(January 2008) Central Washington University’s Department of Psychology provides learning opportunities and experiences through which undergraduate and graduate students develop an understanding of the perspectives, content, methodology, and technology of the science of human and nonhuman behavior and mental processes. Undergraduate and graduate programs prepare students for life-long learning and advanced study in psychology, as well as providing professional preparation for careers in research, business, industry, education, and social service. The department is a major participant in the general education and undergraduate teacher education sequences of the university and provides selected courses for other majors and programs as appropriate to the discipline. Specialized master’s degrees are available in experimental psychology, school psychology, school counseling, and mental health counseling. The graduate professional preparation programs have a particular emphasis on helping students develop the competencies and identity of the mental health counselor, school counselor, or school psychologist. • Our mission statement is found in our undergraduate handbook and on our department web site. This mission statement was revised after our 2004 program review to be a more concise statement of our mission, to mention each of our graduate programs, and to remove our earlier enumeration of all of our centers programs, since our mission is consistent regardless of delivery site.
(January 2008) The department is guided by college and university goals and results of our program evaluation as we set and pursue our instructional, scholarly, and service goals. For examples: College and university goals stress service to our students at our university centers and we have requested tenure track faculty positions to support a psychology major at the west side centers. College and university goals stress excellence in education programs and we have been a leader in instituting LiveText and other facets of conformity to OSPI and NCATE standards. College and university goals stress service learning and we promote service learning programs such as Meaningful Connections and Children’s Village as well as in our graduate internships and faculty scholarly activities, such as GEAR-UP. We have responded to increased college and university emphasis on assessment with a new capstone course for seniors and a new assessment committee, a standing committee of our department.
(January 2008) Psychology Department Goals, All Programs A. Goal: Assess and improve our undergraduate and graduate curricula This goal has been maintained since our last program review. Changes since the last program review: • As a consequence of end-of-major exams and shifting emphases in the field, we revised our major in 2006-2007 to add PSY 460, Cognitive Psychology and PSY 478, Physiological Psychology to our core set of required courses. • To support the department and university’s focus on assessment, we have added PSY 489, a senior assessment course required of all graduating majors. • We have revised our graduate program in experimental psychology by expanding its core of methods and content courses and reducing the number of elective credits to yield a 48 credit program instead of a 60 credit program. Our new program is much closer to the average length of masters programs in this field. • We have added CACREP accreditation review of our mental health counseling (awarded) and school counseling (planned) programs to validate the curricula of these programs. Our school counseling and school psychology programs are already accredited by national and state bodies. Our long range plan is to seek Association for Behavior Analysis approval of our new applied behavior analysis track in the M.S. Experimental Psychology program. • See the program goals and student learning outcomes tables for each program for a complete report on this topic. B. Goal: Promote effective teaching This goal, while always understood, has been made explicit since our last program review. Our emphasis will be on more frequent and routine mentoring and assessment of teaching. We will review faculty use of their newly-negotiated personal faculty development fund account. • See the program goals and student learning outcomes tables for each program for a complete report on this topic. C. Goal: Promote excellence in learning to prepare students for careers and advanced study This goal, while always understood, has been made explicit since our last program review. Our emphasis will be on better assessment of learning by including more clear statements of learning objectives in all syllabi and portfolio assessment and universal administration of the Major Field Test to our graduating seniors. • See the program goals and student learning outcomes tables for each program for a complete report on this topic. D. Goal: Assure faculty staffing adequate to support timely delivery of all courses and programs at all sites. This goal has been maintained since our last program review. Changes since the last program review: • The department Undergraduate Curriculum Committee reviews enrollments and recommends changes in frequency of course offerings at the Ellensburg campus. • We have received strong administrative support for replacement of vacated tenure track positions to improve staffing. • We have been able to raise the level of faculty support at our Puget Sound centers from part-time and term appointments to tenure track positions • We have hired three new school/mental health counselors (2006-2007) and a new physiological psychologist with her primary teaching assignment at the undergraduate level (2007-2008). Searches are now under way for seven new tenure track appointees: three school psychologists, a mental health/school counselor, an experimental psychologist with expertise in our new graduate track in applied behavior analysis, and two general experimental psychologists to further strengthen the currency of the undergraduate curriculum. One of these latter appointees will be assigned to our Des Moines center. • See the program goals and student learning outcomes tables for each program for a complete report on this topic. E. Goal: Pursue diversity goals by attracting women and minority students and faculty members and by increasing student and faculty contact with diverse populations. This goal has been maintained since our last program review. Changes since the last program review: • In all of our faculty searches, we welcome minority and women applicants. Of the four faculty hires since our last program review, two have been women, including one whose primary assignment is undergraduate instruction. • In 2007-2008, about 70% of our bachelors degree candidates are women. The proportion of women in our graduate programs ranges from 68% (M. S. Experimental Psychology) to 78% (M. Ed. School Counseling). • Our student body is becoming more ethnically diverse. CWU has the highest percentage of Latino students of the state’s four-year public institutions and the psychology major is a representative sample of our student body. Twenty-eight percent of undergraduate psychology majors are non-white and about half of those are Latino. Twenty percent of our graduate students are non-white and 60% of them are Latino. • In our graduate counseling programs, we are beginning to log practicum hours spend with clients from diverse populations. • See the program goals and student learning outcomes tables for each program for a complete report on this topic. F. Goal: Support involvement of undergraduate and graduate students in psychological research This goal has been maintained since our last program review. We have a long-standing record of creating and disseminating research by student-faculty teams. Evidence includes publications, presentations at professional meetings, presentations at SOURCE, research theses, and research proposals and projects in major classes. Changes since the last program review: • We have begun a new interdisciplinary summer field research course in primate behavior at our field station in China. Dr. Megan Matheson leads this program for our department. • See the program goals and student learning outcomes tables for each program for a complete report on this topic. • We bring a scientific perspective to bear on social services in our area. These programs are detailed below under Goal G. G. Goal: Seek support for faculty teaching, scholarship, and professional development activities. This goal has been maintained since last program review. Changes since the last program review: • Our new contract includes an individual professional development fund of $700 for each faculty member. • The new workload forms have the potential for flexible apportionment of time among the three areas of faculty activity. This flexibility has gone largely unused, however. • There has been some reduction in summer session revenues to the department, reducing that source of support. • See the program goals and student learning outcomes tables for each program for a complete report on this topic. H. Goal: Maintain and enhance the infrastructure for the Psychology Department to optimize support for instruction and scholarship. This goal has been maintained since last program review. Changes since the last program review: • We applied for and won a university equipment grant to upgrade our training clinic to a modern digital recording and playback system. • Through a new hire, we maintained our two engineering technician positions for research and instructional support. • There has been some reduction in summer session revenues to the department, reducing that source of equipment support. • We are pursuing funds to upgrade to our animal research facilities with new urgency. Our animal facilities no longer comply with regulatory standards and lab research with most animal species has been delayed. • See the program goals and student learning outcomes tables for each program for a complete report on this topic. I. Goal: Serve as a center for psychological and educational services to the community and region This goal has been maintained since last program review. Through our undergraduate contributions to the professional education sequence of courses, we contribute to the teacher education program. Our undergraduate degree program also prepares students to enter graduate training in mental health counseling, school counseling, counseling psychology, and clinical psychology, eventually serving the growing psychological counseling needs of our communities, schools, businesses, and military organizations. Our graduate programs in mental health counseling, school counseling, and school psychology provide free services to the community through our Community Counseling and Psychological Assessment Center. Changes since the last program review: • Our building now houses the Ellensburg School District Developmental Preschool and our students study effective means of instruction with this special needs population. • Undergraduate and graduate students have gained experience administering DIBELS testing in the public schools • Several students and faculty are conducting research and gaining guidance experience through the CWU GEAR-UP grant program • A new research and practice relationship has been established between our students and faculty and Children’s Village in Yakima, a center for special needs children. • As examples of service learning experiences for our students, we have supported Meaningful Connections, a social contact service for elderly residents of nursing facilities. We have also sponsored student action research on sleep disorders in the elderly and our students have served as volunteers at the Ellensburg Community Health Clinic, a medical clinic for low-income and uninsured patients. • See the program goals and student learning outcomes tables for each program for a complete report on this topic. Other Activities: Assessment The psychology department considers other desirable activities worth mentioning here. For one, we have been moving steadily toward more formalized, regular program assessment. We are augmenting our conventional activities such as student evaluation of instruction and peer review of instruction with statements of all program goals, evidence for each, and desirable levels of performance. • In 2007-2008, we inaugurated a new capstone course, PSY 489, Senior Assessment, consisting of portfolio review, professional development, and program evaluation activities. We will collate assessment results from this class and use them to evaluate our major program. • We created a new standing committee of the department for program assessment. • New online administration of our end-of-major assessment instrument, the Major Field Test, allows us to add up to 50 program assessment items to the MFT. We are now creating a group of items to build a history of quarterly student assessments of program effectiveness. • We have formalized an annual spring meeting for assessment purposes. Our 2008 meeting will be the fifth of its kind. In topic-specific groups, we review each other’s syllabi, exams and other assignments, and discuss assessment problems. Other Activities: Student Life We promote meaningful informal contacts with our students to complement their classroom experience, model professional attitudes and behavior, and guide them toward their next professional or educational level. This is consistent with CWU and COTS Goals I and II and applies to our residential campus and to the university centers. • The department sponsors the activities of Psi Chi, the national honor society in psychology, and our Psychology Clubs on the Ellensburg and Des Moines campuses. These organizations promote student interaction, sponsor a speaker series, and organize student travel to attend the annual meeting of the Western Psychological Association. The Psi Chi web site is at http://www.cwu.edu/~psych/psichi.html and the Psychology Club web site is at http://www.cwu.edu/~psych/psychclub.html • The department supports PSY 275, a training course for residence hall advisors. • Our faculty makes scholarly presentations to colleagues, students, and the community attending the Natural Science Seminar and Social Science Seminar series. Since our last program review, two goals no longer are immediate concerns. We have improved collegial relations within the department and our relations with the campus IRB are much smoother. Additional Goals, M.S. in Mental Health Counseling See the program goals and student learning outcomes tables for this program for a complete report on our current goals and assessment methods. Changes since the last program review: • This program was thoroughly reviewed and awarded initial accreditation by the Council for the Accreditation of Counseling and Related Programs (CACREP). Changes to the program included new procedures (e. g., orientation for internship site supervisors), formalizing procedures (e.g. student disciplinary policies) and records-keeping (e.g., define and record skills milestones for practica). • We separated the mental health and school counseling proseminars to build professional knowledge and identity in students and faculty. • We upgraded the equipment we use to record our training clinic counseling sessions for later supervisory review. We now use digital recording and playback equipment. • We hired a senior faculty member for 2007-2008 in mental health counseling and school counseling to serve as our program director. Two other faculty members with mental health and school counseling expertise were also hired for 2007-2008. Goals • Move from initial two-year CACREP accreditation to full eight-year accreditation status. Additional Goals, M.S. in Experimental Psychology See the program goals and student learning outcomes tables for this program for a complete report on our current goals and assessment methods. Changes since the last program review: • Evaluated and revised our program curriculum in light of our current faculty expertise, current trends in research and doctoral programs, preparing our students for contemporary professions and doctoral programs, and the programs of peer institutions. We revised our core and optional course selections and reduced the program from 60 to 48 credits. We identified biopsychology, cognitive psychology, and applied behavior analysis as productive areas for new faculty hires when the opportunities arise. • Hired one new tenure-track experimental psychologist (biopsychology) for 2007-2008 • Search under way for three new tenure-track experimental psychologists, (applied behavior analysis, general, general/cognitive) for 2008-2009. Goals • Hire two new tenure-track experimental psychologists for 2008-2009, one in cognitive/neuroscience psychology and one in applied behavior analysis. • Inaugurate new Applied Behavior Analysis track of the M.S. in Experimental Psychology program. • Increase enrollment. Additional Goals, M.S. in Organization Development (MSOD) Changes since the last program review: • In 2005, admissions to the MSOD program were suspended while the program underwent a separate program review. The normal schedule of courses continued to be offered to previously admitted students so they could all complete the program. While the program was generally commended by internal and external reviewers, a faculty team has not been reassembled and the program is has been suspended. Additional Goals, M.Ed. in School Psychology/Washington State Educational Staff Associate Residency Certificate in School Psychology See the program goals and student learning outcomes tables for this program for a complete report on our current goals and assessment methods. Changes since the last program review: • We achieved successful state OSPI, NCATE, and NASP program approvals. Goals • Develop a Washington State Educational Staff Associate Professional Certificate program in school psychology. This program would award a continuing professional certificate to school psychologists with the initial (residency level) certificate. • Increase ethnic and racial diversity in our students and faculty. • Respond to recommendations from our last National Association of School Psychologists accreditation review with appropriate program changes. • Hire three new tenure-track school psychology faculty members, including a program director, in 2007-2008. Additional Goals, M.Ed. in School Counseling/Washington State Educational Staff Associate Residency Certificate in School Counseling See the program goals and student learning outcomes tables for this program for a complete report on our current goals and assessment methods. Changes since the last program review: • We combined the degree and state certificate programs in compliance with state standards. • We separated the mental health and school counseling proseminars to build professional knowledge and identity in students and faculty. • We upgraded the equipment we use to record our training clinic counseling sessions for later supervisory review. We now use digital recording and playback equipment. • We added a new course in administering school counseling programs, • We hired a senior faculty member for 2007-2008 in mental health counseling and school counseling to serve as our program director. Two other faculty members with mental health and school counseling expertise were also hired for 2007-2008. • We achieved successful state OSPI and NCATE program approvals Goals: • Coordinate more closely with our PEAB and Educational Service District 105 to promote internships in ethnically diverse schools. • Seek CACREP accreditation for this program.
