to identify these compounds that can enhance cognitive function and prevent, retard, or halt the progression of this horrible disease. MAO-B Inhibitors which possess multiple biochemical actions have protective effects on both vascular and neuronal tissue and they need further consideration in the treatment and prevention of degenerative disease. 40

41 Assessment Report 41 Why do I care? Now that the boring science-y me has explained the specifics and the boring details I would like to share why I care. When I turned 16 I acquired my C.N.A. not because I wanted to, but because my mom told me it would be a good skill set to have. I admit that it sounded more appealing than flipping burgers. Luckily, I scored a job with a local assisted living facility called Mountain Ridge Assisted Living. Instead of getting to work in the main building they hired me on to work in the Alzheimer wing. Up until this time, I had not had a lot of exposure to dementia or to AD. The wing consisted of three neighborhoods each containing about 8-10 patients. One C.N.A. was assigned to each of these neighborhoods and we rotated every night. This job was hard but very rewarding. I got to know a lot of these patients and their families very well. Some patients were further progressed into AD than others and during the 2 years I worked there it became evident that they tend to decrease/wither quickly. It was emotionally draining to watch these fun crazy old people basically disintegrate before your eyes. One of my favorite patients actually died while I still worked there. The saddest part was that when I had started working there she only had a few forgetful moments. But towards the end of her life she wasn t even the same person I had met years prior. This experience made me want to know what exactly was happening. I credit some of my decision to go into Zoology and to get a neuroscience minor to this experience. Our brains are amazing and there are so many crazy things that can happen to our brains. I hope to make a difference some day and find a cure to 41

42 Assessment Report 42 brain cancer or Alzheimer s or something fancy like that. Alz.org. What Is Alzheimer's? Alzheimer's Association, Web. Retrieved on October 19, 2013 < Adolfsson R., Gottfries C-G., Oreland L., Wilberg A., Winblad B. (1980) Increased activity of brain and platelet monoamine oxidase in dementia of Alzheimer type. Life Sciences, 27(12), Bossy-Wetzel E, Schwarzenbacher R, Lipton SA (2004) Molecular pathways to neurodegeneration. Nat. Med. 10 Suppl, S2 9. Hare ML (1928). "Tyramine oxidase: A new enzyme system in liver". Biochem. J. 22 (4): Hebert, LE; Scherr, PA; Bienias, JL; Bennett, DA; Evans, DA. Alzheimer s disease in the U.S. population: Prevalence estimates using the 2000 Census. Archives of Neurology 2003;60(8): ; as published by the Alzheimer s Association, Alzheimer s Disease Facts and Figures, Holschneider D.P., Shih J.C. (2000) Monoamine Oxidase: basic and clinical perspectives. acnp.org. Web. Retrieved on October 19, < Riederer P., Danielczyk W., Grunblatt E. (2004) Monoamine Oxidase-B Inhibition in Alzheimer s Disease. NeuroToxicology, 25 (1-2), Thomas T. (2000) Monoamine Oxidase-B inhibitors in the treatment of Alzheimer s disease. Neurobiology of Aging, 21(2), Youdim M.B.H., Finberg J.P.M., Tipton K.F. (1988) Monoamine Oxidase. Handbook of Experimental Pharmacology, 90(1),

43 Assessment Report 43 Neuropsychiatric Systemic Lupus Erythematosus Patricia Cieslak Dr. Fowler Psychology 2730: Biopsychology Weber State University Summer 2014 I have read the how to avoid plagiarism document and this statement indicates that I have not plagiarized in my project. Introduction: Patricia Cieslak About ten years ago two of my aunts were diagnosed with degenerative diseases, the first with Multiple Sclerosis (MS) and the second with Systemic Lupus Erythematosus. My aunt with MS was told that although there was no cure she still had many years in her future. My aunt with lupus was told she had approximately five years to live. It has been almost ten years since her diagnosis and she is still alive today. Throughout her experience with lupus she has experienced many physical and neurological symptoms associated with 43

