Psychology
1. History, Development and Expectations of the Program
a. Provide, to the best of your ability, a brief description of the program’s history including the evolution of the program over the years. Describe specific changes that have been made to the program curriculum, changes to student demographics and the impact of these changes on the program, and efforts to recruit students to the program. If this is a new program, describe efforts to build the program and the progress of these efforts to date. (550 words)
No current member of the faculty was a member of the department when the graduate program was created. Emeritus faculty report that the Psychology Department once had degrees in counselor education and school psychology. However, a rift between the academic/ research-oriented segment and the applied/service-research-oriented element led to the formation of the Counseling and School Psychology Department within the School of Education.
The remaining research-based program grew, and by the late 1990s, was enrolling approximately 20-25 students per year. However, lack of space and faculty resources limited the classes that were offered, and of those, many were over-enrolled. Courses limited to 18 were overenrolled to 25-30 to accommodate students. Although this enabled students to obtain the courses they needed to graduate, it did not present the best learning environment, nor did it have a positive effect on faculty morale. Therefore, beginning in 2008, the department made a decision to reduce the number of students in the Graduate Program. The steps taken to accomplish this were:
1) Raise the minimum required GPA. Prior to 2008-2009, the minimum overall undergraduate QPR was 2.5. It was first raised to 2.7 by the Department for the 2008-2009 Graduate Catalog and raised again by the Graduate Council to 3.0 for 2009-2010.
2) Require additional supporting materials. In 2006-2007 the department required submission of both personal statements and letters of recommendation. Additionally, the department required the submission of scores on Graduate Record Examination (GRE) General Test beginning in 2009-2010.
These steps resulted in a reduction of applications, and a corresponding decrease in the number of enrolled students. As a result, we have strong evidence (see 5a) that students admitted have been better prepared as a whole than previous students.
The MA in Psychology provides a rigorous, research-based program designed to develop knowledge and problem-solving skills that will be applicable in clinical, research, and
educational settings. Our students have represented three different profiles:
1. Those seeking to enter Ph.D. or Psy.D. programs, and who wish to increase their likelihood of acceptance.
2. Those currently working in different areas of human services or education and seeking advancement in their careers.
3. Those with a limited background in psychology who wish to explore their interests and acquire the knowledge and skills necessary for further training and employment in settings related to psychology.
The more rigorous admission criteria described earlier increased the first population above, and limited the third. The second population remains well represented.
As a result of these changes, together with periodic assessment of our program, we have added two new courses, PSY 539 (Research Practicum) and PSY 589 (Thesis Seminar), and altered the format of the Comprehensive Exam. The goal has been to increase students’ abilities to complete the program in 3-4 semesters and produce better doctoral candidates.
Recruitment (within our limited fiscal means) has also increased to reach those who fit the profiles listed above. In Fall 2012, the Graduate Coordinator identified Psychology Department addresses at colleges and universities in CT, MA, RI, NY, and NJ, and mailed 90 posters
(created by SGS). This will be repeated in Fall 2014.
In summary, over the past few years, we have achieved our goal to have fewer but better-qualified graduate students, and improve the efficiency of the program.
b. Is there anything else you would like us to know? (Issues you might choose to discuss could include visibility of the program, relationships the program has external to the university, changes in the economic support for the program, staffing, etc.) (150 words)
The program has a strong research focus, both in the course work (12 courses are devoted to research or content areas traditionally labeled “experimental psychology”) and in practice. In 2012-2013:
1. 80% of those graduating completed theses;
2. All students who applied to Ph.D. programs were accepted; and
3. Students created the Journal of Student Psychological Research which publishes peer-reviewed research in psychology and related disciplines.
addition, the strong research focus of our graduate students helps support our undergraduate program. Our three full-time GAs do extensive tutoring of undergraduates in statistics and
research methods (47% of their tutoring time has been devoted to these courses). The MA theses also provide learning opportunities for undergraduates who assist the MA students with data collection as research assistants or as PSY 100 participants.
2. External Demand for the Program
a. Using the data provided, review and explain the relationship between the program and external factors that impact the:
i. number of applicants and percentage of applicants accepted
ii. 5-year enrollment trends (450 words)
The drop in the number of applications and acceptances reported above reflects at least two factors. First, the definition of a “complete application” varied between the department and the Graduate Office until 2011-2012, when all admission materials began being collected by the Graduate Office.
Second, the department took deliberate steps to improve the program. As stated earlier, we made a conscious effort to be more selective in our acceptances due both to limited resources, which made it difficult to accommodate the number of students we had in 2008-2009, and to increase the quality of our program.