(January 2008) External evaluations are received from the college dean, Center for Teaching and Learning, Vice Provost for Graduate Studies, Vice Provost for Undergraduate Studies, and professional accrediting bodies. Their recommendations are referred to appropriate department and program committees for response. Internal evaluations are generated quarterly through evaluations of instruction and senior assessment classes, and annually at the department’s assessment day. Proposals for change arise from these sources and are voted upon by the department. Some recent examples of assessments that have led to program changes include: • Creation of PSY 489, Senior Assessment, consisting of portfolio review, professional development, and program evaluation activities. • Adding PSY 460, Cognitive Psychology and PSY 478, Physiological Psychology to our core set of required courses for the undergraduate major. • Raising the level of faculty support at our Puget Sound centers from part-time and term appointments to tenure track positions • Creating a new standing committee of the department for program assessment. • Successful review and initial accreditation of our M. S. Mental Health Counseling program by the Council for the Accreditation of Counseling and Related Programs (CACREP). • Revising our M. S. Experimental Psychology core and optional course selections and reducing the program from 60 to 48 credits. • Inaugurating a new Applied Behavior Analysis track of the M.S. in Experimental Psychology program.
(January 2008) The department’s goals are constantly changing because of changes in the discipline of psychology and its applied profession, because of reexamination of the university’s and college’s missions, and because of the feedback effects of our own previous reforms. Because our environment is always changing, we seek continuous adaptation and improvement. We measure our success in terms the proportion of desirable changes we actually bring to fruition. This requires openness to evidence, willingness to change, and placing a greater value on program improvement than on individual territory. As a department, we have had a high degree of success in accomplishing what we set out to do.
(January 2008) • Increase the “niche definition” and curriculum currency of the department: Faculty scholarship expectations have been made more explicit; criteria for reappointment, promotion and tenure have been aligned with those of the college; staffing and curriculum of the undergraduate major have been realigned with national standards, and an applied behavior analyst track has been added to the M.S. Experimental degree • Increase collegiality among the faculty: We made collegiality a program goal. By attending to professional relations, we have improved our climate of civility and respect. • Reexamine the role of graduate programs and resources allocated to them: Our Master of Science in Organization Development program is no longer active, allowing us to reallocate faculty to undergraduate instruction. Our school counseling program has enrolled more students, becoming a equal partner with our other professional masters programs. We expect that our applied behavior analyst track and broader emphasis on primate behavior will strengthen the M.S. Experimental degree. • Examine the utility of having two levels of major: In 2006-2007, the department studied these programs. We found that about half of our students select our 45-credit major and half the 60-credit major. The student GPAs in both majors were very similar. The core of courses is the same in both majors. We concluded that both majors serve purposes valued by our students. • Consider a capstone course for the major: We added PSY 489 partially in response to this evaluation. • Consider a pre-major assessment of skills and knowledge: We have considered, but not adopted, various means of assessing our students before they begin the major. • Offer the major at our university centers: We have begun to offer the major at our Des Moines center, potentially available to other centers students via distance education technology. • Offer extended contracts to successful full-time non-tenure track instructors: This was not a matter under department purview and university policy is now part of the collective bargaining agreement. • Add computer statistical packages to our curriculum. We are phasing in computer support in the second statistics course in our major. Standardization, classroom access, and expense to students pose problems.
(January 2008) • We requested and have hired three new school/mental health counselors (2006-2007) and a new physiological psychologist with her primary teaching assignment at the undergraduate level (2007-2008). Searches are under way for seven new tenure track appointees: three school psychologists, a mental health counselor, an experimental psychologist with expertise in our new graduate track in applied behavior analysis, and two general experimental psychologists to further strengthen the currency of the undergraduate curriculum. One of these latter appointees will be assigned to our Des Moines center. • Establishment of a psychology major at CWU-Des Moines, one of our Puget Sound centers, co-located on the campus of Highline Community College. • Initial accreditation of our M.S. Mental Health Counseling program by the Council for the Accreditation of Counseling and Related Programs (CACREP). • Revising our major to add PSY 460, Cognitive Psychology and PSY 478, Physiological Psychology (2006-2007) and PSY 489, Senior Assessment (20078-2008) to our core set of required courses. • We revised the core and optional course selections of our M.S. in Experimental Psychology and reduced the program from 60 to 48 credits. We plan to inaugurate a new Applied Behavior Analysis track of the program. • Approval of our school psychology and school counseling programs by the State Board of Education, NCATE and NASP (school psychology). • A new interdisciplinary summer field research course in primate behavior at our field station in China, co-directed by Dr. Megan Matheson. • Made our program assessment and student learning outcome procedures more explicit and routine. • Dr. Andrew Downs won the CWU Parents Association Excellence in Teaching award. • Expanded regional outreach and service through the CWU GEAR-UP grant, Children’s Village in Yakima, Meaningful Connections, Ellensburg Community Health Clinic, and participation in the ESD 105 school counseling training grant.
(January 2008) • Curriculum: Our Master of Science in Organization Development program was suspended during a program review. Despite generally favorable results of the review, the program is no longer active. There were some positive effects of this outcome, but our graduate enrollment has declined as a result. • Staffing: Vacancies created by retirements and resignations were filled by non-tenure track appointees for one or two years, impeding progress in instruction, curriculum, student advisement, and scholarship. • Regional Service: Developing a major at one or more university center has moved forward slowly. • Physical Facilities: Our 1972 building is increasingly mismatched to the requirements of our evolving academic program. Our experimental animal labs need to be updated to IACUC standards. Human lab spaces need to be reconfigured from the original relay-based equipment design. Presentation technology should be standard in all classrooms. We have no informal faculty gathering area. We have no distance education technology classroom in the building and are not able to conveniently include centers students in our classes or faculty in our department meetings.
(January 2008) Our program assessment forms report how each department and program goal is linked to goals of the college and university. In general, our undergraduate and graduate programs all pursue Goals I and II of the College of the Sciences and the university, goals that pursue an “outstanding academic and student life.” Through our internships, clinical services, service learning, and applied research projects, the department’s programs build partnerships with private industry, public service agencies, professional groups, and academic institutions, called for in CWU Goal IV and COTS Goal V. Our strong graduate programs have achieved appropriate state and national accreditation and we are actively developing new specializations that conform to national standards (CWU Goal V, COTS Goal III). We pursue external funding for our research and instructional programs and support a summer curriculum that returns revenues to the university, college, and department (CWU Goal III, COTS Goal IV). We contribute important courses to the undergraduate teacher education program and two state- and NCATE-approved graduate degree and certification programs in professional education (COTS Goal VI). Finally, we have had an explicit department goal to promote pleasant collegial relationships that value diversity, cooperation, and civility among ourselves (CWU Goal VI, COTS Goal VII).
(January 2008) B.A. in Psychology, (45 or 60 credit major) Coherence • The design of our major reflects an integrated set of student learning outcomes. • The coherence of our curriculum is addressed in department meetings, retreats, and planning sessions. • Through our departmental approval process, all faculty members have an opportunity to influence program development • We stress a consistent set of syllabus elements within the department. We are moving toward syllabus templates for selected courses often taught at the university centers and by part-time faculty members. • Our department has defined its areas of strength and built a curriculum around them. These areas include solid general experimental psychology, research methods, statistics, educational psychology, child development, primate behavior, and pre-counseling courses. We avoid curriculum and faculty appointments in areas that might require very specialized equipment, scant student interest, highly-trained assistants, or large professional research teams. Breadth • Our major and minor core course requirements represent all the major subfields and research skills of psychology. Elective courses represent common specialty areas. The Office of Teaching Resources in Psychology, a service of Division 2 of the American Psychological Association, has assembled a list of 17 subfield topics from a review of 36 university-level comprehensive survey texts. All of these topics are addressed in one or more of our courses. Depth • All major subfields of psychology are introduced in the required core courses of our major and three topics, learning, cognition, and physiological psychology, are pursued in greater depth. Elective courses permit greater depth of study in areas of student interest. Two or more courses are available in a few areas: general experimental psychology, research methods, statistics, educational psychology, child development, primate behavior, and pre-counseling psychology. • Directed research and special topics classes encourage reading and data gathering in areas of mutual student-faculty interest. Logical Sequencing • Our course prerequisites direct students into a desirable sequence of courses. The online registration system recently has started enforcing these prerequisites. • Our academic advisors direct students into logical sequences of courses Synthesis of Learning • All senior majors take a capstone seminar course in their last quarter. The course brings together their undergraduate major through a portfolio review, career, graduate school, and personal assessment presentations, and a major field exam. • All majors take a comprehensive course in the history and theories of the discipline • Student-faculty research is presented to regional or national professional meetings and at CWU’s annual Symposium on University Research and Creative Expression (SOURCE). • Internships and service learning in applied settings are encouraged. M.S. in Mental Health Counseling Coherence • The curriculum is tightly organized around the knowledge and skills of the professional mental health counselor. Our program is CACREP accredited. CACREP is the leading national body for accrediting educational programs in mental health counseling. It establishes standards for the institution, program objectives and curriculum (including foundations, contextual dimensions, and knowledge and skills), clinical instruction, faculty and staff, organization and administration, and evaluations in the program. The current CACREP standards may be found at http://www.cacrep.org/2001Standards.html. • Relations among courses and between courses and the program mission are reviewed annually by the graduate program faculty committee. • The process of creating a student handbook has focused the faculty on the structure and content of the entire curriculum. Breadth • The curriculum addresses all the knowledge and skills of the professional mental health counselor, as recommended by the Council for Accreditation of Counseling and Related Programs (CACREP), the leading accrediting body for masters-level programs in mental health counseling. Depth • This professional masters program is, by its nature, restricted to specialized content and skills. • The research thesis requirement results in deeper study in an area of special interest. • The internship requirement results in intensive experience in a specialized professional setting. Logical Sequencing • Courses are formed into a sequence with little permissible variation. Students are closely advised into the sequence of courses. The sequence is reviewed by the program committee. • Quarterly course offerings are dictated by the program’s course sequence. • The program’s student handbook informs students about the sequencing of courses. Synthesis of Learning • Students execute, present, and defend a research thesis written in APA style. The thesis study may be presented to regional or national professional meetings or at CWU’s annual Symposium on University Research and Creative Expression (SOURCE). • Students complete a 900-hour internship in a professional setting M.S. in Experimental Psychology Coherence • Courses cover both an advanced core of research methods and content, with specialty courses in selected areas of faculty expertise. • We establish correspondence between student interests and our expertise areas before admitting students to graduate study. • Relations among courses and between courses and the program mission are reviewed annually by the graduate program faculty committee. Breadth • Courses cover both an advanced core of research methods and content and specialty courses in selected areas of faculty expertise. We emphasize general applications in our methods courses but limit program breadth to areas in which we have ample faculty expertise. Depth • We limit our content courses and student population to research areas in which we have ample faculty expertise. • The research thesis requirement results in deeper study in an area of special interest. • Internships in applied settings are encouraged. Logical Sequencing • Courses are relatively independent, so little control is exerted over sequence. • Research experience begins with collaborative work with a faculty member and culminates in an independent thesis. • Internships in applied settings are built on prior appropriate course work. Synthesis of Learning • Students execute, present, and defend a research thesis written in APA style. The thesis study may be presented to regional or national professional meetings or at CWU’s annual Symposium on University Research and Creative Expression (SOURCE). M.Ed. in School Psychology/Washington State Educational Staff Associate Residency Certificate in School Psychology Coherence • The curriculum is tightly organized around the knowledge and skills of the professional school psychologist. The curriculum conforms to the requirements of the National Association of School Psychology (NASP), the National Council for the Accreditation of Teacher Education (NCATE), and Washington State Office of the Superintendent of Public Instruction (OSPI) standards for Residency Level Educational Staff Associate in School Psychology certification programs. Our program is fully approved by all of these accrediting bodies. • Relations among courses and between courses and the program mission are reviewed annually by the graduate program faculty committee. • The process of creating a student handbook has focused the faculty on the structure and content of the entire curriculum. Breadth • The curriculum covers all the knowledge and skills of the professional school psychologist, as recommended by NASP, NCATE, and OSPI. Depth • This professional masters program is, by its nature, restricted to specialized content and skills. • The research thesis requirement results in deeper study in an area of special interest. • The year-long internship requirement results in intensive experience in a specialized professional setting. Logical Sequencing • Courses are formed into a sequence with little permissible variation. Students are closely advised into the sequence of courses. • Quarterly course offerings are dictated by the program’s course sequence. • The program’s student handbook informs students about the sequencing of courses. Synthesis of Learning • Students execute, present, and defend a research thesis written in APA style. The thesis study may be presented to regional or national professional meetings or at CWU’s annual Symposium on University Research and Creative Expression (SOURCE). • Students complete a year-long internship in a professional setting • Students complete a portfolio review, a comprehensive written examination, and an oral examination conducted by the CWU School Psychology Professional Education Advisory Board, a state-appointed board of school personnel from our region. M.Ed. in School Counseling/Washington State Educational Staff Associate Residency Certificate in School Counseling Coherence • The curriculum is tightly organized around the knowledge and skills of the professional school counselor. The curriculum conforms to the requirements of the Council for Accreditation of Counseling and Related Programs (CACREP), a national accrediting body for masters-level programs in school counseling. The program is approved by the National Council for the Accreditation of Teacher Education (NCATE), and Washington State Office of the Superintendent of Public Instruction (OSPI) standards for Residency Level Educational Staff Associate in School Counseling certification programs. • Relations among courses and between courses and the program mission are reviewed annually by the graduate program faculty committee. • The process of creating a student handbook has focused the faculty on the structure and content of the entire curriculum Breadth • The curriculum addresses all the knowledge and skills of the professional school counselor, as recommended by CACREP, NCATE, and OSPI. Depth • This professional masters program is, by its nature, restricted to specialized content and skills.. • The research thesis requirement results in deeper study in an area of special interest. • The internship requirement results in intensive experience in a specialized professional setting. Logical Sequencing • Courses are formed into a sequence with little permissible variation. Students are closely advised into the sequence of courses. • Quarterly course offerings are dictated by the program’s course sequence. • The program’s student handbook informs students about the sequencing of courses. Synthesis of Learning • Students execute, present, and defend a research thesis written in APA style. The thesis study may be presented to regional or national professional meetings or at CWU’s annual Symposium on University Research and Creative Expression (SOURCE). • Students complete a 600-hour internship in a professional setting • Students complete a portfolio review, a comprehensive written examination, and an oral examination conducted by the CWU School Counseling Professional Education Advisory Board, a state-appointed board of school personnel from our region.
