PET FORM Planning and Evaluation Tracking ( Assessment Period)

Transcription

1 Divisin f: Behaviral Studies PET FORM Planning and Evaluatin Tracking ( Assessment Perid) Persn Respnsible fr this Divisin: Jerry Mller Department f: Behaviral Sciences Persn Respnsible fr this Frm: Debrah Harding Secndary Peple Respnsible: Debra Avara and Jeff A. Kee Purpse Statement: T be able t enrich the lives f ur students and cmmunity thrugh the develpment f an understanding and the ability t apply the principles f human behavir and interactin related t individual and grup psychlgy, scilgy and scial wrk (11/11/11). Gal Statement #1: In alignment with Gal 1.1 f the Amarill Cllege Strategic Plan (thrugh 2015), and the COURSE OUTCOME statements fr general psychlgy, scilgy and child psychlgy curses here at Amarill Cllege, GOAL #1 is t develp the mst effective classrm teaching methdlgy t assist Amarill Cllege students in understanding, exhibiting knwledge and skill, as well as develping an appreciatin fr basic scientific research and hw it is cnducted in the behaviral sciences. This will include assessment f student s cmprehensin f research methdlgies and research designs typically used in psychlgy and scilgy, as well as their ability t design such a study (AC Strategic Plan thrugh 2015: Strategy 1.1). Outcme/Objective Statement 1. All Amarill Cllege students taking general psychlgy, general scilgy, and child psychlgy curses will d significantly better (.01 t.000) n the pst test than the pre test in answering questins related t the sample experiment and research designs as evaluated by a panel f three student judges. 2. All Amarill Cllege students taking general psychlgy, general scilgy, and child psychlgy curses will nt demnstrate a significant difference (.01 t.000) in pre test scres regardless f teaching methdlgy. 3. All Amarill Cllege students taking general psychlgy, general scilgy, and child psychlgy curses wh cmplete the lecture with the lab will d significantly (.01 t.000) better than the students wh receive lecture nly in answering questins abut the sample experiment n the pst test. 4. While all psychlgy and scilgy students, regardless f teaching methdlgy, shuld shw an increase in appreciatin fr, understanding f, and feelings f cmpetence in their ability t actually design a behaviral studies experiment, students in the lecture cmbined with lab cnditin shuld shw a much larger increase. During the fall f 2010 and spring, 2011 semesters, 154 Amarill Cllege psychlgy and scilgy students taking general psychlgy, general scilgy and child psychlgy curses, were instructed using ne f tw teaching methdlgies cvering the tpic f scientific research in the behaviral sciences. In ne grup, students received a lecture nly, and in the secnd grup, students received the lecture and an in class lab where students met in grups t design a simple psychlgical r scilgical experiment. Prir t the teaching methdlgy selected and intrductin f

2 the tpic, all students tk a pre test with 4 questins cvering an example f a psychlgical experiment (1) what is the hypthesis being made?; 2) label the independent variable(s); 3) label the dependent variable, 4) is there a cnfund and, if s, what is it, and hw culd yu fix it and design a better experiment?). As well, 3 questins were added frm the previus year s assessment, asking students t rate their appreciatin fr scientific prcess in behaviral sciences, their sense that they understand the research in the behaviral sciences, and their feeling f cmpetency in being able t design a simple experiment in the behaviral science areas. The first fur questins n the pre and pstassessments were scred by a panel f three student judges as: 0=cmpletely incrrect 1=mstly incrrect 2=mstly crrect 3=cmpletely crrect. Fllwing either the lecture r the lecture cmbined with lab, all students tk a pst test with the same questins. Items n the pre and pst tests will be asking students in a fill in the blank frmat abut a sample experiment, as t the hypthesis, label design, labeling the variables, and asking them t suggesting a better design that wuld imprve the existent experiment, alng with the appreciatin, value and cmpetency questins. There was a space f 4 weeks between the pre and the pst tests. (AC Strategic Plan thrugh 2015: Task 1.1.1) Data: This utcme assessment was given t 74 general psychlgy and scilgy students. There were fur questins asking student t label the hypthesis, and the variables, and a fifth questin asking them t create a mre effective design fr the experiment. Results shwed mixed imprvements in knwledge and applicatin f that knwledge. One grup receiving the lecture shwed significant imprvement, while the secnd { lecture grup shwed little imprvement. The same was true fr the lecture cmbined with lab grup. Because the results were mixed, it was determined that a larger sample was needed acrss several different behaviral science curses. As well, questins regarding attitudes related t students value f scientific methd in the behaviral sciences, alng with their sense f cmpetency in understanding and wrking with scientific data shuld be assessed Data: This assessment was given t 154 general psychlgy and scilgy and child psychlgy students acrss five class sectins, acrss tw semesters. Tw f the larger class sectins received the lecture nly methd and the three smaller classes received the lecture cmbined with lab methdlgy. Results shwed a significant imprvement fr the lecture/lab grup ver the lecture nly grup n all knwledge based questins labeling the design, variables and ways t imprve the experiment. All findings were significant at the.01 t.001 level. When it came t the last 3 questins related t students attitudes n science, there was, as predicted, equal increase in appreciatin fr the scientific methd fr bth the lecture and the lecture lab classes. When it came t the questins, After cmpleting this part f ur curse n science, hw capable d yu feel in wrking and designing a behaviral science experiment? The lab with lecture grup indicated that they felt significantly mre capable than the students receiving the lecture nly. Prvide Previus Data/Result (Include if benchmark was met and hw results relate t utcme statement): Because this secnd assessment was given t beginning students in the general psychlgy and scilgy and child psychlgy curses, results were less mixed than the previus year when the ne f the teaching methdlgies was given t the beginning students and the secnd was given t mre advanced students in the scial psychlgy class. By administering the tw teaching methds t beginning students acrss five class