The increased admission standards by the department and University resulted in fewer applications and enrolled students, but has paid off in better-qualified and more motivated
students as the GPA data indicate (see 5a). We have seen a greater research focus. Our students are increasingly opting to conduct a Master’s thesis (rather than the comprehensive exam), and an increased number of our students are accepted into doctoral programs. There is also a trend towards more full-time students. It is our objective to increase enrollment while at the same time maintaining the quality of the students who are admitted to the program.
To increase enrollment, we have developed:
1) A 4+1 model (listed in the 2013-14 Graduate Catalog) for the Master’s degree to enable students to complete our program in a shorter time period. Through this model, we will be able to recruit undergraduate psychology majors from other universities as well as SCSU (currently we have approximately 600 majors) into our Master’s program and offer an efficient path to an advanced degree.
2) In addition, we are proposing an Office of Psychological Assessment (OPA) and a related certificate program in Psychological Assessment to draw applicants while providing both a much-needed service for our undergraduates. This initiative will provide low-cost
evaluation of undergraduates seeking assistance from the DRC. The department has licensed psychologists with expertise to train students. The planned 12-credit certificate program will attract students to the program and staff the OPA. The proposed certificate would train graduate students as Psychometrists, who administer and score psychological assessments of adults. This is a nationally-recognized profession, complete with a governing body and board of ethics. To become licensed as a Psychometrist, one must complete a graduate program with 1 year of supervised experience and pass a national exam. To our knowle dge, this Certificate program will be the only one of its type in the State of Connecticut. This would qualify our graduates to conduct lucrative assessments through the Americans With Disabilities Act, as well as work in more general clinical settings, and obtain jobs in research settings gathering psychometric data (such as pharmaceutical research).
b. Which employers, institutions and/or communities benefit from this program? Describe how the program meets the needs of the state (e.g., economic, cultural, civic, etc.)? (150 words)
Societal and technological trends have led to an emphasis in many careers on data-driven decision-making and evidence-based practices. The emphasis on data in many fields opens the door for those who can effectively analyze and interpret data. Within the SCSU community, the Office of Assessment has had numerous GAs who were students in our program. Outside of SCSU, our students have had field experiences at several clinical and research sites including Haskins Laboratories, Griffin Hospital, Fellowship Center (New Haven), Center for Women and Children (Bridgeport), Children’s Center (Hamden), and Whiting Forensic Institute (New Haven). Graduate students receive on-site supervision as well as supervision from our
departmental faculty. After graduating, our students contribute to the community through their employment at numerous agencies such as Yale University, the federal government, Gateway Community College, Metropolitan Community College, Boston Children's Hospital, and the Institute of Professional Practice.
c. Is there anything else you would like us to know? (Issues you might choose to discuss could include competition from local, regional, and other institutions.) (100 words)
To our knowledge, ours is the only general Psychology Master’s program in the State with a central focus on research and evidence-based inquiry. We prepare students for highly
competitive PhD programs and for research-based and clinical work settings. Our program’s uniqueness, paired with little local competition, provides a welcome opportunity to expand. We have the needed resources: 3 new neuroscience faculty, laboratory space, and existing
partnerships with local agencies and research centers (see 8c). With increased advertising, recruiting, and expansion of course offerings our program could grow, yet retain the quality we have established in the last 5 years.
3. Internal Demand for the Program
a. Using the data provided, please describe how courses in your program serve students in other programs. What percentage of students in your courses come from other programs? Please provide enrollment data for graduate courses offered by your department that are required for other graduate programs. (Some of your discussion in this section may be repetitive, but is important in understanding the internal demand for the program.) (100 words)
Only one course offered by Psychology is required by another graduate program at SCSU (in contrast to our undergraduate offerings). Abnormal Child Psychology (PSY 527) is a
requirement for School Psychology. Enrollment for PSY 527 was 10 and 18 for Spring 2013 and Spring 2014, respectively. Non-PSY students were 30% and 55% of the course each semester, respectively. An average of 22.89% of our credits are generated by students from other
programs (see Table 6a). These have been students from CSP, REC, SED, ENG, WMS, EDU, MFT, EXS and SOC, as well as well-qualified undergraduates and non-matriculated students.
b. How is enrollment for your graduate program influenced by enrollment in your undergraduate program? Is there potential for a formal pathway between the two programs? (100 words)
Our large undergraduate program (currently over 600 majors) has not negatively impacted the size of our graduate program or graduate course offerings.