(January 2008) Undergraduate program • The Office of Teaching Resources in Psychology, a service of Division 2 of the American Psychological Association, has assembled a list of 17 subfield topics from a review of 36 university-level comprehensive survey texts. All of these topics are addressed in one or more of our courses. • We strive to equip our students with the skills and perspectives of a contemporary psychologist. A list of desirable goals is provided by the report of the Task Force on Undergraduate Psychology Major Competencies (2003) appointed by the American Psychological Association’s Board of Educational Affairs. We have fashioned our program goals from this source. • Responding to current trends in the discipline and results of our Major Field Test of graduating seniors, we have added courses in cognitive psychology and physiological psychology to our required core of classes. Graduate programs • The currency of the curricula is assured by conformity to the accrediting standards and state professional licensing requirements in our school psychology, mental health counseling, and school counseling programs. • Currency is bolstered by strong faculty contact with the practitioner community through our internship placements and by the need to prepare students for state certification. Our faculty members in school psychology, mental health counseling, and school counseling all hold appropriate state licenses and engage in regular continuing education classes. • Feedback from students, internship supervisors, and employers helps to maintain the professional relevance of our training in the school psychology, mental health counseling, and school counseling programs. • Our experimental psychology graduate program was recently revised in light of a review of the curricula of peer institutions. • Responding to societal and employer needs, we are developing an experimental psychology specialty track in applied behavior analysis in collaboration with the graduate program in special education. • We maintain currency of our school psychology and school counseling programs through four annual meetings each with our Professional Education Advisory Boards, state-appointed boards of school personnel from our region.
(January 2008) • Yearly faculty assessment day reviews of syllabi and evaluation methods. • Use of SEOI data. • Peer observation of probationary faculty. • Post-tenure review of all tenured faculty. • Personnel committee mentoring of probationary faculty. • Continuing education course attendance by licensed faculty members. • We encourage participation in campus-sponsored courses in educational technology, such as Blackboard.
Completed and filed with Associate Provost
Completed and files with Associate Provost
(January 2008) • Assessment results are communicated to the department via program committee meetings, through the department assessment committee, through email distribution (e.g. Major Field Test data), at Professional Education Advisory Board (PEAB) meetings, through reports to the department and programs from accrediting bodies, from SEOI and peer review feedback, and by creating department program review self-studies. • Assessment results are communicated to the administration via reports from the chair to the dean, department program review self-studies, and submission of faculty records for promotion and merit increases. • Assessment results are communicated to other constituents via PEAB meetings, accreditation and state certification program approval self studies, and through the availability of documents on the department web site.
(January 2008) • Department committees study assessment results and recommend department or program action as appropriate. • Department conducts an Assessment Day at the end of spring quarter each year. At this time, the year’s data for each of our department goal indicators are presented and discussed. Potential alterations of curriculum or policies are considered. • Individual faculty members may modify their teaching, scholarship, or service skills in consultation with colleagues as appropriate. • Department recommendations are reported to the dean as they emerge. A summary of evaluations and responses is submitted every five years in the course of normal program review.
(January 2008) The department has two general education classes: • PSY 101, General Psychology. This course is consistent with the university’s general education goal to provide an “introduction to and analysis of the fundamental principles underlying human interaction intended to foster a better understanding of the human condition.” The course also focuses on general education goals 2, 4, 5, and 7, which stress appreciation of diversity, the logic of scientific reasoning, the breadth and depth of scientific and humanistic knowledge, and applying science to real world problems. Examinations in this course assess student understanding of these facts and methods. A sample syllabus and a table of student learning outcomes and assessments for PSY 101 may be found on the psychology department web site, www.cwu.edu/~psych • PSY 205, Psychology of Adjustment. Like PSY 101, PSY 205 is consistent with the university’s general education goal to provide an “introduction to and analysis of the fundamental principles underlying human interaction intended to foster a better understanding of the human condition.” The course also focuses on general education goals 2 and 7, which stress appreciation of diversity and applying science to real world problems. In addition, PSY 205 is a writing-intensive course, calling for frequent papers requiring self-examination and reflection on interpersonal relations in light of behavioral research. These papers and examinations in this course assess student understanding of these facets of applied psychology. A sample syllabus and a table of student learning outcomes and assessments for PSY 205 may be found on the psychology department web site, www.cwu.edu/~psych
(January 2008) • The first five student learning outcomes of the psychology major have a disciplinary emphasis, but are also related to the university’s general education goals 4, 5, 7, and 8, which stress logical reasoning, scientific breadth, applied science, and ways of creating knowledge. These goals and methods of assessment may be found in the tables referred to in 2.C.2, above. • The second five student learning outcomes of the psychology major are general education goals. They stress information and technological literacy, communication skills, sociocultural and international awareness, personal development, and career planning and development. These outcomes are related to the university’s general education goals 2 and 3, which promote diverse perspectives and communication skills, including information technology. These department goals and methods of assessment may be found in the tables referred to in 2.C.2, above.
(January 2008) Program goals of each graduate program and the relation of each to college and university goals may be found in the tables referred to in 2.C.1, above. Mission statements for each program follow. M.S. in Mental Health Counseling: Mission The Mental Health Counseling Program prepares professional Mental Health Counselors for the provision of culturally competent services in a variety of community and agency settings. The program offers to students training based on a scientist-practitioner model that reflects the cultural diversity of the society in which we live and work. Graduates are prepared for careers in the field of mental health to provide a full range of Mental Health Counseling services that involve psychotherapy, human development, learning theory, and group dynamics to help individuals, couples, families, adolescents, and children. This program prepares graduates to practice in a variety of settings, including independent practice, community agencies and outreach programs, managed behavioral health care organizations, hospitals, and employee assistance programs. Graduates will be competent and proactive professional counselors. They will be knowledgeable, ethical, and skilled in their selected fields; flexible and comprehensive in their approach; adaptable to the needs of the people they serve; and effective in meeting those needs. Graduates appreciate that advances in knowledge, skills and technology within the profession require life-long continuing education for counselors as well as monitoring and review of professional standards. The program seeks to provide educational excellence by challenging and supporting individual and professional development; researching and teaching from a sound knowledge base; affirming diversity of ideas, values and persons; upholding the highest of ethical principles in professional conduct; and maintaining partnerships with institutions and communities within the region. The program is designed to meet the curriculum requirements for licensure as a Mental Health Counselor in Washington and accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). M.S. in Experimental Psychology: Mission The Experimental Psychology specialization reflects our commitment to provide students with a generalized background in experimental psychology while allowing them to concentrate in areas of study adequately represented among the faculty. Our mission is to prepare students for doctoral or professional study in psychology and related fields, prepare students for community college and college teaching in psychology, prepare students for research and evaluation positions with public and private employers, and support our other masters programs in professional psychology with foundational instruction in conducting and interpreting psychological research. M.Ed. in School Psychology/Washington State Educational Staff Associate Residency Certificate in School Psychology: Mission The School Psychology Training Program at Central Washington University is committed to training professionals who have expertise in both psychology and education and are committed to enhancing the strengths of critical socialization institutions such as families and schools. This training is accomplished through a competency based scientist-practitioner model which emphasizes comprehensive school psychological services and recognizes the individual differences of children. M.Ed. in School Counseling/Washington State Educational Staff Associate Residency Certificate in School Counseling: Mission The mission of the School Counseling Program is to prepare professional counselors to work in elementary, middle, and high schools in a diverse, complex society. Graduates will receive a counseling foundation that emphasizes the theory and practice of comprehensive school guidance, professional identity, multicultural competencies, skills for counseling children and adolescents, and the role of school counselors as advocates. Experience with technology, clarity regarding appropriate roles for school counselors, and awareness of school culture are ingrained into many classes. Graduates will understand the importance of (1) professional standards, (2) collaborating with parents and other school officials, (3) lifelong learning for themselves, and (4) professional literature and professional organizations. M.Ed. in School Psychology/Washington State Educational Staff Associate Residency Certificate in School Psychology: Mission The School Psychology Training Program at Central Washington University is committed to training professionals who have expertise in both psychology and education and are committed to enhancing the strengths of critical socialization institutions such as families and schools. This training is accomplished through a competency based scientist-practitioner model which emphasizes comprehensive school psychological services and recognizes the individual differences of children. M.Ed. in School Counseling/Washington State Educational Staff Associate Residency Certificate in School Counseling: Mission The mission of the School Counseling Program is to prepare professional counselors to work in elementary, middle, and high schools in a diverse, complex society. Graduates will receive a counseling foundation that emphasizes the theory and practice of comprehensive school guidance, professional identity, multicultural competencies, skills for counseling children and adolescents, and the role of school counselors as advocates. Experience with technology, clarity regarding appropriate roles for school counselors, and awareness of school culture are ingrained into many classes. Graduates will understand the importance of (1) professional standards, (2) collaborating with parents and other school officials, (3) lifelong learning for themselves, and (4) professional literature and professional organizations.
Graduate Studies will provide information.
