Psychology Mission Statement – From pp



Psychology Program Mission Statement Introduction

In light of the University mission statement, the psychology discipline adopted a mission statement in January 1993, and as updated in 2011:

The Lake Superior State University (LSSU) Psychology program recognizes that interest in human behavior is universal. An understanding of human behavior is critical to successful living and to satisfying careers. Both nationally and locally, psychology electives are the most frequently electives on college campuses and the most frequently required outside-major courses.

As the program focusing on the scientific study of human behavior, LSSU Psychology has four relatively distinct audiences. The psychology program at LSSU is committed to providing a quality psychological education to its four audiences:

1. psychology majors

2. psychology minors

3. general education students

4. majors and minors in other fields with required psychology coursework

Our Mission Statement addresses all of our roles:

Psychology Program Mission Statement

The LSSU Psychology program believes that an educated adult should appreciate environmental and biological influences on the development of the individual. Psychology’s emphasis on scientific study of human behavior can provide knowledge to students at various levels of discourse. As a research-based discipline with strong philosophical roots, it is both a liberal arts discipline and a science.

Psychology believes in the worth and dignity of the individual student. Through student-faculty relationships, peer relationships, and student groups, the discipline seeks to provide a supportive relationship for intellectual growth well as role models of committed professional life.

For psychology majors and minors, the discipline seeks to increase knowledge of the methodology of psychological inquiry and develop analytical, critical thinking. Psychology is not committed to a set of answers but to the continuing ability to generate ethical, socially responsible questions that can be empirically assessed.

The academic skills crucial to success in Psychology include writing, critical reading, quantitative analysis, problem solving, and oral communication. Students develop a sense of perspective from which to view their own behavior and to select better personal goals.

For the applied student, Psychology offers skill training in interpersonal interviewing and in conceptualizing personal and interpersonal dynamics.

Psychology promotes student efficacy through success in demanding course activities, personal self study, and learning experiences designed to challenge student assumptions.

Part 2. The LSSU Mission Statement (in bold) and Related Psychology Mission Statements(in italics)

1) Our principal mission at Lake Superior State University is to help students develop their full potential.

The LSSU Psychology program believes that an educated adult should appreciate environmental and biological influences on the development of the individual. Psychology’s emphasis on scientific study of human behavior can provide knowledge to students at various levels of discourse. As a research-based discipline with strong philosophical roots, it is both a liberal arts discipline and a science.

2)We do this by providing high-quality, academically rigorous programs

Psychology promotes student efficacy through success in demanding course activities, personal self study, and learning experiences designed to challenge student assumptions.

3) in an engaged, personal and supportive environment.

Through student-faculty relationships, peer relationships, and student groups, the discipline seeks to provide a supportive relationship for intellectual growth well as role models of committed professional life.

This combination 4) nurtures potential and sets students on paths to rewarding careers and productive, satisfying lives.

An understanding of human behavior is critical to successful living and to satisfying careers.

5) We also serve the regional, national and global communities by contributing to the growth, dissemination and application of knowledge.

the discipline seeks to provide a supportive relationship for intellectual growth well as role models of committed professional life.

Part 3 Goals and Objectives

LSSU’s Psychology Program has adopted as the foundation of its objectives the 10 learning goals of the American Psychological Association’s “ Guidelines For The Undergraduate Psychology Major as Presented By The American Psychological Association” (2007)

The first five of these goals focus on specific outcomes for the psychology major, and the second five on psychology’s contribution to general education.

Part I. Knowledge, Skills, and Values Consistent With the Science and Application of Psychology

Learning Goals

Goal 1: Knowledge Base of Psychology

Students will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

Goal 2: Research Methods in Psychology

Students will understand and apply basic research methods in psychology, including research design, data analysis, and interpretation.

Goal 3: Critical Thinking Skills in Psychology

Students will respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solve problems related to behavior and mental processes.

Goal 4: Application of Psychology

Students will understand and apply psychological principles to personal, social, and organizational issues.

Goal 5: Values in Psychology

Students will be able to weigh evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a discipline.

Part II. Knowledge, Skills, and Values Consistent With Liberal Arts Education That Are Further Developed in Psychology

Goal 6: Information and Technological Literacy

Students will demonstrate information competence and the ability to use computers and other technology for many purposes.

Goal 7: Communication Skills

Students will be able to communicate effectively in a variety of formats.

Goal 8: Sociocultural and International Awareness

Students will recognize, understand, and respect the complexity of sociocultural and international diversity.

Goal 9: Personal Development

Students will develop insight into their own and others’ behavior and mental processes and apply effective strategies for self-management and self-improvement.

Goal 10: Career Planning and Development

Students will emerge from the major with realistic ideas about how to implement their psychological knowledge, skills, and values in occupational pursuits in a variety of settings.

These ten goals are linked to specific sample learning outcomes for psychology courses in a separate Excel document, Psychology_major_outcomes_Feb_2011.

Part 4

The Psychology Program has used a wide variety of techniques to evaluate the outcomes of these objectives, including some, but not all, of those suggested by the American Psychological Association:

|Task Force on Learning Goals & Outcomes | | |

|Board of Educational Affairs, American Psychological | | |

|Association (2002) | | |

| | | |

|Assessment Method |LSSU |comments |

|Classroom/Course Data | | |

|Objective Tests |Yes |Almost all classes |

|Essay Tests |Yes |Most classes |

|Embedded Questions and/or Assignment |Yes |Some classes |

|Classroom Assessment Techniques (cf. Cross & Angelo)  |Yes |Some classes |

|Individual Projects/Performance Assessment | | |

|Written Products (e.g, term papers, lab reports, critiques) |Yes |Some classes |

|New Oral Presentations (e.g., speeches, role plays) |Yes |Some classes |

|Graphic Tests and Displays |Yes |Some classes |

|Poster Presentations |Yes |Some classes |

|Structural/Situational Assessments  |No | |

|Summative Performance Assessment | | |

|Standardized Tests |MFAT, GRE, GRE Psych |Not every year |

|Locally-Developed Exams |No | |

|Capstone Experiences |PSYC498/495/499 |Required for all majors |

|Internships |Some classes | |

|Portfolios |No | |

|Assessment Center Methods (e.g, in-baskets) |No | |

|Case or Longitudinal Studies  |No | |

|Self-Assessment/Reflection | | |

|Student Journals |Some classes | |

|Self-Critiques  |Some classes | |

|Collaboration | | |

|Research Teams | | |

|Group Projects (e.g., written and oral) |Some | |

|On-Line Group Activities (e.g., chat room traffic)  |Few | |

|Interviews and Surveys | | |

|Satisfaction Measures (e.g., alumni, seniors, employers, etc.) | | |

| Alumni |Not recently | |

| Seniors |Almost yearly | |

|Employers |No | |

|Performance Reviews |No | |

|Exit Interviews |Yes | |

|External Examiner Interviews |Not recently | |

|Focus Groups |Not yearly | |

|Follow-up Alumni Interviews  |No | |

|Archival Measures | | |

|Transcript Analysis |No | |

|Analysis of Transfer Patterns |Yes | |

|Syllabus Audit |No | |

|Demographic Data Analysis |No | |

|Alumni Database |No | |

|Library Use Statistics |No | |

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