3 sectins, results appeared t be mre valid. All predictins were met, suggesting that the lecture cmbined with a hands n lab is a superir teaching methdlgy in accmplishing the gal. Imprvements The tw teaching methds were given t mre students, acrss mre sectins that included students in the beginning survey curses fr general psychlgy and scilgy, and child psychlgy, eliminating the mre advanced students frm the year befre. The assessment was rewritten t include attitude questins related t the students appreciatin fr science, their understanding f science, and their sense f cmpetency t wrk with and understand scientific data in the behaviral sciences, alng with the knwledge based questins. A little mre time was given between the pre and pst tests. Evaluate Why Imprvements Were Successful/Were Nt Successful: Balancing the classes, increasing sample size, and using beginning students fr this assessment led t results that were mre reliable and valid. As well, the added questins shw that, regardless f the teaching methd used, students d gain a greater appreciatin fr the use f scientific methdlgy in the behaviral sciences, as stated in the gal. Prvide the Budget Infrmatin Needed t Make Past Imprvements (Cst/Details): Outside f cpying charges, n budget was needed t administer this assessment and make these imprvements. Mre advanced AC students were used as judges, and were given credit t rate the knwledge based items, as an added benefit t ur students participatin in scientific inquiry. Recmmendatins/Actins fr Persn Respnsible (Wh will cmplete the actin?): Dr. Debrah Harding, Debra Avara Actin Plan: Recmmendatins have been made t the ther instructrs wh are teaching general psychlgy and scilgy curses here at Amarill Cllege, related t the use f a hands n lab apprach t teaching scientific methdlgy. Fr the instructrs participating in this study, all agreed that using a lab apprach is beneficial t student learning, and will cntinue t d s. Because benchmarks were met, n further actin will be made at this time. This assessment will be clsed ut at this time. Expected Time Frame Needed t Implement Actin Plan (Please prvide specific deadline date): N/A Budget Infrmatin Needed fr Future Actin (Cst/Details): N/A. Gal Statement #2: In alignment with the Student Perfrmance and Curse Objectives fr the Human Behavir and Persnal Adjustment (Psychlgy 2315) curse, which is a cunseling fcused psychlgy class, the gal is t mve students frm knwledge f terms in varius cunseling mdels, t an understanding f hw these mdels wrk, and then t the actual applicatin f these cunseling mdels in slving real life prblems. Outcme: Psych 2315 students taking a grup therapy apprach t the tpic f REBT will shw a statistically significant imprvement (.01 t.000) n a questinnaire fcused n the students understanding f the REBT mdel and will significantly imprve in their ability t use material t slve applied math prblems. The bjective f this utcme assessment is t measure the degree f understanding and ptential change in Amarill Cllege students taking the Human Behavir and Persnal Adjustment curse at Amarill Cllege with regard t their knwledge f and applicatin f sme f the primary principles f Ratinal Emtive Behaviral Therapy. One f the main pillars f REBT is that irratinal and dysfunctinal ways and patterns f thinking, feeling and behaving are cntributing t much, thugh hardly all, human disturbance and emtinal and behaviral self and scial defeatism.