MEd Counseling Psychology Spring 2006 Attitudes of Counselors in British Columbia Toward Mandatory Credentialing MEd Experimental Psychology Spring 2006 Cage and Group Size Effects on Agonistic Behavior in Group-Housed Laboratory Pigeons (Columba livia) MEd Organization Development Spring 2006 Leadership in Organizations: An Exploratory Research Study of Two Assemblies of God Churches MEd Organization Development Spring 2006 Development of a Faculty-To-Faculty Mentoring Program at a Community College in Washington State MEd Counseling Psychology Spring 2006 Reactive Attachment Disorder of Infancy and Early Childhood: An Investigation into Mental Health Counselors' Understanding and Adherence to DSM-IV-TR Criteria MEd School Psychology Spring 2006 School Psychology: Perceptions of how to retain practitioners, attract New Personnel, and Increase Job Satisfaction MEd Organization Development Spring 2006 The Effects of a Lean Value Stream Assessment on New Employee Orientation Satisfaction in a Navy Organization MEd Organization Development Spring 2006 Yakima Health District Employee Satisfaction Survey MS Counseling Psychology Summer 2006 Prevalence and Predictors of Self-Harm Behaviors in a College Population MS Experimental Psychology Summer 2006 Lateral-Priming Effects on Response Dominance in Three Concept Domains MS Organization Development Summer 2006 Organizational Culture in a University Setting Prior to Collective Bargaining MEd School Psychology Summer 2006 Assessment of Teacher and School Psychologist Knowledge of Attention Deficit Hyperactivity Disorder (ADHD) MEd School Counseling Fall 2006 The Effects of Ropes Course Programming on Pre-Adolescent Youth MEd School Psychology Fall 2006 Professor's Perceptions of College Students with Attention Deficit Hyperactivity Disorder MEd Experimental Psychology Winter 2007 Chimpanzee Threat Gestures: Community Level Differences MS Counseling Psychology Winter 2007 The Effects of Music Education on WASL Scores MEd School Psychology Spring 2007 The Potential Impact of an ADHD Label on Teacher Expections MEd School Psychology Spring 2007 A Comparison Study of Students' self Assessments and Performance on an Immediate and Delayed Task MEd School Psychology Spring 2007 Emotion Understanding in Preschool Children: Differences within Gender and Ethnicity MEd School Psychology Spring 2007 Academic Achievement in Students with Externalizing Behavior Disorders MEd School Psychology Spring 2007 Curriculum-Based Measurements of Oral Reading Fluency in the 2nd Grade as a Predictor of Achievement on the Washington Assessment of Student Learning (WASL) in the 4th Grade MEd School Psychology Spring 2007 The Effect of Gaze on Performance of a Recall Task in Elementary Students MEd School Counseling Spring 2007 School Counselors' Perceptions of Their Role in Financial Aid for Higher Education MEd School Counseling Spring 2007 Analysis of Washington State's Adherence to an Anti-Bullying Policy: A survey of School Counselors MS Experimental Psychology Spring 2007 Communicative Role of Play Behaviors in Captive Chimpanzee Play MS Experimental Psychology Spring 2007 Chimpanzee (Pan troglodytes) Use of Gesture Sequences During Play MS Experimental Psychology Spring 2007 Public Perception of Enrichment for Captive Animals MEd School Counseling Summer 2007 The Relationship of Bullying Behavior and Academic Self-Efficancy in Elementary Students MEd School Psychology Summer 2007 Assessing Motivational Aspects of Students' Environments: Child and Teacher Perspectives MS Counseling Psychology Summer 2007 Self-Injurious Behavior in Adolescents: A comparison of Prevalence and School Counselors' perceived Pervalence MS Counseling Psychology Summer 2007 Assessment of the Differential Impact of Social Support From Friends and Family on the Life Satisfacation of older Adults. MS Experimental Psychology Summer 2007 Comparison of Intragroup greeting and reassurance behaviors across four chimpanzee (Pantroglodytes) social groups in American and African sanctuaries MS Counseling Psychology Summer 2007 Stress Coping Performance
(January 2008) We use distance education technology to conduct simultaneous course sections at the main campus and a university center or at two university centers. About six classes per year are conducted at two sites through distance technology. We require professors to originate at least one class session at the remote location, but some professors make more visits. We have conducted only one or two classes as asynchronous web-based classes. Nearly all of our classes post class notes and assignments on the web or use presentation graphics, email discussions, and other technology enhancements.
IR will provide data.
IR will provide data.
(January 2008) Blackboard was used in all sections of at least the following courses in 2007-2008. Evaluative summary follows. PSY 314 - Hmn Dev & Learner - Cates,Jennifer T PSY 589 - Prof & Ethical Issues - Cates,Jennifer T PSY 444 - Tests/Measurement - Downs,Andrew M PSY 447 - Psy of Adolescence - Downs,Andrew M PSY 544 - Tests/Measurement - Downs,Andrew M PSY 101 - Gen Psychology - Fallshore,Marte PSY 460 - Cognitive Psychology - Fallshore,Marte PSY 465 - Psychology and the Law - Fallshore,Marte PSY 541 - Cognitive Psychology - Fallshore,Marte PSY 300 - Research Meth in Psychology - Gabriel,Kara I PSY 460 - Cognitive Psychology - Gabriel,Kara I PSY 478 - Physiological Psych - Gabriel,Kara I PSY 541 - Cognitive Psychology - Gabriel,Kara I PSY 588 - Physiological Psych - Gabriel,Kara I PSY 315 - Educational Psychology - Kingston,Edward J PSY 346 - Social Psych - Kingston,Edward J PSY 449 - Abnormal Psych - Kingston,Edward J PSY 363 - Intermediate Statistics - Matheson,Megan D PSY 442 - Evolutionary PSY - Matheson,Megan D PSY 476 - Drugs - Matheson,Megan D PSY 478 - Physiological Psych - Matheson,Megan D PSY 542 - Evolutionary PSY Matheson, - Megan D PSY 550 - Res in Nat Environ - Matheson,Megan D PSY 588 - Physiological Psych - Matheson,Megan D PSY 315 - Educational Psychology - Montgomery,Michelle S PSY 489 - Senior Assessment - Montgomery,Michelle S PSY 556 - Adv Eval Technq - Montgomery,Michelle S PSY 566 - Personality Assmt - Montgomery,Michelle S PSY 583 - Consultation - Montgomery,Michelle S PSY 452 - Adult Devel/Aging - Penick,Jeffrey M PSY 453 - Theor Personality - Penick,Jeffrey M PSY 502 - Prof Orient: Ment Health Couns - Penick,Jeffrey M PSY 561 - Group Counseling - Penick,Jeffrey M PSY 593A - Practic in Couns I: Interview - Penick,Jeffrey M PSY 593B - Pract in Couns II: Assessmnt - Penick,Jeffrey M PSY 593C - Pract Coun III: Advanced - Penick,Jeffrey M PSY 314 - Hmn Dev & Learner - Schaefle,Scott E PSY 447 - Psy of Adolescence - Schaefle,Scott E PSY 503 - Proseminar in School Couns - Schaefle,Scott E PSY 560 - Intro to Counseling - Schaefle,Scott E PSY 569 - Adm School Couns Prog - Schaefle,Scott E PSY 449 - Abnormal Psych - Schwartz,Terrence J PSY 313 - Developmental PSY - Stahelski,Anthony J PSY 314 - Hmn Dev & Learner - Stahelski,Anthony J PSY 346 - Social Psych - Stahelski,Anthony J PSY 456 - Indust/Organiz PSY - Stahelski,Anthony J PSY 461 - Hist/Sys of Psych - Stahelski,Anthony J PSY 449 - Abnormal Psych - Stein,Stephanie PSY 303 - Analysis Everyday Behavior - Yastchenko,Alena V PSY 346 - Social Psych - Yastchenko,Alena V PSY 447 - Psy of Adolescence - Yastchenko,Alena V PSY 449 - Abnormal Psych - Yastchenko,Alena V PSY 455 - Beh Med & Hlth PSY - Yastchenko,Alena V Instructors have had generally favorable experiences with Blackboard, especially for communicating with students, posting assignments, practice tests, and other materials. The gradebook functions are less successful. Other internet and technology support was used in all sections of at least the following courses in 2007-2008. Evaluative summary follows. PSY 314 - Hmn Dev & Learner - Cates,Jennifer T - LiveText for assessment, email for communication PSY 574 - Multicultural Couns - Cates,Jennifer T - LiveText for assessment, email for communication. Students use email and phone to contact Royal City High School students each week of the quarter. PSY 589 - Prof & Ethical Issues - Cates,Jennifer T - LiveText for assessment, email for communication PSY 593B - Pract Coun II: Assessment - Cates,Jennifer T - Digital recording for reviewing counseling sessions. PSY 593B - Pract Coun II: Assessment - Cates,Jennifer T - Digital recording for reviewing counseling sessions. PSY 101 - Gen Psychology - Fallshore,Marte - Powerpoint on classroom equipment, Clickers PSY 460 - Cognitive Psychology - Fallshore,Marte - Powerpoint on classroom equipment, Clickers PSY 541 - Cognitive Psychology - Fallshore,Marte - Powerpoint on classroom equipment, Clickers PSY 314 - Hmn Dev & Learner - Fitch,Landon A - LiveText, Publisher web sites, DE, Powerpoint PSY 315 - Educational Psychology - Fitch,Landon A - LiveText, Publisher web sites, DE, Powerpoint PSY 300 - Research Meth in Psychology - Gabriel,Kara I - Web-based instructional materials PSY 460 - Cognitive Psychology - Gabriel,Kara I - Web-based instructional materials PSY 478 - Physiological Psych - Gabriel,Kara I - Web-based instructional materials PSY 541 - Cognitive Psychology - Gabriel,Kara I - Web-based instructional materials PSY 588 - Physiological Psych - Gabriel,Kara I - Web-based instructional materials PSY 315 - Educational Psychology - Montgomery,Michelle S - Web video clips, LiveText PSY 489 - Senior Assessment - Montgomery,Michelle S - Web video clips, LiveText PSY 556 - Adv Eval Technq - Montgomery,Michelle S - Web video clips, LiveText PSY 566 - Personality Assmt - Montgomery,Michelle S - Web video clips, LiveText PSY 583 - Consultation - Montgomery,Michelle S - Web video clips, LiveText PSY 452 - Adult Devel/Aging - Penick,Jeffrey M - Powerpoint PSY 453 - Theor Personality - Penick,Jeffrey M - Powerpoint PSY 502 - Prof Orient: Ment Health Couns - Penick,Jeffrey M - Powerpoint, WWW PSY 561 - Group Counseling - Penick,Jeffrey M - Powerpoint PSY 593A - Practic in Couns I: Interview - Penick,Jeffrey M - Powerpoint, Digital recording/playback system PSY 593B - Pract in Couns II: Assessmnt - Penick,Jeffrey M - Powerpoint, Digital recording/playback system PSY 593C - Pract Coun III: Advanced - Penick,Jeffrey M - Powerpoint, Digital PSY 314 - Hmn Dev & Learner - Rabak,Thomas - LiveText PSY 503 - Proseminar in School Couns - Schaefle,Scott E - LiveText, WWW PSY 362 – Introductory Statistics – Schepman, Stephen – SPSS PSY 363 – Intermediate Statistics – Schepman, Stephen – SPSS PSY 560 - Intro to Counseling - Schaefle,Scott E - LiveText, WWW PSY 569 - Adm School Couns Prog - Schaefle,Scott E - LiveText, WWW PSY 593A - Practic in Couns I: Interview - Schaefle,Scott E - Digital recording/playback PSY 593B - Pract in Couns II: Assessmnt - Schaefle,Scott E - Digital recording/playback PSY 593C - Pract Coun III: Advanced - Schaefle,Scott E - Digital recording/playback PSY 315 - Educational Psychology - Schwartz,Terrence J - LiveText PSY 568 - Counsel/Assess for Adults - Schwartz,Terrence J - Electronic reserve library system (Docutek), Library database searches, online interlibrary loan. PSY 571 - Couns Relationship/Fam - Schwartz,Terrence J - Electronic reserve library system (Docutek), Library database searches, online interlibrary loan. PSY 584 - Beh Disord/Psycho - Schwartz,Terrence J - Electronic reserve library system (Docutek), Library database searches, online interlibrary loan. PSY 449 – Abnormal Psychology – Stein, Stephanie – Powerpoint, email for communication PSY 346 - Social Psych - Street,Warren R - Instructor web site. Lecture notes, syllabus, grades PSY 461 - Hist/Sys of Psych - Street,Warren R - Instructor web site. Lecture notes, syllabus, grades PSY 593B - Pract in Couns II: Assessmnt - Thompson,Jeffrey - Digital recording/playback PSY 593C - Pract Coun III: Advanced - Thompson,Jeffrey - Digital recording/playback PSY 362 - Introductory Statistics - Tolin,Philip - Email to distribute materials PSY 301 - Learning - Williams,Wendy Anne - Powerpoint via classroom technology PSY 301 - Learning - Williams,Wendy Anne - Powerpoint via classroom technology PSY 460 - Cognitive Psychology - Williams,Wendy Anne - Powerpoint via classroom technology PSY 551 - Behavior Analysis - Williams,Wendy Anne - Powerpoint via classroom technology PSY 598 - Thesis Management in Psych - Williams,Wendy Anne - Powerpoint via classroom technology • Instructor evaluation of LiveText is generally negative. Faculty members cite confusing software, inadequate support, and much time invested for little benefit to instructor or student. Detailed evaluative comments are available from the Psychology Department. • The digital recording and playback system for our graduate training clinic practice is consistently praised by faculty members. • Evaluation of distance education equipment and staff support is generally favorable. Occasional distance transmission breakdowns still occur, however. • Classroom presentation technology is used and enjoyed by nearly all faculty members. The most common uses are powerpoint presentation of lecture outlines and real time access to web resources.
(January 2008) • Faculty using distance education technology report equivalent student achievement and equivalent SEOI ratings in the originating and remote classes. Students at the remote site are pleased to have the class available to them but regret the lack of contact with the instructor. • To accommodate student populations, our various centers and the main campus have different prime time hours of instruction. This makes it difficult to schedule synchronous distance education classes to full classrooms at multiple sites.
(January 2008) • At the centers, we support a psychology minor and service courses to the law and justice major, the teacher education program, and the general studies major. We have identified productive full time nontenure track and part time faculty members to teach these courses, but we teach courses at six university centers and rarely have all our courses covered far in advance. Most of our centers faculty members hold the doctoral degree and all hold at least the masters degree in psychology or an appropriate allied discipline. SEOI ratings and department chair reviews show that our centers faculty members typically have been competent-to-outstanding instructors who maintain student performance standards equivalent to the Ellensburg campus. An occasional instructor has been unsatisfactory, and they have not been reappointed. • We ensure that our centers syllabi include student learning outcomes and other common elements. Student evaluations of instruction are required of every class and are reviewed before faculty members are reappointed. • Our full time centers faculty have participated in our annual assessment day where we review syllabi and learning evaluation methods. • We will be offering the psychology major at CWU-Des Moines in 2007-2008, with a tenured faculty member assigned to the program part time and a full time tenure track appointee will be added in 2008-2009. The major will require our capstone assessment course, permitting more thorough comparison between the main campus and centers programs. • The technology, reporting, and assessment duties of the classroom instructor have increased over the years. For example, all classes in the teacher education sequence have LiveText reporting requirements and Blackboard support is becoming more common in all classes. Tenure track instructors can invest the time necessary to cope with these demands, but they are very burdensome for a part-time instructor teaching only one or two classes a year. This makes it more difficult to attract and retain centers instructors.