44 Assessment Report 44 lupus. Although, there are many days where she cannot get out of bed, she continues to work and remains as active as possible. Her experience with lupus has often left me wondering what exactly lupus was and how it has affected her psychologically. What is Lupus? Systemic Lupus Erythematosus falls into a medical category of diseases known as autoimmune disorders. An autoimmune disorder is a condition in which an individual s misdirected immune system attacks and destroys healthy body tissue (Murphy, 2013). The underlying cause of autoimmune disorders is not fully understood. In lupus the immune system can attack the skin, joints, kidneys (and other organs), and the nervous system. The American College of Rheumatology has identified nineteen different neuropsychiatric syndromes, twelve of which can affect the central nervous system and seven the peripheral nervous systems (Postal, 2011). This particular complication of lupus is known as Neuropsychiatric Lupus (NPSLE). Despite this recognition, little is known about how lupus attacks the nervous system or how to prevent damage (Murphy, 2013). NPSLE can manifest as headaches, fainting, cognitive impairment, seizure, stroke, psychosis and mood disorders. These neurological symptoms contribute significantly to morbidity and mortality in lupus patients (Postal, 2011). As a result, researchers have increased their study of NPSLE in hopes of reducing mortality rates among lupus patients. Causes of NPSLE: While there is no one specific cause of lupus, there are several things that can be directly linked to causing the neurological manifestations of neuropsychiatric lupus (Mak, 2009). We know that NPSLE occurs when lupus affects the central and peripheral nervous systems; however, most of the physiological and psychological manifestations of NPSLE are caused by the lupus effects on the brain (Postal, 2011). One of the most important areas affected by lupus is the blood-brain barrier. In lupus, endothelial cells, which are responsible for maintaining the blood-brain barrier, slightly alter their function damaging the barrier (Abbot, 2003). This allows small amounts of molecules and chemicals to cross the barrier that would not normally be able to. Betty Diamond and her colleagues conducted research that found that stress and inflammation further irritated the bloodbrain barrier allowing greater amounts of chemicals (such as epinephrine) to breach the barrier causing neuronal death in places like the hippocampus and lateral amygdala (2006). This in turn has been linked to the appearance of mood disorders and psychosis in NPSLE patients. 44

45 Assessment Report 45 Another area of the body which can cause NPSLE manifestations are the blood vessels themselves (Wallace, 2009). When blood vessels are affected by lupus it can result in a condition called vasculitis. Vasculitis occurs when the immune system attacks the blood vessels by mistake, causing inflammation (NIH, 2011). When CNS vasculitis (vasculitis that occurs in the brain) occurs in people with lupus, NPSLE manifestations include headaches, seizures, aseptic meningitis, cognitive dysfunction and psychotic behavior. Ten percent of lupus patients who have experienced other NPSLE manifestations are likely to develop CNS vasculitis (Wallace, 2009). If left untreated their condition will worsen until a stroke occurs or they become comatose. When vasculitis affects the spinal cord in patients with lupus it can induce paralysis (Wallace, 2009). Research has also shown that lupus can affect areas of the brain such as the basal ganglia and cerebellum. When lupus attacks these areas of the brain it can result in movement disorders, such as tremor and ataxia (trouble balancing), which are both manifestations of NPSLE (Wallace, 2009). Manifestations of NPSLE The most common manifestation of NPSLE is cognitive dysfunction (Mak, 2009). These individuals have difficulty concentrating, struggle to articulate their thoughts and have problems with memory and recall. These symptoms can disrupt all aspects of life, including the ability to plan, work, organize, and learn, visual-spatial processing, and language. For children and adolescents especially, this effect of NPSLE on school performance is a major concern (Wallace 2009). Added to this problem is that NPSLE occurs frequently, early in the course of the disease, and with great severity in children with lupus. Another psychological manifestation is that many people with NPSLE can experience altered behavior. Altered behavior can express as psychosis, depression, confusion and many other things (Wallace, 2009). Altered behavior is different than cognitive dysfunction because the alterations are apparent to family and physician but may not be immediately apparent to the patient. In cognitive dysfunction the reverse is true, with the changes usually only noticed by the patient. Other psychological manifestation of NPSLE is altered consciousness, such as stupor, excessive sleepiness, and coma (Postal, 2011). Physiological manifestations of NPSLE can include seizures, aseptic meningitis, paralysis, movement disorders, stroke, visual changes and palsies in the peripheral nerves. Most NPSLE patients usually only manifest a small handful of these symptoms, which contributes to the difficulty in identifying and treating lupus. Conclusion: 45