We are developing a formal pathway between undergraduate and graduate programs. The current Graduate Catalog states it is possible for well-prepared students from SCSU and elsewhere to complete our program in one year (i.e., a 4+1 model involving a BA or BS in Psychology in 4 years, and an MA in 1 year). This model will enable us to recruit undergraduate psychology majors and offer an efficient path to an advanced degree.
c. How reliant are you on non-program students taking your courses? (100 words)
The program does not rely on students from other programs to fill our courses, but they are always welcome.
d. Does the program produce services needed by other parts of the campus (e.g. clinics, testing services)? (100 words)
The Psychology GAs offer tutoring services for our undergraduate courses, which promotes student retention and academic success. For example, in Fall 2012, 141.5 hours were spent tutoring with 33 different students.
The Office of Assessment and Planning has sought our graduate students as GAs. In consultation with the DRC and others, we are currently creating an Office of Psychological Assessment which will provide low-cost evaluation of undergraduates seeking assistance from the DRC. The department has licensed psychologists with expertise to train students. A 12-credit certificate program is planned which will attract students to the program and staff the OPA.
e. Is there anything else you would like us to know? (100 words)
As stated in 1b and 3b, our graduate program is small but efficient, and which supports our large and flourishing undergraduate program through services such as GAs who tutor, proctor exams, and assist professors with teaching in sections with larger enrollments. Approximately 16% of the GA hours are devoted to tutoring, saving SCSU students $4254.00 - $10612.50 compared to private tutoring. A number of undergraduate courses also serve the LEP and provide
foundational coursework for students in certification programs from other departments.
Therefore, our graduate program helps sustain undergraduate programs and requirements across the university.
4. Quality of Program Inputs and Processes
a. Please provide a narrative of how the qualifications and assignments of your full- and part-time faculty align with and support the program. Please include a discussion of the challenges and successes the department faces in providing qualified faculty to meet th e needs of the program. In those programs where it is appropriate, please discuss the integration of adjuncts into the program’s curriculum. (450 words)
The Psychology Department has 21 tenured or tenure-track faculty members, all of whom have Ph.D. degrees, extensive teaching experience, and are members of the Graduate Faculty. Of these, 14 have regularly taught graduate courses over the last 5 years. Furthermore, several have been recognized for excellence: a CSU Professorship, the J. Philip Smith Teaching Award (twice), Board of Regents Research Award for SCSU, Advisor of the Year, and Technology Teacher of the Year. The expertise of department members spans all of the major disciplines, from experimental fields (e.g., cognition and neuroscience) to clinical areas (e.g., personality and psychopathology). Because of the faculty’s diverse interests and specializations, we can easily find well-qualified instructors for our graduate courses. The range of graduate courses offered reflects this diversity.
In addition to those who regularly teach graduate courses, others work as Master’s thesis
advisors, as sponsors of internships or independent studies, or by having graduate students assist with their research projects. In 2013, 11 graduate students co-authored 18 publications with faculty, and 8 additional co-authored papers are currently in preparation.
Several adjunct faculty with doctoral degrees also teach graduate courses. As with our full-time faculty, adjuncts are assigned to courses in areas for which they have substantial expertise. For example, one adjunct instructor who teaches PSY 512 was named the 2005 Connecticut Teacher of the Year.
We have experienced no difficulties hiring qualified full-time faculty. In the last 3 years, we have hired two new members in behavioral neuroscience and one in clinical psychology. Each has come to SCSU with an impressive research program, and several graduate students have already begun projects as part of their research programs. Further, we are currently in the process of hiring a new assistant professor in neuroscience. Our growing strength in this area will more fully utilize our existing animal laboratory facilities and offer additional research opportunities for our students. These new faculty members are now teaching some of our existing graduate courses, and are planning to offer new courses in the burgeoning and cutting-edge field of neuroscience.
SCSU enjoys an enviable geographic position near other research institutions (Yale, Haskins Laboratories) that allows faculty to pursue top-notch collaborations, often on grant-funded projects (see 6d and 9c). We also have adequate lab space, and sufficient technical equipment for faculty to conduct research. These include: a large animal facility with two colony rooms, several rooms with animal test chambers, a surgery room, and a cage-washing facility; a speech perception lab; an eye-tracking lab; a multi-room observational lab equipped with video and computer equipment; and a computer lab for research with human participants. That we have fully utilized these resources is evident in the faculty’s productivity.
b. Briefly describe the merits and logic of your curriculum. (250 words)
Our curriculum is designed to allow flexibility in course selection, and therefore appeals to a broad range of educational goals. Students can elect to deepen the knowledge gained as undergraduates or take courses in areas they have not studied. The curriculum was designed to ensure that students develop a strong background in diverse areas of psychology. Two required courses expose students to the nature of psychological theory and research. PSY 500 (Design and Analysis) covers advanced topics in design of experimental and non-experimental research and statistical analysis of data. PSY 502 (Problems in Psychology) provides a broad survey of history and systems in psychology. This course emphasizes formulation of theories and use of
experimentation to test theories.