(January 2008) • Students interested in a psychology major can arrange for advising sessions with a faculty member of their choice or they can come to the department office for assignment to an advisor appropriate to their interests. All undergraduate majors are assigned a faculty advisor at the time of application for admission to the program. They are required to meet with the advisor and obtain a signature verifying that meeting prior to formal acceptance to the major. We have no formal advisor training. • The Advisement Committee is a standing committee of the department. It has developed a set of printed materials to accompany our advisory meetings with students. This set includes a course worksheet, major declaration form, faculty research interests summary, career guide, and undergraduate handbook. These materials are also available on the department web site at http://www.cwu.edu/~psych/ugbook.html • Our senior capstone course includes graduate school planning and career advising sessions. • All graduate students meet for an orientation session at the beginning of their first quarter. They are assigned an individual advisor and are closely guided through the graduate curriculum. Our graduate handbook is available on the web at http://www.cwu.edu/~psych/gradhandbk.doc.
(January 2008) The petitioning student brings materials from the course in question to a faculty member who regularly teaches the potentially equivalent CWU course. The student is usually directed to the faculty member by the department chair. Materials usually include a syllabus and may also include exams and assignments. The faculty member makes an equivalency recommendation to the department chair.
(January 2008) Recruitment of undergraduate majors occurs during campus visits by high school seniors and transfer students, during summer preregistration weekends for new freshmen and transfer students, and by assigning energetic and welcoming faculty to PSY 101. Graduate students are recruited by web information, presentations at professional conferences, and a poster with reply cards mailed to colleges with undergraduate programs in 2006-2007. Accreditation of our graduate programs is prominently displayed in all of these media.
(January 2008) Most psychology faculty members have a graduate teaching assistant available to students having difficulty. We prefer this route to assistance because the teaching assistant has an excellent undergraduate psychology record and can contact the faculty supervisor for guidance. In some cases, faculty members recommend that students contact the writing or math centers for remedial help. In most of these cases, however, students have prior experience with university remedial help due to placement testing. Students eligible for disability student support accommodations typically self-identify and seek the assistance of the DSS office.
(January 2008) The psychology department sponsors a chapter of Psi Chi, the national honor society in psychology, and a local Psychology Club, for students who are not eligible for Psi Chi or choose not to join the national organization. Psi Chi/Psychology Club elects its own student officers and has one or two faculty advisors. It sponsors monthly meetings on topics of interest, including faculty research presentations, graduate school advice, and career guidance. Psi Chi/Psychology Club raises funds every year to support student travel to the Western Psychological Association meeting. The Psi Chi web site is at http://www.cwu.edu/~psych/psichi.html and the Psychology Club web site is at http://www.cwu.edu/~psych/psychclub.html
(January 2008) In the past three years psychology faculty members and students have collaborated on 29 SOURCE Research Presentations (2004-2007), 69 Regional, National, and International Presentations (2004-2007), 12 Publications (2004-2007), and 63 graduate students placed in careers and doctoral programs (2005-2007) Details follow: SOURCE and Other Research Presentations with faculty mentors (2004-2007) (29 presentations): SOURCE Faculty Mentor. Juliana Hallows: Training for multicultural competence in counseling: A review of programs and counselors in Washington. (First place oral presentation, 2004 SOURCE). SOURCE Faculty Mentor, Elizabeth McCune: Enhancing environmental conservation behavior. SOURCE 2004 SOURCE Faculty Mentor, Malissa Durbin: Contributions to the Scholarship of Teaching: Effects of SOURCE oral presentation by Melissa Phillips. SOURCE Faculty mentor. Jackie Hanberg: A study of the introduction of twin hand-reared Varedia variegate rubra infants to the father and an island exhibit. (Third place oral presentation, SOURCE 2004). SOURCE Faculty mentor. Ewa Szymanska: Abstract Art: Immediate visual stimulus supercedes textual information in students’ judgements of creativity. (Second place oral presentation, SOURCE 2004) SOURCE Faculty Mentor, Brett Talbot, Erin Tomaszewski, Gerardo Martinez: Response competition in the shape domain: Motor response latency effects. SOURCE Faculty Mentor. Cazares, A. (2005). Comparison of professional achievement of Mexican-American, first-generation college graduates and Caucasian-American, first-generation college graduates. SOURCE Faculty Mentor. Cazares, A. (2005). Comparison of professional achievement of Mexican-American, first-generation college graduates and Caucasian-American, first-generation college graduates. SOURCE Faculty Mentor: Fallshore, M. & Hall, D. (2005, May Recycling and canvas bags: Can charging people increase recycling? SOURCE Faculty Mentor: Hall, D., & Fallshore, M. (2005, May). Loss aversion and canvas bags: Can charging people increase bag recycling? SOURCE Faculty Mentor: Leach, J., Molano, F., Fallshore, M., & Varona, J. (2005, May). Predictors of Body Image Discrepancy: The Influence of Gender, Sociocultural Attitudes Towards Appearance, and Objectified Body Consciousness. SOURCE Faculty Mentor: Todd, K., & Fallshore, M. (2005, May) Do males and females differ in their assessment of crime severity? SOURCE Faculty Mentor, Deborah Lackey, Cleve Hicks, Shannon Reider, and Susan Shiau: Evidence for Gestural Dialects in Captive and Free-Living Chimpanzees SOURCE Faculty Mentor: Leach, J., Molano, F., Fallshore, M., & Varona, J. (2005, May). Predictors of Body Image Discrepancy: The Influence of Gender, Sociocultural Attitudes Towards Appearance, and Objectified Body Consciousness. SOURCE Faculty mentor. Fernandez, L. (2005, May). The effect of scheduled versus opportunistic enrichment on zoo animals. SOURCE Faculty Mentor: Leach, J., Molano, F., Fallshore, M., & Varona, J. (2005, May). Predictors of Body Image Discrepancy: The Influence of Gender, Sociocultural Attitudes Towards Appearance, and Objectified Body Consciousness. SOURCE Faculty mentor. Chang, K., Sorrells, R., & Szymanska, E.. (2005, May). The interaction of emotionality and textual information in modern art appreciation SOURCE Faculty mentor. Lutz, L.,; Szymanska, E., King, C., Fitzwater, L., Robinson, E., & Sorrells, R. (2005, May). FlexArt: A test of creative mental flexibility. SOURCE Faculty Mentor: Lance, L., Grundberg, M., & Fallshore, M. (2006, May). Religious upbringing and shame-proneness. SOURCE Faculty Mentor: Wederquist, C., Schmidt, E., Aydelott, S. & Fallshore, M. (2006, May). Recycling and canvas bags: Can charging people increase recycling? SOURCE Session Chair SOURCE Presentation Mentor: Maureen McCarthy, Use of gesture sequences in captive chimpanzee play. SOURCE Presentation Mentor: Rachel Leinweber, "Investigating personality: Do gamers differ from non-gamers? SOURCE Presentation Mentor: Jeffrey Christianson, Jonathan Ingram, Cody Foster, Daniel Neighbors, Psychometric properties of the Job Search Self-Efficacy Scale. SOURCE Presentation Mentor: Jack Lester, Maureen McCarthy, Green Cascade Frog, Rana livida, detection in the Valley of the Wild Monkeys, Mt Huangshan, China. SOURCE Presentation Mentor: Jack Lester, Maureen McCarthy, Behavioral sequences between Tibetan Macaques (Macaca thibetana) and tourists at Mt. Huangshan, China. SOURCE Presentation Mentor: Elizabeth Bush, Music therapy for mild depression. SOURCE Presentation Mentor: Ashlee Guckel, Allison Bennett, The cognition of abstract art. Student-Faculty Regional, National, and International Presentations (2004-2007) (69 presentations) Batzle, C., Weyandt, L. L., Johnson, E. R., DeVietti, T. L., Batzle, P., & Street, W. R. (2007, April). The potential impact of an ADHD label on teacher expectations. Poster presentation to the annual meeting of the National Association of School Psychologists, New York, NY. Batzle, C., Weyandt, L., & DeVietti, T. (March, 2007). The potential impact of an ADHD label on teacher expectations. Paper accepted for presentation at the annual conference of the National Association of School Psychologists, New York. Bowen, N. A., & McDonald, B. R. (October 8, 2004). Students’ Perceptions of the Multicultural Environment. Annual Conference of the Washington Counseling Association, Spokane, WA. Bowen, N. A., & McDonald, B. R. (October 8, 2004). Training for Multicultural Competence. Annual Conference of the Washington Counseling Association, Spokane, WA. Brammer, R. D., & McKenna, S. (2007, May). Intelligence, demographics, and juvenile crime. Poster presentation to the annual meeting of the Western Psychological Association, Vancouver, B.C. Brammer, R. D., & Meng, P. (2007, May). Factor analysis of the adolescent psychopathology scales on incarcerated juveniles. Poster presentation to the annual meeting of the Western Psychological Association, Vancouver, B.C. Brammer, R. D., & Minshull, T. (2007, May). Factor analysis of the Reynolds Adolescent Adjustment Screening Inventory. Poster presentation to the annual meeting of the Western Psychological Association, Vancouver, B.C. Breidert, T. J., Johnson, E., Stein, S., DeVietti, T., & White, D. (2004, March-April). CD vs. Cassette tape administration of the Woodcock-Johnson III, Cognitive: How are scores impacted? National Association of School Psychologists, Dallas, TX. Buchanan, D. McKinstry, C. J., & Williams, W. (2007, May). Infra-red leg band technology for observational research with pigeons. Poster presentation to the annual meeting of the Western Psychological Association, Vancouver, B.C. Cogswell, M., Stein, S., DeVietti, T., & Tolin, P. (April, 2005). How we cope: Gender differences in coping strategies. Paper presented at the meeting of the Western Psychological Association, Portland, OR. Downs, A. & Martin, J. E. (2006, July). Increasing student success through parent participation. Symposium presentation at the annual meeting of the National Coundil for Community and Educational Partnerships, Washington, DC. Downs, A., & Johansen, M. (April, 2005) Who benefits from affirmative action? Stereotypes and reality. Annual meeting of the Western Psychological Association, Portland, OR. Downs, A., & Smith, T. (April, 2005) Socio-emotional development in high-functioning children with autism. Annual meeting of the Western Psychological Association, Portland, OR. Downs, A., Downs, R. C., Johansen, M. & Fossum, M. (2006, April). Facilitating skill development in young children with disabilities. Paper presentation at the annual meeting of the Western Psychological Association, Palm Springs, CA. Durbin, M. D. & Eubanks, J. L. Contributions to the Scholarship of Teaching: Effects of Student Self-Assessment Accuracy Training on Scientific Writing Effectiveness (First Place Poster, 2004 SOURCE) Durbin, M. D., Stein, S., Eubanks, J. L., & DeVietti, T. L. (2007, May). Accuracy of student self-assessment and performance on CBM reading. Poster presentation to the annual meeting of the Western Psychological Association, Vancouver, B.C. Edwards, A., Johnson, E., Williams, W., DeVietti, T., & White, D. (2004, March-April). Age at entrance to kindergarten: Does age predict academic success? National Association of School Psychologists, Dallas, TX. Fallshore, M. & Hall, D. (2005, October). Recycling and canvas bags: Can charging people increase recycling? Paper presented at the Annual Meeting of the Society of Human Ecology, Salt Lake City, UT Fallshore, M., & Todd, K. (2004, May). Do males and females differ in their assessment of crime severity? Poster presented at the annual meeting of the American Psychological Society, Chicago, IL. Fernandez, L. B., Matheson, M. D., & Forbes, S. (2005, July-August). The effect of scheduled versus opportunistic enrichment on zoo animals. Poster presented at the International Conference on Environmental Enrichment, Columbia University, New York NY. Fouts, R., Hicks, C., Fouts, D., Fouts, H., & Hoffman, P. (2004, April) Comparison of nest building characteristics in sympatric chimpanzees and gorillas. Paper presented at the meeting of the Rocky Mountain Psychological Association. Reno, NV, April, 2004. Goedecke, P., Schepman, S., & Shimer-Geckle, K. (2006, April) The development of the Office Environment Survey. Annual meeting of the Western Psychological Association, Palm Springs, CA Hartel, J., Jensvold, M.L., Bowman, H., Fouts, R., & Fouts, D. (2004, April). The effect of foraging on activity budgets in captive chimpanzees. Paper presented at the meeting of the Rocky Mountain Psychological Association. Reno, NV. Hartel, J., Matheson, M. D., Sheeran, L. K. Li, J.