4 REBT generally teaches that when peple turn flexible preferences, desires and wishes int grandise, abslutistic and fatalistic dictates, this tends t cntribute t disturbance and emtinal distress. It is predicted that, if the frmat f using a "grup therapy" apprach t the tpic f REBT wrks, students cmpleting the REBT cmpnent f the curse wuld shw a statistically significant imprvement frm the pre t the pst test related t their academic understanding f the REBT mdel, but wuld significantly imprve in their ability use that material t slve applied prblems in a mre effective manner n the POST test, fllwing the sectin f the class n REBT. The assessment will be in questinnaire frmat and will be given in the fall f 2010 and/r the spring f 2011 t students taking the Psych 2315 Persnal Adjustment curses. Students will take a PRE test prir t the intrductin f REBT, and then will fllw up with a POST test after the tpic has been cvered. Five questins will cver infrmatin, terms and knwledge base f the mdel, while five questins will cver applicatin f the infrmatin t real prblem examples. The knwledge based questins will be evaluated fr crrectness, while the applicatin questins will be reviewed fr students ability t apply REBT t slving an actual prblem Data: There was n data frm the previus year Data: Fur ut f five items in the knwledge based prtin f the utcme assessment shwed significant imprvement n the pst test ver the pre test at the.000 level. Hwever, item #2 which was a questin related t the purpse f REBT did nt shw significant imprvement in the pstassessment scre (t= 1.28, p =.212). Related t the 3 5 applicatin questins, items 6 thrugh 9 shwed significant imprvement frm the pre t the pst test (at the.000 level). Fr item #10, n imprvement was shwn, hwever, mst students shwed apprpriate agreement n the pre test as well as the pst test. Prvide Previus Data/Result (Include if benchmark was met and hw results relate t utcme statement): While fur ut f five f the infrmatinal questins shwed significant imprvement frm the pre t the pst test, item # 2 did nt. This questin was related t the purpse f REBT. Several pssibilities may explain this finding. The questin may have been prly wrded, r lecture material may nt have sufficiently cvered the stated purpse f the REBT mdel and therapy. On the applicatin items, students shwed significant imprvement in their pst assessment ver the pre test n all questins EXCEPT the last questin. This questin asked fr their agreement r disagreement n a 5 pt likert scale related t the statement It s nnsense t believe that my thinking can change my feelings in a situatin as difficult as this ne. Students verwhelmingly disagreed with this statement n bth the pre and pst tests, shwing n significant change. Imprvements Nt applicable at this time Evaluate Why Imprvements Were Successful/Were Nt Successful: Nt applicable at this time Prvide the Budget Infrmatin Needed t Make Past Imprvements (Cst/Details): Outside f printing csts, n budget is necessary. Recmmendatins/Actins fr Persn Respnsible (Wh will cmplete the actin?): Dr. Alan Kee

5 Actin Plan: Fr Spring f 2012, that lecture will be rewritten t include several cncrete example f the purpse related t REBT, fllwed by a discussin that checks fr students understanding. The pre and pstutcme assessment will be readminstered in the Spring f 2012 t reassess imprvements n this item. On the applicatin items, students shwed significant imprvement in their pst assessment ver the pre test n all questins EXCEPT the last questin. This questin asked fr their agreement r disagreement n a 5 pt likert scale related t the statement It is nnsense t believe that my thinking can change my feelings in a situatin as difficult as this ne. Students verwhelmingly disagreed with this statement n bth the pre and pst tests, shwing n significant change. While this shws the students understanding f the link between thinking and feeling prir t this curse, the wrding n this questin will be changed slightly n the spring, 2012 re take. The wrds, It s nnsense t believe, which may have generated bias twards the crrect answer, will be changed t I believe my thinking culd change my feelings in a situatin as difficult as this ne. Expected Time Frame Needed t Implement Actin Plan (Please prvide specific deadline date): Spring f 2012 Budget Infrmatin Needed fr Future Actin (Cst/Details): Printing cst fr the assessment. Gal Statement #3: In alignment with Student Perfrmance and Curse Objectives fr the General Psychlgy curses at Amarill Cllege related t the understanding f behaviral and mental disrders, as well as Gal 1.1 f the Amarill Cllege Strategic Plan (thrugh 2015) t expand student success by adjusting instructin based n assessment data, Gal #3 is t increase students understanding f and empathy fr peple suffering with behaviral and mental disrders. This gal is particularly imprtant fr students wh will be ging int the applied behaviral and scial sciences (AC Strategic Plan thrugh 2015: Strategy 1.1). Outcme/Objective Statement Upn cmpleting a class sectin n mental illness and addictins, General Psychlgy students will demnstrate a significantly (.01 t.000) mre favrable attitude tward peple with mental illness and behaviral disrders n a pst test than was demnstrated n the pre test the students tk prir t the sectin. A minimum f 150 t 250 Amarill Cllege students taking General Psychlgy curses will be assessed prir t the sectin f the class n mental illness and addictins, related t their attitudes twards peple with mental illness and behaviral disrders. Students will be asked t use a 5 t +5 favrability rating related t their attitudes tward peple suffering with drug addictins, biplar and depressive md disrders, schizphrenia, and alchlism. Predictins are that fllwing the sectin f General Psychlgy cvering addictins and mental illness, students will express mre favrable scres related t their attitude being based n a mre infrmed understanding f and, hence a greater cmpassin fr peple with varius disabling mental and behaviral disrders. The benchmark will be met when students pst test scres are shwn t be significantly mre favrable than the pre test scres (at a statistically significant rate f.01 t.000). (AC Strategic Plan thrugh 2015: Task 1.1.1).