In addition to these courses, students have considerable flexibility in choosing elective courses. However, the planned program is structured so that students get exposure to advanced courses in major areas of psychology--experimental, developmental, social, and personality/abnormal. While the styles of courses vary, many are seminars, and class time is mostly devoted to discussions of journal articles and student presentations. Course assignments give students training in data management and scientific thinking skills appropriate for students in psychology-reading current literature, designing and analyzing research, writing literature reviews and research reports, and giving oral presentations. Students who go on to write a thesis have the additional opportunity to practice these skills as part of their thesis research. In addition, two psychological assessment courses offer hands-on experience where students learn to use various psychological tests.
c. How dynamic is your program? Please identify and describe what procedures are in place to provide continued, regular evaluation and review (include formal and informal activities). Describe the impact of the review on the program and curriculum (e.g., FAAR data may be used as evidence, as well as other documentation of changes to the curriculu m). (300 words)
Our Graduate Committee and Graduate Coordinator continuously monitor the program, meeting frequently each semester to discuss long-term goals and possible changes. The Graduate Committee meets with every thesis student, and the Graduate Coordinator meets with each Comprehensive Exam student, where student feedback is assessed. Alumni surveys are used to obtain data for program evaluation. Impacts include:
1. The evolution of the comprehensive exam. The exam was changed over a decade ago from multiple-choice to three essay exams from three topic areas to mimic a thesis. The timing of the exam was changed in 2010 based upon observations of student performance and exit interviews. A fixed amount of time is now allowed for each section, rather than having a fixed time for the entire exam, which helps students focus their efforts on each section. Feedback from both faculty and students about both changes has been
overwhelmingly positive.
2. The addition of several courses. Prior to 2009, PSY 537-538 (Field Work in Clinical Psychological Services, I and II) was revised. Since 2009, a research practicum (PSY 539) has been added to offer field experiences in data collection, and a Thesis Seminar (PSY 589) has been added to create a thesis cohort and increase thesis completion rates. 3. Changes to the admissions process. A personal statement and two letters of
recommendation were required beginning in 2006. The minimum GPA was raised by the Graduate Committee to 2.7 in 2008-2009 in advance of the change by the Graduate Council to a 3.0 minimum. Beginning in 2009, scores on the GRE general test were also required. The inclusion of these materials has helped us in selecting students whose career and educational goals are better aligned with the mission of the program.
d. Is there anything else you would like us to know? (Issues you might discuss could include the quality of your incoming students, or a comparison of your curriculum, courses, assessments, experiences to similar programs. How does your program better serve students than similar programs offered elsewhere?) (200 words)
Compared to other programs, our program better serves students by its flexibility. It allows for tailoring to specific student needs and allows multiple and individualized curricular pathways to the degree. Our program also allows students to focus more on research content areas. In comparison, CCSU offers three MA programs: general, community and health, with six required courses. Our program requires two core courses, and allows students to select the remaining courses to individua lize their planned programs. CCSU also requires a thesis to be completed, whereas we allow either a thesis or a comprehensive exam. Wesleyan University has a five-year BA/MA program open only to Wesleyan juniors. Connecticut College has an MA program with four specializations, and all courses are dual-listed with undergraduate courses. Our program is
more affordable, more accessible to the public, and more flexible than either of these latter two programs.
5. Quality of Program Outcomes
a. How does your program use assessment data to ensure quality of student outcomes? Describe the quality of your program outcomes. (e.g., G.P.A., Student Opinion Surveys, course evaluations, alumni surveys, professional assessment/evaluation, other
assessments, participation in groups or organizations that focus on pedagogy or andragogy. Insert a table listing your program outcomes. Note that the table does not count in the word limit). (900 words)
Objective data from GPA, course evaluations, and alumni surveys are used to monitor the quality of student outcomes. In addition, students complete informal exit interviews with the Graduate Coordinator, or their thesis committee.
The assessment data have been used to make improvements to our program. For example, to enhance the thesis process, create a cohort of thesis students, and increase rates of completion, we have added a Thesis Seminar course (PSY 589). Further, to improve the comprehensive exam, we changed the format and duration of the exam (see 1a and 4c). Data have also been used to evaluate the impact of these changes.