-H., & Wagner, R. S. (2006, May) Post-conflict and self-directed behaviors in a population of Tibetan macaques (Macaca thibetana) at Mt. Huangshan, China, Oral paper presented at SOURCE, Central Washington University, Ellensburg WA. Hendricks, K., & Allen, C. (2004, March). An exploration of domestic violence beliefs and attitudes. Paper presented at the meeting of the American Criminal Justice Society, Las Vegas, NV.. Herbold, J., Schepman, S., Matheson, M., Sorrells, R., & Stahelski, A. (2005, April). The development of the multicultural assimilation attitudes scale. Annual meeting of the Western Psychological Association, Portland, OR. Hicks, T. C. & Fouts, R. S. (2004, April). Chimpanzee tool use in the Ngotto Forest, Central African Republic. Paper presented at the meeting of the Rocky Mountain Psychological Association. Reno, NV. Jensvold, M. L., Baeckler, S. A., Fouts, R. S., & Fouts, D. H. (2004, October). Their own terms: Techniques in humane caregiving of captive chimpanzees. Paper presented at the meeting of the International Society for Anthrozoology. Glasgow, Scotland. Jewett, N., & Stahelski, A. (2004). A revenue cycle process analysis model. Presented to the Physical Therapy Association of Washington. Johnson, E., & Manker, H. (2005, March). Using CBM to predict reading achievement: Can it work? National Association of School Psychologists, Atlanta, GA. Johnson, E., Peterson, J., Matheson, M., DeVietti, T., & Street, W. (2006, March). School psychologist retention and recruitment: Insights from practitioners. National Association of School Psychologists, Anaheim, CA. Jones, S, K., Stein, S., Johnson, E. R., & DeVietti, T. L. (2007, May). Predicting 4th grade WASL with 2nd grade CBM reading. Poster presentation to the annual meeting of the Western Psychological Association, Vancouver, B.C. Jones, S., Sabol, C., Schepman, S., Fendell, L., Stein, S., & Stahelski, A. (2006, April). The relationship between furnout, organizational citizenship behavior, and negative affectivity. Annual meeting of the Western Psychological Association, Palm Springs, CA. Lance, L., Grundberg, M., & Fallshore, M. (2006, May). Religious upbringing and shame-proneness. Paper presented at Northwest Cognition and Memory conference, Vancouver, B.C. Main, A., & Schwartz, T. (2007, May). Attitudes of counselors in British Columbia regarding mandatory certification. Poster presentation to the annual meeting of the Western Psychological Association, Vancouver, B.C. Matheson, M. D., Hartel, J., Whitaker, C., Sheeran, L. K. Li, J.-H., & Wagner, R. S. (2007, June). Self-directed behavior correlates with tourist density in free-living Tibetan macaques (Macaca thibetana) at the Valley of the Wild Monkeys, Mt. Huangshan, China. Oral paper presented at the 30th annual meeting of the American Society of Primatologists, Winston-Salem NC. Matheson, M.D., Hartel, J., Whitaker, C., Sheeran, L.K., Li, J.-H., & Wagner, R.S. (2007, June). Self-directed behavior correlates with tourist density in free-living Tibetan macaques (Macaca thibetana) at the Valley of the Wild Monkeys, Mt. Huangshan, China. Paper presented to the annual meeting of the American Society of Primatologists, Winston-Salem N.C. McCarthy, M. S., Jensvold, M. L., Fouts, D. H., & Fouts, R. S. (2007, April). Chimpanzee use of gesture sequences during play. Paper presentation to the annual meeting of the Rocky Mountain Psychological Association, Denver, CO. McCarthy, M. S., Matheson, M. D., Sheeran, L. K., Lester, J. D., Li, J.-H. & Wagner, R.S. (2007, June). Sequences of Tibetan macaque behaviors and tourist behaviors at Mt. Huangshan, China. Oral paper presented at the 30th annual meeting of the American Society of Primatologists, Winston-Salem N.C. McCarthy, M., Jensvold, M. L., Fouts, D. H., & Fouts, R. S. (2006, April) Space use in captive chimpanzees. Rocky Mountain Psychological Association 2006 Convention, Park City, Utah McCarthy, M.S., Matheson, M.D., Sheeran, L.K., Lester, J. D., Li, J.-H., & Wagner, R.S. (2007, June). Sequences of Tibetan macaque behaviors and tourist behaviors at Mt. Huangshan, China. Paper presented to the annual meeting of the American Society of Primatologists, Winston-Salem N.C. McCune, E. A., Lagerquist, B. J., Eubanks, J. L., DeVietti, T. L., & Matheson, M. D. (2005, April). Reconsidering the tragedy of the commons: Effects of feedback on self-assessment accuracy and performance. Annual meeting of the Western Psychological Association, Portland, OR. McCune, E., & Eubanks, J. L. Enhancing environmental conservation behavior. Annual CWU SOURCE Conference, Spring, 2004. McKinstry, C. J., & Williams, W. (2007, May). Group and cage size effects on aggression in laboratory pigeons. Poster presentation to the annual meeting of the Western Psychological Association, Vancouver, B.C. Molano, F., Kennedy, S., & Fallshore, M. (2005, April). Predictors of body image discrepancy: The influence of gender, sociocultural attitudes toward appearance, and objectified body consciousness. Annual meeting of the Western Psychological Association, Portland, OR. Montgomery, M. S. (2007, April). Grade and gender differences in student achievement motivation. Poster presentation to the annual meeting of the National Association of School Psychologists, New York, NY. Morris, C., Lonborg, S., Schultz. E., Hall, M. & Troupin, J. (2005, April). Investigating spirituality and health: Forgiveness, psychological distress, and spiritual well-being. Poster presented at the annual convention of the Western Psychological Association, Portland, OR. Penick, J. M., Moore, L. S., & Crouch, S. (2005, April). Meaningful connections: Using intergenerational service learning in teaching adult development. Annual meeting of the Western Psychological Association, Portland, OR. Peterson, J., Johnson, G., DeVietti, T., Matheson, M., & Street, W. R. (2006, March). School Psychology: Perceptions of How to Retain Practitioners, Attract New Personnel, and Increase Job Satisfaction. Poster presentation to the annual meeting of the National Association of School Psychologists, New York, NY. Puffer, A. M., Jensvold, M. L., Fouts, D. H., & Fouts, R. S. (2006, April). Weather influences chimpanzees’ choice to go outside. Rocky Mountain Psychological Association 2006 Convention, Park City, Utah Ruesto, L., Sheeran, L. K., Matheson, M. D., Li, J.-H. & Wagner, R. S. (2006, March). Investigations of possible impacts of tourist density, behavior, and decibel levels on Tibetan macaque aggression, Oral paper given at the Northwest Anthopological Conference, Seattle WA. Sasnett, R., & Weyandt, L. (2004, July-August). School psychologist and teacher knowledge of Tourette Syndrome. Paper presented at the meeting of the American Psychological Association. Honolulu, HI. Schepman, S., Jones, S., & Fendell, E. (2006, May). The relationship between burnout, organizational citizenship behavior, and negative affectivity. Hawaii International Conference on Business, Honolulu, HI. Schepman, S., Richmond, L., & Becker. (2006, May). The effects of a goal-setting intervention on on-time deliveries in a plastic extrusion manufacturing firm. Hawaii International Conference on Business, Honolulu, HI. Schepman, S., Stahelski, A., & Lapsley, R. (2006, October). The role of mood and style of dress in a performance appraisal. Annual meeting of the International Academy of Business and Economics, Las Vegas, NV. Schepman, S., Stahelski, A., Lapsley, R., & Pigeon, N. G. (October, 2006). Role of mood and style of dress on performance appraisal. Presented to the annual conference of the International Academy of Business and Economics, Las Vegas, NV. Sorensen, R. & Weyandt, L. (2004, July-August). The impact of an ADHD label on future teachers’ expectations. Paper presented at the meeting of the American Psychological Association. Honolulu, HI. Stahelski, A. J., Puffer, A., & Schepman, S. B. (2007, May). The effects of an organization development intervention in a county corrections facility. Poster presentation to the annual meeting of the Western Psychological Association, Vancouver, B.C. Stahelski, A. J., Tate, W., & Radeke, M. (2007, May). Violence and cults. Poster presentation to the annual meeting of the Western Psychological Association, Vancouver, B.C. Stein, S., Blair, D. L., DeVietti, T. L., & Downs, A. (2007, May). Sixth-graders’ communication, cooperation and social skills following challenge course participation. Poster presentation to the annual meeting of the Western Psychological Association, Vancouver, B.C. Stein, S., Stahelski, A., Schepman, S., & Arowolo, K. (2004, April). The effects of military training on collectivist and individualist awareness. Paper presented at the meeting of the Rocky Mountain Psychological Association. Reno, NV. Stein, S., Stahelski, A., Schepman, S., & Selberg, A. (2004, April). The role of mood and style of dress in performance appraisal. Paper presented at the meeting of the Rocky Mountain Psychological Association. Reno, NV. Szymanska, E & Sorrells, R. (2004, May) Abstract Art: Immediate Visual Stimulus Supercedes Textual Information in Students’ Judgements of Creativity. American Psychological Society, Chicago, IL. Tomaszewski, E., Talbot, B., Martinez, G., & Williams, W. (2005, April). Response competition in the shape domain: Motor response latency effects. Annual meeting of the Western Psychological Association, Portland, OR. Torres-Jenkins, I., & Fallshore, M., (2004, April). Change blindness: Unconscious or conscious memory? Paper presented at the meeting of the Rocky Mountain Psychological Association. Reno, NV. Vance, T., Weyandt, L., & DuPaul, G. (March, 2007). Professor perceptions of college students with Attention Deficit Hyperactivity Disorder. Paper accepted for presentation at the annual conference of the National Association of School Psychologists, New York. Wederquist, C., Schmidt, E., Aydelott, S. & Fallshore, M. (2006, May 29). Recycling and canvas bags: Can charging people increase recycling? Paper presented at Northwest Cognition and Memory conference, Vancouver, B.C. Williams, W., & Brett, B. (2006, April). Prior intimacy and gender effects on perceptions of rape. Presented to the annual meeting of the Western Psychological Association, Palm Springs, CA. Yenter, T. A. Matheson, M. D., Sheeran, L. K., Li, J.-H., & Wagner, R. S..(2007, November). Preliminary analyses of self-directed behaviors in Tibetan macaques (Macaca thibetana) at a tourist site Poster presented at the 16th Regional Conference on Undergraduate Research, Murdock College Science Research Program, Willamette University, Salem OR. Student-Faculty Publications, 2004-2007 (12 publications) Stahelski, A., Schepman, S., Bennett, S. & Owens, M. (2004). Using feedback to improve human performance in a correctional setting. Review of Business Research, 3(1), 88-94. Durbin, M., Sorrells, R., Eubanks, J., & DeVietti, T. (under revison). Effects of self-assessment accuracy training on scientific writing performance. Teaching of Psychology. Wilbanks, B.A., Matheson, M.D., Eubanks, J.L. & Devietti, T.L. (2005). Effects of perceived risk and strength of affiliation on decisions to help others: Toward a convergence of evolutionary and social psychology. Psychological Reports, 96, 977-987. Hicks, T.C., Fouts, R. S., & Fouts, D. H. (2005). Chimpanzee (Pan troglodytes troglodytes) tool use in the Ngotto Forest, Central African Republic. American Journal of Primatology, 65,221-237. Jensvold, M. L., Field, A., Cranford, J., Fouts, R., & Fouts, D. (2005) Incidence of wounding within a group of five signing chimpanzees (Pan troglodytes). Laboratory Primate Newsletter, 44, 5-7. Weyandt, L., Hays, B., & Schepman, S. (2005). The construct validity of the Internal Restlessness Scale. Assessment for Effective Intervention, 30, 53-63. Durbin, M., Sorrells, R., Eubanks, J., & DeVietti, T. (under revison). Effects of self-assessment accuracy training on scientific writing performance. Teaching of Psychology. Herrington, A., Matheny, K. B., Curlette, W. L., McCarthy, C., & Penick, J. (2005). Lifestyles, coping resources, and negative life events as predictors of emotional distress in university women. Journal of Individual Psychology, 61, 4. Beaudry, A., Schepman, S., Gunn, G., Lettic, S., & Neibusch, R. (2006). The effects of an incentive program intervention on driver performance in a private nonprofit agency. Journal of Business and Economics Research, 4, 83-91. Yenter, T. A. , Matheson, M. D., Sheeran, L. K., Li, J.-H., & Wagner, R. S..(2007). Preliminary analyses of self-directed behaviors in Tibetan macaques (Macaca thibetana) at a tourist site (Abstract). American Journal of Primatology, 69 (Supplement , 41-42. McCarthy, M.S., Matheson, M.D., Sheeran, L.K., Lester, J. D., Li, J.-H., & Wagner, R.S. (2007). Sequences of Tibetan macaque behaviors and tourist behaviors at Mt. Huangshan, China (Abstract). American Journal of Primatology, 69 (Supplement , 41-42. Matheson, M.D., Hartel, J., Whitaker, C., Sheeran, L.K., Li, J.-H., & Wagner, R.S. (2007). Self-directed behavior correlates with tourist density in free-living Tibetan macaques (Macaca thibetana) at the Valley of the Wild Monkeys, Mt. Huangshan, China (Abstract). American Journal of Primatology, 69 (Supplement , 41-42. Employment and Graduate Placement of Masters Students 2005-2007 (63 students) Ph. D. Candidate, Biological Anthropology, University of Southern California Teacher for at-risk children, New Adventures Childrens' Center, Mary Bridge Childrens' Hospital, Tacoma, WA. School Psychologist, Snoqualmie Valley School District, Snoqualmie, WA Mental Health Counselor, Columbia Valley Behavioral Health Services, Wenatchee, WA Central Washington Community Mental Health, Yakima, WA Research Assistant, Oregon Telephone Company executive, Bend, OR Media Project Manager, ENIGMA, Yakima, WA Self-employed, Ellensburg, WA Human Resources Specialist, Everett, WA Financial Services, Edward Jones Financial Consultants Trainer, Tri-Cities, WA Organization Development, Washington, DC External Consultant, Chehalis, WA School Psychologist, Brier Terrace Middle School, Edmonds, WA Mental Health Counselor, Stevens Hospital, Edmonds, WA Caregiver, Chimps, Inc. Bend, OR., then Keeper (Primates) at San Diego Zoo Training Manger, Attachmate, Bellevue, WA Organization Development Manager, Focus on the Family, Texas Catherine Freer Wilderness Therapy Expeditions, Albany, OR Central Washington Community Mental Health Northwest Associates, Ellensburg, WA School Psychologist, Mukilteo School District, Mukilteo, WA School Psychologist, Yakima (WA) School District Career Counselor, Cle Elum (WA) School District Central Washington Community Mental Health, Ellensburg, WA School Counselor, Ellensburg (WA) School District; Psychology instructor, Central Washington University Family Counselor, Greater Minnesota Family Services, Willmar, MN Canine Education Instructor, Petco, Mt. Vernon, WA;Whale Watch Excursion Guide, Anacortes, WA Organization Development Specialist, Bellevue, WA Human Resources Specialist, Yakima, WA Executive Director, Raw Network of Washington, Seattle, WA Business Education instructor, Richland High School, Richland, WA Human Resources, Information Technology, Naval Undersea Warfare Center, Keyport, WA Environmental Health Specialist/Communicable Diseases, Yakima Health District, Yakima, WA Yakima County Jail Commissary Manager, Yakima, WA School Counselor, Ellensburg (WA) School District; Psychology instructor, Central Washington University School Psychologist, Richland School District, Richland, WA School Psychologist, Northshore School District, Bothell, WA School Psychologist, New York State Rehabilitative Case Manager, Nueces County Mental Health and Mental Retardation Clinic, Del Rio and Corpus Christi, TX External OD Consultant, Everett, WA Completing internship in mental health counseling Health, Safety and Nutrition Manager, Kittitas County Head Start, Ellensburg, WA Youth Program Leader, Learning for Life, Seattle, WA School Psychologist, Franklin-Pierce School District, Tacoma, WA School Psychologist, Franklin-Pierce School District, Tacoma, WA School Psychologist, Yelm (WA) Community Schools School Psychologist, Tahoma School District, Maple Valley, WA. Director of Special Education, School Psychologist, Cashmere (WA) School District School Counselor, Morris Schott Middle School, Wahluke (WA) School District Magician, Kennewick, WA School Psychologist, Lake Washington School District, Seattle, WA; Cabinet Maker School Counselor, Haiku Elementary School, Makawao, Maui, HI Seeking employment as a counselor or school counselor in Arizona Counselor, Central Washington Comprehensive Mental Health, Yakima, WA School Counselor, Medical Lake Middle School, Medical Lake, Washington School Counselor, Wenatchee (WA) School District Project SUCCESS Counselor, Secondary Academy for Success (Northshore School District's alternative high school) School Counselor, Kelso (WA) School District Seeking employment as a school counselor Seeking employment as a school counselor. Event Coordinator, Apple Tree Resort, Yakima, WA Seeking employment as a school counselor School Psychologist, Davis High School, Yakima (WA) School District School Psychologist, East Valley School District, Yakima, WA School Psychologist, Sumner School District, Sumner, WA School Psychologist, Auburn School District, Auburn, WA School Psychologist, Franklin-Pierce School District, Tacoma, WA School Counselor, Totem Falls School, Snohomish SD, Snohomish, WA School Counselor, West Valley HS, Yakima, WA School Psychologist, Mt. Baker School District, Deming, WA School Psychologist, Fairbanks (Alaska) School District School Psychologist, Yakima (WA) School District