46 Assessment Report 46 Although NPSLE s manifestations are well documented, it should be noted that none of these manifestations are specific to lupus, which makes NPSLE so hard to treat. Most of them can be caused by other infections, medications, or environmental factors. For example, many doctors question including headaches as a manifestation of NPSLE because so many other factors can cause them and not all patients with NPSLE report having headaches (Mak 2009). There is no cure for lupus and so many symptoms are treated individually rather than collectively (Wallace, 2009). However, even with these complications it is possible for many lupus patients to live relatively normal lives. By combining prescribed medication, avoiding too much sun exposure, maintaining a healthy exercise routine, and working with occupational therapists, many people with lupus can maintain healthy lifestyles (Wallace 2009). References Postal, M., Costallat, L., Appenzeller, S. (2001). Neuropsychiatric Manifestation in Systemic Lupus Erythematosus: Epidemiology, Pathophysiology and Management. CNS Drugs: Therapy in Practice. Vol. 25 Issue 9, pg Retrieved from EBSCO Wallace, D. (2009). The Lupus Book: A Guide for Patients and Their Families. New York: NY. Oxford University Press. Diamond B., Kowal C, DeGiorgio LA, Lee JY, Edgar MA, Huerta PT, Volpe BT. (2006) Human Lupus Autoantibodies Against NMDA Receptors Mediate Cognitive Impairment. Proc. National Academy of Science. USA. 103(52): Murphy, G., Lisnecskaia, L., Isenberg, D. (2013). Systemic lupus erythematosus and other autoimmune rheumatic diseases: challenges to treatment. Lancet. Vol. 382 Issue 9894, p Retrieved from EBSCO. Abbot, N J., Medonca, L., Doleman, D. (2003). The Blood-Brain Barrier in Systemic Lupus Erythematosus. Sage Journals. Vol. 12 no. 12. doi: / lu501oa National Heart, Lung, and Blood Institution. (2011). National Institutes of Health. Retrieved June 2014 from, 46

47 Assessment Report 47 Mak, A., Chun Man Ho, R., Lau, Chak. (2009) Clinical Implications of Neuropsychiatric Systemic Lupus Erythematosus. Advances in Psychiatric Treatment doi /apt.bp

48 Assessment Report 48 Neuroscience of Religion I have read the how to avoid plagiarism document and this statement indicates that I have plagiarized in my project. Amanda Smith Biopsychology 2730 June 9, 2014 Defining the word religion is almost as hard as defining the word love. To different people, different cultural s and different age groups these words would mean something entirely different. Thus, to make a study of neuroscience as it relates to religion is difficult. Many research studies support the idea that religion has an effect on the brain. In one particular study preformed by Andrew Newberg, they found that memory and clear thinking were improved by meditation. Meditation is a common thread between many religions. This study was done with people who experienced Alzheimer's and or memory problems. Researchers took a scan of each participant s brain at rest before the experiment. Then, they were taught how to practice a mantra-based type of meditation and were instructed to meditate for twelve minutes a day for eight weeks. After eight weeks they took a new scans and found that the minds of the participates were more clear, their quality of thinking was better, and memory retention improved. In an interview Newberg said, We found some very significant and profound changes in their 48