The GPA data indicate that we have achieved our goal of improving the caliber of our students. The average overall GPA for the last three semesters in the table (GPA of 3.69 based on an average of 30 students) is significantly higher than the average overall GPA for the first three semesters in the table (GPA of 3.44 based on 52 students). Furthermore, increased satisfaction with and success on the comprehensive exam is indicated in data presented below.
The course evaluations indicate that our graduate students consistently report positive experiences with the rigor of our classes, the high standards of faculty, and the modes of
instruction. This is also seen in the alumni survey data presented below. Students also reported that our approaches in the classroom have helped them achieve their learning goals. Note that in 2012-13, over 90% of students responded strongly agree or agree to 7 of 9 survey statements, with four survey statements having close to 100% of the students responding strongly agree or
agree. These data indicate that students are receiving an exceptional educational experience with a proven record of success.
The following measures of student achievement from an alumni survey (57% returned) speak to the high quality of the program:
● 56% (10/18) have advanced in their work in applied settings (conducting research), ● 44% (8/18) are engaged in teaching,
● 100% (11/11) of those who applied were accepted for further graduate study, and of these:
○ 63% were accepted into a doctoral program ■ 36% PhD program
■ 27% PsyD program
○ 36% were accepted into a specialized Master’s program.
● 90% report being better prepared than their peers in further graduate study; ● 55% report being better prepared than their peers in the same type of employment; ● 60% report being better prepared than their peers in conducting research;
● 100% report being better prepared than their peers in teaching. ● 86% rated faculty knowledge as excellent;
● 97% rated faculty as excellent role models for the profession; ● 90% rated the quality of instruction as excellent;
● 96% rated advisement for courses, program and careers as excellent or good; ● 100% rated quality of advice and support of thesis advisement as excellent or good; ● 91% of students reported that their coursework prepared for the comprehensive exam; ● 100% believed the test captured their knowledge and skills.
The table below summarizes our outcomes for student learning: OUTCOMES
1. Demonstrate understanding of research in psychology
2. Be able to use tools necessary to locate psychological literature 3. Be able to write effectively utilizing APA style
4. Be able to conduct psychological research
5. Be able to present information effectively to peers
6. Demonstrate understanding of various content areas of psychology 7. Demonstrate increased critical thinking skills
8. Be able to further their education in psychology
9. Have updated credentials for advancement in their organization 10. Be able to be employed in the field of psychology
The methods of assessment and outcome measures for each of the above are presented below. Outcomes
Addressed
Methods of Assessment Outcome Measures
1, 2 PSY 500 (Design & Analysis) performance.
21 of 23 students taking PSY 500 in F12 and F13 combined achieved grade of C or better.
S12 not taken by any F13 75% (3 of 4) pass 1 High perceived value of the thesis
experience demonstrated on the Alumni Survey
100% (12 of 12 thesis students) rate experience as “Excellent” (11) or “Good” (1) on F13 survey.
2, 3, 7 Comprehensive Exam Research Section Pass Rate
5 of 6 (F12, S12, & F13) pass (C or better) PSY 500 section
3, 4, 5, 7. Thesis Completion
12 of 13 begun in 2011-12 and 2012-13 now completed. (1 switched to
comprehensive exam) 5 Presentation of research at
psychological conferences
11 students have presented at research conferences
6 Comprehensive Exam Content Sections
11 of 12 possible content sections passed in F12, S12, & F13 semesters. (6 students have taken two content sections for twelve possible passes (C or
better)).... 6 Course importance ratings from
Alumni Survey
-8 of 9 responding in advanced graduate program report equally or better
prepared for further education than peers.
-10 of 11 responding employed report equally or better prepared for further work than peers.
-10 of 10 engaged in later research report equally or better prepared for research than peers.
8 Alumni Survey indication of further education
11 students indicate having applied to additional graduate programs...all 11 indicate acceptances
employment in field
graduate program report securing work
b. Is there anything else you would like us to know? (Issues you may choose to discuss could include preparing your students for employment or further scholarly pursuits. Where possible provide data driven examples, e.g., number of students who pass the licensing exam). (300 words)
The value of a general Master’s program in psychology is that it is marketable to many different students with varied educational and career goals. However, this feature makes it difficult to assess student outcomes because there is no common desired outcome, such as number of students who pass a licensing exam or number of students working in a specified field.
Furthermore, there is no outside accreditor for general psychology programs. We can report the number of students accepted for additional graduate study, but these numbers ignore the fact that not every student has this as their goal. The data above should be considered in that light. Our Alumni Survey has also indicated that activities after graduation often involve additional graduate study and employment.