(January 2008) • Part of every section of PSY 489, Senior Assessment, is a review of professional and graduate education opportunities in psychology and a career plan presentation by each student. Our faculty members make regular presentations to Psi Chi/Psychology Club, our student organization, about applying to graduate programs and getting your first job. Our department web site includes a career guide for psychology students, at http://www.cwu.edu/~psych/Psych%20Major%20Career%20Guide.pdf • Our graduate programs in mental health counseling, school counseling, and school psychology all include a proseminar that introduces students to their profession, strong professional identity reminders throughout the program, and a professional internship that results in a job offer in most cases. A new applied experimental psychology internship course and applied behavior analysis track should result in similar career orientation for our graduate students in experimental psychology. • Our coordination with university placement services is minimal.
(January 2008) • The department offers a wide range of advising and support services. Each psychology major is assigned to an advisor and have at least one advisory meeting. A 2004 survey showed that the average graduating senior had visited an advisor about three times, rated the quality of their advice at 5.4 on a 7-point scale, and most frequently sought advice about classes, graduate school, and career planning. Our capstone course, now in its first year, will expand these advisory services and should allow us to more closely track the careers of our students after graduation. • Between student choice of undergraduate advisors and assigned graduate advisors, the advisement load is fairly evenly distributed. • We maintain helpful resources on the web. • We are generally satisfied with our current services and the new directions we are taking. However, efforts to establish a drop-in advisement center have not taken root and we have no regular system for maintaining contact with students who have graduated from our program.
(January 2008) The department’s staffing plan is guided by the following general principles: • Seek tenure-track (TT) appointments for the Ellensburg campus and university centers where we offer the undergraduate major. • Maintain good relations with reliable full-time non-tenure-track (FTNTT) and part-time term contract faculty in Ellensburg and university centers. • Meet accreditation standards for faculty in professional masters programs. • Support service courses to the teacher education program with superior faculty members with experience in the schools. • Provide enough sections to maintain moderate class sizes (lower division = 70, upper division = 35; graduate = 12) • Maintain sufficient diversity of expertise to represent all core areas of our discipline and special topics tailored to faculty and student interests. • Strive for gender and ethnic diversity. • Consider new department directions when filling positions created by resignations and retirements. Our 2007-2008 ratio of full-time (FT) to part-time (PT) faculty members is • Headcount: FT 23 (62%) : PT: 14 (38%) • FTE: FT 23.39 (88%) : PT: 3.29 (12%) Of the 23 FT faculty members, 5 are FTNTT. We expect to maintain about the same FT/PT ratios in the future, but searches are now under way to fill three positions held by FTNTT faculty with TT appointees.. We are also searching for one additional TT faculty member to replace a retiree, one to replace a resignation, and one to staff our major at CWU-Des Moines. We are not expecting this much turnover in the next five years. The last of a cohort of senior faculty members has now retired. Expanding our major to CWU-Lynnwood is likely to call for another tenure-track appointment, but we anticipate a period of relative stability for the next five years. The major challenges may be maintaining curricular freshness and promoting research programs and supportive collegial relations with our faculty members at the university centers.
(January 2008) The department’s faculty development activities are mediated through informal peer support, an annual assessment day, and faculty development funds provided by summer session revenues and the faculty development fund granted to each faculty member by our contract. Our department has a tradition of mutual support among faculty members. We seek and give advice and expertise freely. Our annual assessment day is a formal occasion for such peer review and guidance. On this day we each bring materials for one class to be reviewed by our colleagues. A benefit of this occasion is that instructors tend to converge on a common syllabus for a given course. Faculty members may seek funds for faculty development from several sources. The department chair always supports applications for university and external funding. Internally, the department has funds from summer session revenues for equipment purchases and travel. Each faculty member also has a personal development fund, currently $700/year. These funds typically support travel to a professional meeting, although they also are used for book and equipment purchases, professional licensure fees, and continuing education classes. The college dean and associate vice-president for graduate studies also provide some funds to attend conferences.
(January 2008) Tenured and tenure track faculty members are reviewed for reappointment, tenure, promotion, award of merit, and ongoing professional development after tenure.Full-time non-tenure track faculty members are reviewed annually. Part-time instructors are reviewed quarterly or at the end of a series of courses for which they have been contracted. The process and schedules for each type of review are specified in the collective bargaining agreement (CBA Article 20.2), the Academic Affairs policy manual, and the Academic Affairs annual calendar. College of the Sciences review procedures and standards are posted at http://www.cwu.edu/~cots/reports_and_communications/cotspolicymanual2007.pdf, Section 7.1. Department of Psychology standards for reappointment, tenure, and promotion, and for post-tenure review align with the university and college standards. They will be added to the College of the Sciences web site at the URL above. Currently, they are available at http://www.cwu.edu/~psych/2007_PSY_personnel_policy.pdf. Our policies are implemented by a three-person personnel committee elected by the department and by the department chair.
(January 2008) Full-time faculty members normally have a load of 45 workload units. For FTNTT faculty, all 45 units are allocated to 45 credit hours of teaching. For tenured and tenure-track faculty, about 36 units (80%) are nominally allocated to teaching, 6 (14%) to scholarship, and 3 (6%) to service activities. This division of effort was prescribed by state coordinators of higher education decades ago and is still the nominal standard. However, unless teaching is very broadly defined, nearly all productive faculty members actually devote less time to teaching and more to scholarship and service activities than the standard ratios reflect. Active programs of scholarship and service that lead to tenure, promotion, and merit require more than the small amount of time reflected in the nominal standards. The faculty union contract permits negotiated deviations from the 36-6-3 rule, but most faculty members teach 36 credit hours of classes. For all these reasons, the distribution of effort consistent with department goals may vary widely from units reported on the Workload Form and Annual Activities Report. It is safe to say that, after the first year or two, tenure-track faculty members typically devote greater portions of their time to scholarship and service than reflected in the formal reports.
(January 2008) SEOI data is used by the department chair and personnel committee to recognize excellence in instruction. We nominated Dr. Andrew Downs for the 2006 CWU Alumni Association Excellence in Teaching Award, which he won. SEOI data is used by the department to identify teaching strengths and weaknesses of probationary faculty members whom we mentor in the early years of their career or if problems develop. We also use the Major Field Test and our end-of-major survey in PSY 489, Senior Assessment, to identify long term trends in the teaching effectiveness of the department as a whole. Observations of teaching by peers other than the department chair would be helpful. A round-robin method could be employed to this end. Evidence of the effects of instruction on student performance in occupations or graduate school careers would be informative but we see no feasible route to this information.
(January 2008) The disciplinary specialties of our department’s faculty cover the breadth of our mission very well. All of our tenure track faculty members have earned an appropriate doctoral degree and come to us with impressive teaching and research experience. New faculty members are hired from applicant pools that allow us to choose from many highly qualified candidates. Many non-tenure-track and part-time faculty members also have earned the doctoral degree and have professional experience that makes them very desirable instructors. Tenure-track turnover and undergraduate minor programs at university centers recently have resulted in an increased proportion of non-tenure-track and part-time faculty. These instructors are sometimes hired quickly from small applicant pools and may not have a long-term commitment to the university. These factors sometimes result in uneven teaching quality and unpredictable staffing stability. We expect these uncertainties to subside as we replace term appointees with tenure-track faculty.
Data provided by Instructional Research and other appropriate offices.
(January 2008) The university’s Brooks Library has been very active in developing access to full text electronic journals and web access to library services, including PsycINFO. In the last year, the Summit Alliance has provided us with access to the holdings of academic libraries in Washington and Oregon. We can order books from member libraries and delivery is reasonably prompt. A twice-weekly courier delivers items from the Brooks Library. Individual journal articles may be provided from a member library in photocopy or email PDF form. We can borrow from the holdings of member libraries if we are on that institution’s campus and return the item at our own campus library. Students at our centers have the same borrowing privileges and online access as those on the Ellensburg campus. Students at our centers do not have the Brooks Library nearby, but they have library privileges, including borrowing privileges, at any academic library in the state. A knowledgeable interlibrary loan staff has a good record of finding and ordering items from libraries around the United States. Each academic department on campus has a library representative, who consults with our professional librarians about the department’s needs. The library has identified disciplinary experts on its staff, providing us with a librarian who keeps informed about our needs. The psychology department has benefited from a series of active and interested faculty library representatives and our holdings are adequate to our needs.
(January 2008) Book acquisitions primarily are managed by a wholesaler’s purchase plan guided by our university profile, but 100-200 books per year from publishers outside the purchase plan. Appropriate psychology faculty members review these titles and make purchase recommendations. In addition, our department has an annual book budget for faculty purchase requests. To some extent, we coordinate our purchases with other Summit libraries to avoid multiple purchases of seldom-used volumes. The only chronically underrepresented portions of our library collection have been journals and video materials. Subscriptions to online journal databases have gone far to fill gaps in our print journals. Keeping up with advances in media technology from film to tape to CD to DVD has been difficult for all libraries and many professors turn to video clips from publishers and online sources instead of traditional library sources. Overall, our library holdings and staff are very commendable.
