In the spring semester of 2013 and the Fall Semester of 2014, students who were enrolled in psychology classes at Solano College were sent an email request to complete a 26-item survey related to their experiences with the psychology program. There were 195 response. The
students’ ages ranged from 15 to over 30 with the majority of them falling in the 18 – 25 year old range. The sample included 33% (N=64) Caucasian, 13.3 % (N=26) Latino, Filipino and
Multiple Ethnicities, 10.3% (N=20) African American, 8.2% (N=13) Asian, 2.1% (N=5) Pacific Islander and 2 % (N=4) other. Nine students (4.4%) declined to indicate their ethnicity.
Two thirds 67% (N = 131) of the students were not psychology majors. Of these non-psychology majors, 25% (N=34) were Nursing students, 16% (N=22) Biology majors, 9% (N=12) Social Sciences, 8% (N=11) Child Development, 8% (N=11) Human Services, 7% (N=10) Sociology and 4% (N=6) Criminal Justice. Note that some students indicated more than 1 major.
When students were asked which course(s) they had completed or were currently enrolled in (of 12 course offerings), the majority (N=165) said Introduction to Psychology, with fewer students reporting Biological Psychology (N=45), Human Sexual Behavior (N=34), Personal and Social Behavior (N=24), Research Methods (N=21) and Social Psychology (N=11). In addition, students indicated that they plan to take a variety of psychology courses in the future. Students reported that they plan to take Social Psychology (N=48), Abnormal Psychology (N=41), Research Methods (N=38), Developmental (N=38), Drugs, Society and Behavior (N=35), Biological (N=35), Personal & Social Behavior (N=31), Human Sexual Behavior (N=31) and Cross Cultural Psychology (N=31). This data supports that the psychology program should continue to offer all courses on a regular basis.
Students (84%) reported that they take courses primarily on how well the course fits with their schedule. In addition, Rate My Professor web site (49%), Instructor reputation (40%) and
campus location (38%) were important factors for students in determining course selection. Note that students were asked to “mark all that apply”.
Students indicated that their preferred class schedules Tuesday/Thursdays (68%), MWF classes (52%) and Monday/Wednesdays (46%). The next highest ranking were given to online courses (23%) and night classes (17%). Students indicated that their preferred times of the day were morning classes that start at 10 or 11am (69%), “early” morning 7, 8 or 9 am (35%), early afternoon 12 or 1 pm(32%), and evening start 5pm or later (18%).
The students’ preferred campus location is Fairfield (79%), Vacaville (32%) and Vallejo (19%).
These responses mirror the general pattern of enrollment in psychology courses in each location.
Most students indicated that they were “somewhat satisfied, “satisfied” or “neutral “with the quality of the classrooms in which psychology courses are taught on all three campuses.
The students used a Likert-type scale of 1 – never, 2 – rarely, 3 – sometimes, 4 – regularly, 5 – frequently to respond to the following questions.
Question Regularly/
Frequently
Sometimes Rarely Never
I access material on MyCourses (N=167) 95 42 30
I access course material on other websites (N=166) 68 41 57
I buy the textbook (N=165) 111 26 28
I read assigned readings before class (N=164) 75 57 32
I only read assigned readings before exams or quizzes (N=164)
59 56 49
I don’t read the textbook (N=162) 21 37 104
I conduct self-assessments (quiz self) (N=165) 67 44 54
I participate in study groups (N=164) 28 40 96
I schedule study time during the week (N=164) 86 54 24
I review my class notes (N=166) 126 31 9
I attend class (N=184) 161 2 3
I seek out my professor (N=166) 61 74 31
I use the internet to seek additional info on class topics (N=165)
100 45 20
I complete assigned homework (N=167) 158 9 0
I review my work before submitting it (N=166) 145 18 4
I complete class requirements on time (N=168) 156 11 1
According to the above data most students regularly or frequently engage in activities that will increase the likelihood of their success in psychology courses such as buying the textbook, reading the textbook, reviewing class notes, attending class, completing homework and
completing class assignments in a timely fashion. Few students admit to engaging in behaviors that are not conducive to success as a student.
Students “agree” or “strongly agree” that psychology professors are knowledgeable regarding the subject matter (90% of students), show enthusiasm for the discipline (91% of students), are generally available to students outside of the classroom (86% of students) and treat students fairly (92% of students).
Most students agreed that the following factors contribute to their success as a student: previous educational experiences and success, supportive peers, supportive relationship with their
professors and financial aid. The students agree that the following factors are challenges to their success as students: financial difficulties, family obligations and work demands.
Fifty-one students indicated that they were psychology majors. The psychology majors reported that they obtained information about the psychology program from online, Academic Counselors and the Catalog. They also indicated that an Academic Counselor with an emphasis in
Psychology would be beneficial. In regards to the students who major in psychology, 52%
(25/48) indicated that they would be interested in certificates within the field such as drug counselor, special education or sex counselor.
35 Program Review Handbook & Self-Study Template
Ninety-six percent of the psychology majors expressed an interest in having internships as part of the psychology major. In addition, 88% stated that they would like to work with a psychology faculty member as a reader / teacher’s assistant. Furthermore, they also expressed a desire for a Psychology Lab. Psychology majors also expressed an interest in community activities,
networking and having a more active Psychology club.
Students provided 89 responses to an open ended question, “What are the Psychology Programs greatest strengths? 82 responses to “What improvements would you like to see implemented in the psychology program?”, and 62 responses to “How can the psychology program better serve Psychology Majors?” A sampling of the comments for each question are provided below.’
1- Strengths:
Supportive, professional, enthusiastic, kind and amazing faculty.
Knowledge, experiences, insight and helpful information found in the course.
Useful textbook, supplemental online materials really help boost grades.
Lively, relevant, enjoyable classroom discussions.
Professors teach you how to think and apply the material in everyday life.
Professor’s ability to apply psychology to multiple disciplines. The teacher’s availability.
2- Improvements:
More outside activities beyond power point like interactive games and discussions.
Study guides or homework to help prepare for the tests.
Better teaching methods and less projects.
Teachers should help students more that need the help.
Some students are shy and unable to discuss in open classroom environment.
Better classrooms and conditions.
More variety of classes at satellite campuses.