What we find compelling is that when asked to compare their preparation with us in whatever they are doing (doctoral study, employment, or research), almost all previous students report that they are equally or better prepared than peers from other programs.
6) Size, scope and productivity of the program
a. How many credit hours does the program generate? (table generated by OMIR)
b. What degrees or certificates are awarded? (This is a simple list of degrees and will list only one degree or certificate unless you are one of the programs approved to report your data in combination)(in table form with item c)
MA in Psychology
c. How many degrees or certificates have been awarded (five year data)?
d. Using the data provided, present and discuss the record of the graduate faculty in research/creative activity. (200 words)
Publications
Type of Publication 2009-2010 2010-2011 2011-2012 2012-2013 Book, Chapter in Scholarly
Book-New
0 1 0 0
Book, Scholarly-New 0 1 0 0
Book, Textbook-Revised 0 0 1 0
Edited Book 0 0 0 1
Instructor's Manual 1 0 0 1
Journal Article, Academic Journal
7 8 21 13
Journal Article, Professional Journal
0 1 0 0
Manuscript 0 0 2 0
Monograph 0 1 0 0
Other 0 1 0 0
Professional Presentations
Keynote/Plenary Address 1 0 0 1
Lecture 0 1 0 0
Oral Presentation 3 7 2 0
Other 1 1 0 2
Paper 2 1 0 2
Poster 15 16 23 9
Professional Conference Participation
Role 2009-2010 2010-2011 2011-2012 2012-2013
Attendee 4 9 11 8
Other 6 7 7 5
Contracts, Grants and Sponsored Research
Type 2009-2010 2010-2011 2011-2012 2012-2013
Grant 2 6 7 6
The gold standard for productivity in our area is publication in peer-reviewed psychological journals and presentation at conferences. As the data show, this is our strongest area of productivity. Our faculty published 52 articles in peer-reviewed journals, published 6 books (including widely-used texts in our area), and made 87 presentations in the last 5 years.
Professional conference participation is also active; faculty attended conferences 57 times in the past 5 years. Further, our department has a long-standing record of grant funding, with a total of 23 grants, both internal to the CSU system (totaling over $380,000) and external, including a National Institute of Health (NIH) and National Science Foundation (NSF) funding (totaling approximately $1,325,000).
Our department’s productivity is particularly notable given the nature of our science and
publication process, which can take 2-3 years from data collection to publication. Any research in psychology needs ethical review, either by the IRB or IACUC, and often involves extended data collection periods, as well as time for the peer-review journal process. Of note is that the faculty in Psychology are productive in all categories above; there is at least one entry in each category.
e. What types of student or student/faculty research or creative activity have been developed and or produced (e.g., include theses, dissertations, special projects)? (100 words)
We have a productive faculty who involve graduate students in research ranging in topics such as early literacy, student motivation, internet-mediated deception, women’s body image, religiosity and homosexuality, intimacy in middle age, healthy aging, and animal and human models of autism. Since 2009, 29 theses have been completed. Examination of faculty CVs has determined that since 2009, 11 students have co-authored 18 publications with faculty (about 35% of the total), and 11 students co-authored 23 conference presentations with faculty (about 26% of the total).
f. In your narrative discuss how all these data impact or have impacted the size, scope or productivity of your program. (200 words)
The faculty’s productivity, especially in publishing in peer-reviewed journals, demonstrates that we have the ability and resources available to produce quality research. This translates into an abundance of opportunities for students to complete their own research, backed by faculty members well-versed in collecting and analyzing data. Planned development of our neuroscience and psychological assessment area will further develop the opportunities for research for both students and faculty
The great variety of faculty interests translates into a faculty who produce an advisor for just about any student research. Many students can receive mentorship and do research in areas that excite or inspire them and are not limited by the faculty.
g. Is there anything else you would like us to know (this might include a discussion of equipment purchased solely for the purposes of the graduate program). (100 words)
Our faculty have been recognized for excellence in the last 5 years: we have been recipients of a CSU Professorship, the J. Philip Smith Teaching Award (twice), Board of Regents Research Award for SCSU, Advisor of the Year, and Technology Teacher of the Year.
We also have productive laboratories on campus, including a large animal facility with two colony rooms, several rooms with animal test chambers, a surgery room, and a cage -washing facility; a speech perception lab; an eye-tracking lab; a multi-room observational lab equipped with video and computer equipment; and a computer lab for research with human participants.