49 Assessment Report 49 brain just at rest particularly in the areas of the brain that help us to focus our mind and to focus our attention... They had improvements of about 10 or 15 percent. (Newberg, Andrew B. Principles of Neurotheology.) One particular tenet of almost all Christian religions is their stand against the ill effects of pornography. Not surprising, pornography effects the brain and not in a good way, many Pastors and Church Leaders have said that pornography is like a addictive drug. One such religious leader has recently said: Researchers tell us there is a mechanism in our brain called the pleasure center. When activated by certain drugs or behaviors, it overpowers the part of our brain that governs our willpower, judgment, logic, and morality. This leads the addict to abandon what he or she knows is right. And when that happens, the hook is set and [evil] takes 49

50 Assessment Report 50 control... Satan knows how to exploit and ensnare us with artificial substances and behaviors of temporary pleasure. I have observed the impact when one struggles to win back control, to become free from destructive abuse and addiction, and to regain selfesteem and independence. Some of the most addictive drugs that, if abused, can hijack the brain and take away one s agency include nicotine; opiates heroin, morphine, and other painkillers; tranquilizers; cocaine; alcohol; marijuana; and meth-amphetamines. (Ballard, M. Russell. "O That Cunning Plan of the Evil One.") Another Religious leader pointed out the following: Pornographic or erotic stories and pictures are worse than filthy or polluted food. The body has defenses to rid itself of unwholesome food. With a few fatal exceptions, bad food will only make you sick but do no permanent harm. In contrast, a person who feasts upon filthy stories or pornographic or erotic pictures and literature records them in this marvelous retrieval system we call a brain. The brain won t vomit back filth. Once recorded, it will always remain subject to recall, flashing its perverted images across your mind and drawing you away from the wholesome things in life. (Oaks, Dallin H. Pornography. ) Common sense tell us that doing something bad when you want be good is like putting one foot on the gas and the other on the brake. It would damage any car and it causes physical and emotional stress on our bodies. In those situations people experience (what is called) cognitive dissonance which also causes physical stress. Research on the brain and religion have some confusion some say religious practices do wonders for the the brain while others say it does harm. In another study they 50

51 Assessment Report 51 linked lifechanging religious experiences, like being born again, with atrophy in the hippocampus. Atrophy means decay or deterioration, in this case that part of the brain literally gets smaller. Owen, the conductor of the study suggested feelings of anxiety from being a minority in an affiliation, or the perception of God punishing you, or spiritual pain from perceived religious transgression, and even positive life changes create stress and anxiety which lead to the shrinkage and atrophy of the hippocampus. This is alarming because the hippocampus is a central part of the limbic system that storing certain kinds of memories, and also the hippocampus is involved with emotions. (Newberg, Andrew. "Religious Experiences Shrink Part of the Brain.") I have come to the conclusion that it is extremely difficult to correlate religion, prayer, mediation, goodwill, breaking the commandments to the brain. There are just too many factors to know all the answers. But, from the research that is out there I find that there is enough evidence that motivates me to find ways to be more consistent about meditating. Many of the bad effects on the brain that come from causal sex, pornography, drugs, stealing, gambling etc are against my religious beliefs. Which tends to make a believer like myself to trust in a Higher Power who is looking out for His children. The science is exciting and makes me want to be more dedicated, so I can pump my brain with lots of good things. 51

52 Assessment Report 52 Bibliography Newberg, Andrew B. Principles of Neurotheology. Farnham, Surrey, England: Ashgate Pub, Print. Ballard, M. Russell. "O That Cunning Plan of the Evil One." Ensign 01 Sept Oaks, Dallin H. Pornography. Ensign 01 May 2005 Newberg, Andrew. "Religious Experiences Shrink Part of the Brain." Scientific America, a Division of Nature America, Inc 52

53 Assessment Report 53 Benefits of Early Childhood Development Danielle Holmes I have read the how to avoid plagiarism document and this statement indicates that I have not plagiarized in my project. 53