(January 2008) Data and reflection regarding instructional technology is presented in Standard 2.E.4. About 80% of the psychology faculty use instructional technology. Instructors, text publishers, and web sources have created effective visual and audio support materials for traditional courses. In addition, many instructors use the interactive capabilities of Blackboard to present information to students and mediate topical interactions among students. Classrooms in the Psychology Building are gradually becoming equipped with instructional presentation hardware. Our department has two engineering technicians that support our instructional and research needs. A sixteen-station PC computer laboratory is currently used for instruction in PSY 300, Research Methods in Psychology, PSY 301, Learning, and PSY 450, Cognitive Psychology. In-house programming is used for lab exercises in cognitive psychology and research methods. Computer-supported laboratory exercises are used in PSY 301, Learning. The “Sniffy” package provides simulations of learning phenomena. This sixteen-station lab is also used for undergraduate and graduate student and faculty research projects, as is a six-station PC suite in our human research wing. The Psychology Building houses a 19-station Mac and PC lab supported by university student computer fees. It is staffed by a student assistant and can be reserved for group instruction. We use this lab for some sections of our three statistics courses. Our faculty members have very good access to research equipment. We are able to purchase or build most required equipment. We have a full time engineering technician and another full time engineering technician specializing in computer-based research systems to design and produce hardware and software for instructional and research purposes. The building’s research areas include a variety of specialized individual and group laboratory spaces that are used by students and faculty for animal and human research. New buildings house our programs at our Yakima, Wenatchee, and three Puget Sound centers. Electronic technology support and DE facilities are excellent. Each center has online access to the university’s computing resources, including online library resources.
(January 2008) See Standard 5.B for a discussion of faculty involvement in library and information services.
(January 2008) The psychology department does not maintain a library of its own holdings.
(January 2008)
The chair of the Department of Psychology is the supervisor of its faculty and staff. The dean appoints him or her for a four-year term, following an election by the full time faculty of the department. The department is supported by 4.75 FTE staff personnel, as indicated in the organizational chart. The psychology department has a history of stable leadership. The current chair, Dr. Stephanie Stein, began her service in 2005.
Personnel recommendations to the dean are made independently by the department chair and a three-person personnel committee of full professors elected by the full-time faculty. These recommendations are guided by departmental and college policies for retention, tenure, and promotion. Other standing committees of the department are the (a) Undergraduate Curriculum Committee, (b) Counseling and School Counseling Psychology Program Committee, (c) School Psychology Program Committee, (d) Experimental Psychology Program Committee, (e) Graduate Admissions Committee, (f) Assessment Committee, (g) Advisory Committee, and Education Sequence Committee.
Three academic program directors receive reassigned time for their duties. Dr. Robert Brammer directs the graduate programs in mental health counseling and school counseling. Dr. Eugene Johnson directs the graduate program in school psychology. Together they direct the Community Counseling and Psychological Assessment Center, our training clinic. Dr. Jeffrey Penick is the director of the undergraduate gerontology program.
Organizational Structure
Creating and embedding an organizational chart can be challenging. This hierarchical list should communicate our 2007-2008 department structure.
A. Department Chair, Dr. Stephanie Stein
A.1 Thirteen tenured faculty members
A.2 Five tenure-track probationary faculty members
A.3 Five full time non-tenure-track faculty members in Ellensburg, Des Moines,
Lynnwood, and Pierce County
A.4 Fourteen part-time faculty members in Ellensburg Des Moines,
Lynnwood, and Pierce County
A.5 Estelle Mathews, Secretary Lead, Department Office
A.5.a Donna Miglino, Secretary, Department Office
A.6 Loretta Ney, Secretary Lead, CCPAC
A.7 Chris Buchanan, Engineering Technician III
A.7.a John Street, Engineering Technician II
All department committees report to the chair and to the department as a whole.
Standing Committees
Personnel Committee
Warren Street (chair, term ends 2009)
Steve Schepman (term ends 2008)
Gene Johnson (term ends 2010)
Undergraduate Curriculum Committee
Megan Matheson (chair)
Susan Lonborg
Anthony Stahelski
Marte Fallshore
Terry Schwartz
Assessment Committee
Warren Street (chair)
Steve Schepman
Megan Matheson
Kara Gabriel
Phil Tolin
Graduate Admissions Committee
Andrew Downs (chair)
Rob Brammer
Gene Johnson
Wendy Williams
MS Experimental Program Committee
Wendy Williams (chair)
Susan Lonborg
Megan Matheson
Warren Street
Kara Gabriel
Marte Fallshore
Terry DeVietti
MS Mental Health Counseling & MEd School Counseling Program Committee
Rob Brammer (chair)
Jeff Penick
Andrew Downs
Jennifer Cates
Scott Schaefle
Stephanie Stein (ex officio)
MEd School Psychology Program Committee
Gene Johnson (chair)
Michelle Montgomery
Stephanie Stein
Undergraduate Advisement Committee
Susan Lonborg (chair)
Owen Dugmore
Scott Schaefle
Terry Schwartz
Education Sequence Committee
Michelle Montgomery (chair)
Terry Schwartz
Jennifer Cates
Scott Schaefle
Ad Hoc Committees
School Psychology Search Committee (2 positions)
Gene Johnson (chair)
Michelle Montgomery
Jennifer Cates
Adrian Elmo
ABA Experimental Search Committee
Andrew Downs (chair)
Wendy Williams
Libby Street
Crystal Wang
Des Moines Search Committee
Steve Schepman (chair)
Anthony Stahelski
Megan Matheson
Key Sun
Ellensburg Experimental Search Committee
Warren Street (chair)
Marte Fallshore
Scott Schaefle
Jonathan Douglas
Mental Health Counseling Search Committee
Rob Brammer
Liane Pereira
Jeff Penick
Scott Schaefle
Chair Advisory Committee
Phil Tolin
Terry DeVietti
Warren Street
Megan Matheson
Andrew Downs
Department Liaisons
Union Representative: Anthony Stahelski
Faculty Senators: Kara Gabriel, Michelle Montgomery. Alternate: Rob Brammer
Library Representative: Megan Matheson
ESD Developmental Preschool Liaison: Andrew Downs
School Psychology PEAB: Gene Johnson
School Counseling PEAB: Scott Schaefle
CTL: Rob Brammer, Scott Schaefle
Other Department Service
Psi Chi/Psychology Club Advisor: Rob Brammer and Wendy Williams (co-advisors)
Department statistical advisor: Terry DeVietti
Des Moines Major /Minor Program Advisor: Steve Schepman
Lynnwood Minor Program Advisor: Ed Kingston
Pierce Minor Program Advisor: Mark Soelling
(January 2008) Our first faculty union contract was adopted in 2006. Matters relating to salary and working conditions are now negotiated by teams representing the union and the university administration. The psychology department’s union steward carries concerns to the union leadership and makes reports at department meetings. The following matters fall primarily under the purview of the Faculty Senate and its traditional shared governance mission: a) curriculum, including program revision, criteria for addition and deletion of courses, and standards for granting degrees; b) subject matter and methods of instruction, including educational policies, assessment of student learning, and grading standards; c) governance of the General Education Program at the university; d) scholarship including research and creative activity, freedom of scholarly inquiry, and standards for evaluation of faculty scholarship; e) implementation of CBA processes, including development of substantive content regarding faculty status, including faculty ethics, peer review in hiring, tenure, promotion, post-tenure review, and merit; f) those aspects of student life that relate to the academic experience, including student academic ethics and academic co-curricular policies; g) criteria for admissions to undergraduate majors; h) criteria for admission to graduate programs and selection of graduate students; i) participation in accreditation and assessment. We participate through the Faculty Senate and faculty members who serve on university committees. The department has two faculty senators who represent and report to the department. Shared governance at the institutional level is conducted through committee activity. At present, psychology faculty members are serving on the following university standing committees: Academic Appeals, Budget Advisory, Center for Teaching and Learning Advisory, Commercial Activities, Diversity Council, Human Subjects Review (2), Animal Care and Use, Faculty Development and Research, Library Advisory, President’s Advisory Council. Psychology faculty members serve on ad hoc committees of the university and the College of the Sciences, for example, the NWCCU accreditation committee, the college personnel committee, the college summer grant committee, and the university history book committee. The department chair has a good working relationship with the dean. She actively participates on the college’s Council of Department Chairs.
(January 2008) Many routes to influencing the day-to-day operation of the university are open to faculty members. Item 6.B describes some of the ways our department participates in shared governance. We are generally satisfied with our representation to higher-level bodies, especially those that strongly influence our mission. Representatives of those higher-level bodies typically do not initiate participation in our department’s affairs, however. Historically, the faculty has not felt that its influence has extended very much to improvements in wages and working conditions. The vote to unionize should be seen in this general historical context and the occasion of the state legislation enabling collective bargaining. All of the state’s comprehensive university faculties have now unionized. It is too early to tell whether unionization will alter faculty perceptions of influence over the administration of wages and working conditions.
(January 2008) Faculty staffing and support staffing is generally adequate to our mission. The administration recently has been very responsive to our need to fill tenure-track positions. The routine expenses needed to support our instructional program are slightly in excess of our current goods and services budget. These expenses include instructional travel, especially at the centers, telephones, copying, office supplies, and some testing materials for the Community Counseling and Psychological Assessment Center (CCPAC). We expect that all of these costs will rise with inflation. A psychology department member heads the interdisciplinary Gerontology program. It has no budget and we have been able to absorb the cost of its occasional copying needs. However, if this program grows, which is the intention of the program director, it will likely require its own goods and services budget. In the past we have been able to fund some professional development requests and special purpose computer equipment, software, and other purchases from summer session revenues. With the collective bargaining agreement, some of our summer profits are now being reallocated to fund faculty professional development across the university, rather than just in our department. This has resulted in a greatly diminished return to our department. We will have difficulty covering all of the necessary expenses involved in running our large and complex department without additional allocation in goods and services. Special needs for the near future include (1) fully funding travel and personnel expenses of the Primate Field Station in China, (2) the purchase of two more classroom computer carts for instruction in non-media classrooms as well as web conferencing, and (3) a distance education (DE) classroom within the psychology building to increase our ability to support our new major in Des Moines and to allow us to include our new Puget Sound area faculty in department meetings. Our building has not been significantly updated since it opened in 1972. Our faculty and the field of psychology continue to evolve and our building is becoming increasingly ill-suited to our mission, especially our research needs. The highest current priority is bringing the animal research spaces and housing up to regulatory standards.
We have no active fundraising activities at this time.
(January 2008) Comments on the adequacy of physical facilities may be found in Standard 7.A. The physical facilities at the centers are typically excellent. Our centers programs are in new buildings located on community college campuses. These buildings and their furnishings are about 30 years newer than our facilities on the Ellensburg campus.
(January 2008) Comments on the adequacy of equipment may be found in Standard 7.A. Currently, our only animal laboratories are on the Ellensburg campus. We do not anticipate animal research at the centers, but development of the psychology major at the centers may require some accommodation to human research needs.
(January 2008) Comments on the adequacy of instructional and research technology may be found in Standard 7.A. Our centers programs are in new buildings located on community college campuses. They have been build recently and were planned to accommodate modern teaching technology. The demand for extensive research technology at the centers has not been great; however, development of the psychology major at the centers may require some new research technology.
(January 2008) Faculty and staff requests are a significant driving force in determining our facility needs. Recent examples have been upgrading counseling session recording and playback system in the the Community Counseling and Psychological Assessment Center from analog to digital equipment, pressing for more presentation hardware stations in classrooms, and our current concern for upgrading our animal research facilities.
(January 2008) The faculty of the department are guided by ethical codes governing the conduct of research and the provision of services that have been adopted by the state and federal government, especially the National Institutes of Health, the United States Department of Agriculture and the National Research Council's Institute of Laboratory Animal Resources, the CWU Human Subjects Review Committee (HSRC/IRB) , the CWU Institutional Animal Care and Use Committee (IACUC), and by the following professional organizations: the American Psychological Association (human research standards, animal research standards, ethical standards for professional psychologists), the Association for Specialists in Group Work, the American Educational Research Association, the American Counseling Association, the Council for the Accreditation of Counseling and Related Programs, the National Association of School Psychologists, the American Association of Laboratory Animal Science, and the Washington State Association of School Psychologists.
(January 2008) We attend closely to ethical conduct in our teaching, research, and service and model these standards for our students. We teach about ethical standards in our undergraduate and graduate curricula. Our directors of graduate programs are charged, in part, with ethical standards compliance in their programs. Our mental health counseling, school counseling, and school psychology programs are reviewed periodically by state and professional accrediting organizations and ethical standards are included in these reviews. Experimental studies that use human participants are individually reviewed by a faculty member and by our campus IRB. Studies using animal subjects are reviewed by our campus IACUC. The importance of scientific integrity and ethical conduct is part of the curriculum at both the undergraduate and graduate levels. Our graduate programs in mental health counseling and school counseling devote an entire course to professional and ethical issues.