7. Revenue and other resources generated by the program
a. What are the sources and how much revenue does the program generate through student enrollments?
b. What are the sources and how much additional revenue does the program generate through fees such as laboratory or special user fees? (50 words)
No additional revenue is generated through fees. This will change with the creation of the Office of Psychological Assessment, which will generate revenue by charging modest fees for cognitive assessments of undergraduates. Fees will be used to keep the assessments current. No other special technology is needed at this time.
c. What are the sources and how much revenue does the program generate by services (e.g., external or to other programs)? (50 words)
Tutoring services are offered by GAs to our undergraduates at no out of pocket cost, which saves undergraduates $30-$75 dollars per hour for comparable private tutoring.
The Office of Psychological Assessment, which is in development, will generate fees based upon the assessments that will be conducted (amounts to be determined).
d. In the narrative on this section discuss how the revenues and other resources impact the size, scope and productivity of your program? (100 words)
Additional revenue and support would allow the program to grow. Greater support for the animal labs would allow faculty to train and supervise students in neuroscience research. We have the laboratory infrastructure, but lack the animal care staff to allow full use of the equipment. Additional GAs would provide further tutoring support for our undergraduates and assistance with faculty research.
Finally, the Office of Psychological Assessment may need support such as faculty development or administrative release time, but this office will also bring in revenue to offset costs. We have the faculty, tests, and training courses necessary for startup.
e. Is there anything else you need us to know? (You may wish to discuss grant activity, gifts to the University, etc.) (100 words)
Our department has an established record of grant funding. We have had 23 grants over the last 5 years, both CSU grants (totaling over $380,000) and federal grants, including National Institute of Health (NIH) and National Science Foundation (NSF) funding (totaling approximately $1,325,000).
Support for graduate student research is available through the establishment of a $25,000 endowed scholarship fund in 2013. Also, graduate and undergraduate students can publish research in our graduate-student-run Journal of Student Psychological Research, which received a $2500 donation in 2013 for long-term operating expenses.
8) Costs and other expenses
a. What are the total costs of the program? (table)
b. What is the ratio of costs to revenues? (table)
c. What investment in new resources does the program require? (200 words
We occasionally need new versions of psychological assessments (also utilized in our undergraduate testing courses). Funds generated by the proposed Office of Psychological Assessment may be used for this purpose.
We already have the infrastructure in place for neuropsychological research in terms of lab space. However, maintaining animal labs to regulatory and ethical standards requires resources and time beyond faculty members’ capabilities. In short, resources to provide and care for the
animals are needed. Some additional equipment (specialized freezers) is needed as well. Therefore, with money and support for animal care, this is an area that could grow in producing opportunities for MA students.
This year, nearly 25% of our applications to date come from out-of-state, and we want to tap this market more, but doing so requires marketing expertise. We have partnered with the Graduate Office in the past for some mailings, but a more systematic approach is needed. The opportunity to continue this marketing and recruitment with the School of Graduate Studies should be exploited, which will require a marketing campaign with updated materials, billboards , email blasts, and social media.
d. What demonstrable efficiencies exist in the way the program is operated (e.g., summer courses; cross-listed courses, etc.)? (100 words)
Our program is small but sustainable due to several efficiencies. All of our faculty (and anyone hired) can teach undergraduate and graduate courses. We provide students with scheduling flexibility through cross-listed courses (e.g., PSY 560/WMS 560) and hybrid courses (e.g., PSY 503 in Fall 2014). We also encourage graduate students to take 400-level classes when similar courses are not offered at the graduate level. Additionally, students are encouraged to explore specific interests with summer courses from other programs. We have not been able to offer summer classes due to enrollment limits, but students use this time for internships.
9) Impact, justification, and overall essentiality of the program
a. How does this program connect to the University’s mission statement and/or the Graduate School’s mission statement? (100 words)
Consistent with the mission of the University and the mission of the Graduate School, we promote excellence in graduate education by providing a rigorous, research-based program of study designed to develop knowledge, analytic and problem-solving skills which prepares
students for Ph.D. programs in Psychology and related fields and for careers in clinical, research, and educational settings. As demonstrated in our alumni survey (item 5), our graduates have been very successful in obtaining positions in research and teaching, and in going on to competitive doctoral programs.
b. How does this program respond to societal needs that the institution values? (e.g., producing a critical thinking, educated citizenry; improving the state’s workforce; meeting health care needs of the community, etc.)? (100 words)
To meet the demands of a dynamic workforce in an increasingly research-based society, our program provides students with critical analytical skills. Our students gain the tools necessary for evidence-based practice and data-driven decision making that are increasingly required in a range of fields, including Education, Speech-Language Pathology, and Clinical Assessment, to name a few. Examples of how this program benefits the University and greater community include the assessment of SCSU undergraduates as part of our planned Office of Psychological Assessment, and the numerous field practica (see 2b) in which students serve community agencies while gaining valuable research skills.
c. To what extent does this program help the institution differentiate itself from similar programs at peer institutions? (100 words)
To our knowledge, our program is the only general Psychology Master’s program in the State with a central focus on research and evidence-based inquiry. It prepares students for entry into highly competitive PhD programs and for research-based and clinical work settings. Some new and unique aspects of our program include:
A proposed Office of Psychological Assessment, which will collaborate with the DRC to evaluate undergraduates for eligibility regarding learning accommodations.