54 Assessment Report 54 Early childhood development. It's a term that you hear on a regular basis these days. It's thrown around carelessly both in the media and in every day conversations. But what does it actually mean? How beneficial is it? Enough to make all of the time, money, and patience that go into this endeavor worth it? Given that my husband and I will be starting our family within the next few years, this is something that intrigues me and its information that I feel I need to know. I want to be able to give my child the best and every advantage in life that I possibly can. On the other hand, I don't want to turn into one of those mothers that only care about the test scores their child brings home or whether my kid is smarter than little Johnny down the street. I don't want to risk taking away parts of my off springs childhood in order to give them an advantage that possibly doesn't exist. So, does early childhood development actually benefit a child in the long run? Is it really the advantage that children deserve in life? To start this research, we first need to know how brain cells develop. Brain cells begin development while the baby is still in the womb and continues after birth. There are many different types of neurons and they come in all different styles. All, however, have a cell body and inside that cell body is the cell nucleus. Axons inside the cell provide transport from one neuron to the next creating a nerve impulse. Dendrites that are attached to these cells are branch like in nature, and they are what receive the impulses from the neighboring cell. There are small spaces in between the dendrites of neighboring cells called synapses. When a stimulus is presented, the cell has the ability to create an action potential by an impulse being fired from synapse to synapse thus creating a reaction. If there is not a stimulus present, then no action or response is created and the cell remains 54

55 Assessment Report 55 unstimulated and in essence, dormant. (Bruer, 1999) Our brains also go through a process called apoptosis. This process is basically massive cell death within our brain of cells that are not in use. If the cells have remained dormant, not had action potentials to stimulate it, they will die during this phase. The best way to create action potentials through stimulation is by learning. (Kalat, 2009) Therefore, the more that we learn, the more action potentials are created. The more that our cells fire impulse actions, then the more they are used and the less likely they are to die during apoptosis. Learning will keep more brain cells alive and allow for more of them to survive into adulthood. A recent study by Rutgers University was conducted on whether early childhood learning will help to keep brain cells alive into adulthood. They conducted an experiment on young rats. At the beginning of the project, they studied the rats brains. They documented the number of brain cells that they observed in all of the rats in the study. The rats were then put into two separate groups. The first group was left alone and allowed to 55

56 Assessment Report 56 grow and progress normally. The second group was put into a learning program. The researchers trained the second group of rats to respond to a noise stimulus. When that noise stimulus was produced, the rats were trained to respond with a physical reaction. After several weeks, the researchers then studied the rats brains again. In the normal group, they were able to count the brain cells and noted that a significant portion of them had died. In the group that learned to respond to the noise stimulus, they were not even able to count all of the brain cells as there were so many of them left and active. The rats who learned had retained more of their brain cells as a result of learning, and thus using those brain cells. As rat and human brains are very similar, this gives great hope to both researchers and parents alike that early childhood development does in fact benefit a child in the long run. (Curlik, DiFeo, Shors, 2014) With what we've already learned, we know that there are significant benefits to early childhood development. Let's look at some of the long term outcomes that have been reported through research on the subject. Some of these include better performance in school, abstaining from committing crimes, being more likely to obtain higher paying jobs, even better health. (Lynch, 2004) A recent study shows that children are 49% more likely to graduate from high school and 17% more likely to graduate from higher education after completing high school. When learning begins young, they are, on average, 22% more likely to earn a substantial income in adulthood. This study also showed that child with early learning are half as likely to get in trouble with the law as those that are not part of an early education program. (Schweinhart, 2003) 56

57 Assessment Report 57 After looking further into this topic, it is very clear that early childhood learning will give a child great advantages in adulthood. Brain cells are most abundant in childhood. By providing a stimulus, or in other words learning, at an early age, more of those brain cells are able to make the proper connections and therefore survive. I plan to submerse my child in early development though many different avenues including my child being bilingual and assisting my child in learning to play an instrument. However, I still worry about taking away their childhood by pushing too hard for my child to learn. I want my child to still be happy playing in their treehouse in the backyard, playing with potato bugs, and riding their bikes around the neighborhood. I will strive to find the balance between letting my kids just be kids, and giving them advantages and knowledge at a young age to retain more brain cells while they grow into adulthood. 57