6 Data: N/A Data: N data as f yet. Prvide Previus Data/Result : NO ANALYSIS YET (Include if benchmark was met and hw results relate t utcme statement): Imprvements Evaluate Why Imprvements Were Successful/Were Nt Successful: Prvide the Budget Infrmatin Needed t Make Past Imprvements (Cst/Details): Recmmendatins/Actins fr Persn Respnsible (Wh will cmplete the actin?): Actin Plan: Expected Time Frame Needed t Implement Actin Plan (Please prvide specific deadline date): Budget Infrmatin Needed fr Future Actin (Cst/Details): Gal Statement #4: In alignment with the Amarill Cllege Strategic Plan (thrugh 2015) Gal 1.1, t expand student success by adjusting instructin and services based n assessment data, and the Student Perfrmance and Curse Objectives 7 and 8 fr General Scilgy 1301 and Minrity Studies 2319, Gal #4 is t help students utilize a cmparative and crss cultural apprach t understanding their wn and thers racial/ethnic grup r grups, as well as t assist students in gaining a greater appreciatin fr diversity within scieties, cultures, scial classes, racial, ethnic, and religius grups (AC Strategic Plan thrugh 2015: Strategy 1.1). Outcme/Objective Statement Upn the cmpletin f General Scilgy and Minrity Studies curses, students will demnstrate a statistically significant change (.01 t.000) in the ability t recgnize ethncentric behavirs and cmments r attitudes related t cultural, racial, gender and religius diversity as demnstrated by a pre pst test. Amarill Cllege students in General Scilgy and Minrity Studies curses will demnstrate a statistically significant change in their ability t recgnize ethncentric behavirs and cmments related t cultures, races and religins utside their wn, as well t shw significantly mre favrable attitudes related t their attitudes related t appreciatin and a psitive recgnitin f cultural, racial, gender and religius diversity. A minimum f 150 Amarill Cllege students will be given a pre test early in the semester (within the first tw weeks f classes) asking them t identify ethncentric attitudes, alng with rating their attitudes related t their appreciatin and tlerance fr peple f different ethnic, racial, sexual and religius rientatins. Students will be given the same questins at the end f the curse, 13 t 14 weeks later. It is predicted that students will shw a significant imprvement in being able t identity ethncentric views and cmments, as well as shw a statistically significant increase (at the.001 level) in their appreciatin fr and tlerance twards peple f different races, ethnic, religius and sexual rientatins. (AC Strategic Plan thrugh 2015: Task 1.1.1).

7 Data: Numbers = ut f and Percentage =s %: NO DATA Data: Numbers = ut f and Percentage =s %: NO DATA Prvide Previus Data/Result : NO ANALYSIS at this time (Include if benchmark was met and hw results relate t utcme statement): Imprvements Evaluate Why Imprvements Were Successful/Were Nt Successful: Prvide the Budget Infrmatin Needed t Make Past Imprvements (Cst/Details): Recmmendatins/Actins fr Persn Respnsible (Wh will cmplete the actin?): Dr. Debrah Harding and Debra Avara Actin Plan: Expected Time Frame Needed t Implement Actin Plan (Please prvide specific deadline date): Budget Infrmatin Needed fr Future Actin (Cst/Details):