A 3-year NIH training grant (beginning July 1, 2014) to mentor graduate students in developmental research in autism spectrum disorders in collaboration with SCSU’s Autism Spectrum Center of Excellence.
d. Is there anything else you would like us to know? (100 words)
Our 4+1 model enables students to complete our program in a shorter time period. We will then be better able to recruit undergraduate psychology majors (currently over 600 majors) into our Master’s program and offer an efficient path to an advanced degree. In addition, the proposed Office of Psychological Assessment will draw students from a range of disciplines and provide both much needed service for undergraduate students as well as training and a certificate for our graduate students. Finally, the department has a strong history of grant funding (see 6d) that provides students with research opportunities.
10) Opportunity analysis of the program
a. Describe the external opportunities for strengthening your program. (300 words)
Psychology is one of the largest undergraduate majors in the country, and is growing. It is the fifth most popular major overall and is the most popular undergraduate major within the social sciences (Carnevale, Strohl, & Melton, 2011; U.S. Dept of Education, 2012). Approximately 1.3 million students nationwide earn Bachelor’s degrees in Psychology, and 50% continue on for graduate degrees (Carnevale et al., 2011). From 2001-2011, the psychology major increased 37% (U.S. Dept of Education, 2012). The American Psychological Association’s Center for
Workforce Studies estimates that 25% of Psychology BA recipients continue on to graduate study in Psychology.
These national numbers present an opportunity to grow our program. Even though our graduate program has always been available to psychology majors in Connecticut, we have just started to market the program to psychology majors from nearby states. We see the large number of psychology undergraduates in the Mid-Atlantic and New England as an untapped resource. As a general program we have broad appeal and can serve the needs of many different kinds of
students, especially those who are seeking to improve their likelihood of admission to increasingly competitive PhD programs in psychology. The addition of a certificate in psychological assessment and growth of our neuroscience area will enhance this appeal. Our program offers an opportunity for these students to make themselves better candidates for doctoral study in psychology and other health and human services areas. In 2012, 90 posters were made and distributed to psychology departments in states surrounding Connecticut, as well as in NJ and PA. The opportunity for the School of Graduate Studies to continue this marketing and recruitment should be exploited, which will require a marketing campaign with updated materials, billboards, email blasts, and social media.
b. Describe the internal opportunities for strengthening your program. (300 words) ● Internal Recruitment. A 4+1 option (earning an MA degree in 1 year after BA)
capitalizing on our existing coursework, faculty, and resources already exists. We plan to recruit from our undergraduate program (over 600 majors).
● Develop the Office of Psychological Assessment (which has the support of the A&S Dean, the VP of Student Affairs, and the DRC) to provide training for MA students in psychological assessment, and the opportunity to obtain a Psychometrist certificate while providing low-cost assessments for undergraduates seeking academic accommodations. Thus, we can increase graduate enrollment and provide a valuable service for the
University.
● Continue strengthening relationships with other programs. Recently, 3 PSY students have sought Applied Behavioral Analysis (ABA) training. One enrolled in the sixth-year
certificate in SED; 2 opted to pursue the certificate at WCSU. Developing closer ties and coordination with the SCSU ABA certificate program, Special Education, and the Autism Spectrum Center of Excellence will keep these students on campus, and increase
enrollment in both programs. We have also started discussing how a certificate program in Applied Statistics in the Math Department would complement an MA in Psychology. ● Expand and develop opportunities for graduate students.
○ The recent addition of clinical and neuroscience faculty allows us to expand our training of graduate students in clinical assessment (e.g., as part of the OPA described above) and in cutting-edge neuroscience techniques.
○ A recently awarded NIH training grant will expand training of graduate students in clinical research with children with autism spectrum disorders. In collaboration with SCSU’s Autism Spectrum Center of Excellence and Department of
Communication Disorders, and Haskins Laboratories (on Yale’s Biotech campus), this grant will enable students to acquire skills in EEG/ERP and eye-tracking, non-invasive techniques for measuring brain activity.
