Quality Benchmarks in Undergraduate Psychology Programs

American Psychologist

Volumn 62, Issue 7, 2007, Pages 650-670

  Dunn, Dana S ^a   McCarthy, Maureen A ^b,c   Baker, Suzanne ^d   Halonen, Jane S ^e   Hill IV, G William ^f  

^a MORAVIAN COLLEGE   (United States)

^b AMERICAN PSYCHOLOGICAL ASSOCIATION   (United States)

^c KENNESAW STATE UNIVERSITY   (United States)

^d JAMES MADISON UNIVERSITY   (United States)

^e University of West   (United States)

^f Center for Excellence in Teaching and Learning   (United Kingdom)

Author keywords

benchmarking; curriculum; program evaluation; undergraduate education

Indexed keywords

ARTICLE; CURRICULUM; EDUCATION; HEALTH CARE QUALITY; HUMAN; ORGANIZATION AND MANAGEMENT; PROFESSIONAL COMPETENCE; PSYCHOLOGY; QUALITY CONTROL; STANDARD; UNITED STATES; UNIVERSITY;

BENCHMARKING; CURRICULUM; FACULTY; HUMANS; PROFESSIONAL COMPETENCE; PROGRAM EVALUATION; PSYCHOLOGY; QUALITY CONTROL; UNITED STATES;

EID: 35748943231     PISSN: 0003066X     EISSN: None     Source Type: Journal    
DOI: 10.1037/0003-066X.62.7.650     Document Type: Article

References (109)

1. Allen M.J. Assessing academic programs in higher education (2004), Anker, Bolton, MA
2. American Psychological Association. Ethical principles of psychologists and code of conduct. American Psychologist 57 (2002) 1060-1073
3. American Psychological Association. Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist 58 (2003) 377-402
4. American Psychological Association. National standards for high school psychology curricula (2005), Author, Washington, DC. http://www.apa.org/ed/natlstandards.html Retrieved February 15, 2007, from http://www.apa.org/ed/natlstandards.html
5. Angelo T.A. Doing assessment as if learning matters most. AAHE Bulletin 51 9 (1999, May) 3-6
6. Association of American Colleges and Universities. The program review process. Program review and educational quality in the major (1992), Author, Washington, DC 17-28
7. Barak R.J., and Breier B.E. Successful program review: A practical guide to evaluating programs in academic settings (1990), Jossey-Bass, San Francisco
8. Barak R.J., and Mets L.A. Using academic program review: New Directions for Institutional Research No. 86 (1995), Jossey-Bass, San Francisco
9. Belar C. Excellence through assessment. Monitor on Psychology 37 7 (2006, July/August) 27
10. Benjamin Jr. L.T. The psychology laboratory at the turn of the 20th century. American Psychologist 55 (2000) 318-321
11. Benjamin Jr. L.T. American psychology's struggles with its curriculum: Should a thousand flowers bloom?. American Psychologist 56 (2001) 735-742
12. Bergquist W.H., and Armstrong J.L. Planning effectively for educational quality: An outcomes-based approach for colleges committed to excellence (1986), Jossey-Bass, San Francisco
13. Bogue E.G., and Saunders R.L. The evidence for quality: Strengthening the tests of academic and administrative effectiveness (1992), Jossey-Bass, San Francisco
14. Boyer E.L. Scholarship reconsidered: Priorities of the professoriate (1997), Jossey-Bass, San Francisco
15. Brewer C.L., Hopkins J.R., Kimble G.A., Matlin M.W., McCann L.I., McNeil O.V., et al. Curriculum. In: McGovern T.V. (Ed). Handbook for enhancing undergraduate education in psychology (1993), American Psychological Association, Washington, DC 161-182
16. Brewer D.J., Gates S.M., and Goldman C.A. In pursuit of prestige: Strategy and competition in U.S. higher education (2002), Transaction Publishers, New Brunswick, NJ
17. Chickering A.W., and Gamson Z.F. Seven principles for good practice in undergraduate education. AAHE Bulletin 39 7 (1987) 3-7
18. Conrad C.F., and Wilson R.F. Academic program reviews: Institutional approaches, expectations, and controversies (ASHE-ERIC Higher Education Report No. 5) (1985), Association for the Study of Higher Education, Washington, DC
19. d'Apollonia S., and Abrami P.C. Navigating student ratings of instruction. American Psychologist 52 (1997) 1198-1208
20. Dunn, D. S. (2006, January). Teaching writing: Exercises and assessment methods for use across the psychology curriculum. Paper presented at the 28th Annual Meeting of the National Institute on the Teaching of Psychology, St. Petersburg Beach, FL.
21. Dunn D.S., McEntarffer R., and Halonen J.S. Empowering students through self-assessment. In: Dunn D.S., Mehrotra C.M., and Halonen J.S. (Eds). Measuring up: Educational assessment challenges and practices for psychology (2004), American Psychological Association, Washington, DC 171-186
22. Dunn D.S., Mehrotra C.M., and Halonen J.S. Measuring up: Educational assessment challenges and practices for psychology (2004), American Psychological Association, Washington, DC
23. Ewell P.T. Organizing for learning: A new imperative. AAHE Bulletin 50 4 (1997, December) 3-6
24. Glass, S. A. (2004). Obtaining STEM support from private foundations: A team approach. In Project Kaleidoscope Volume 4: What works, what matters, what lasts. Retrieved January 20, 2006, from http://www.pkal.org/documents/ObtainingPrivateSTEMSupport.cfm
25. Gordon V.N., Habley W.R., and Associates. Academic advising: A comprehensive handbook (2000), Jossey-Bass, San Francisco
26. Graham S.E. Developing student outcomes for the psychology major: An assessment-as-learning framework. Current Directions in Psychological Science 7 (1998) 165-170
27. Greenwald A.G. Validity concerns and the usefulness of student ratings of instruction. American Psychologist 52 (1997) 1182-1186
28. Greenwald A.G., and Gillmore G.M. Grading leniency is a removable contaminant of student ratings. American Psychologist 52 (1997) 1209-1217
29. Guzman L.P., Schiavo R.S., and Puente A.E. Ethnic minorities in the teaching of psychology. In: Puente A.E., Matthews J.R., and Brewer C.L. (Eds). Teaching psychology in America: A history (1992), American Psychological Association, Washington, DC 189-217
30. Halonen J.S., Appleby D.C., Brewer C.L., Buskist W., Gillem A.R., Halpern D.F., et al., APA Task Force on Undergraduate Major Competencies. Undergraduate psychology major learning goals and outcomes: A report (2002), American Psychological Association, Washington, DC. http://www.apa.org/ed/pcue/reports.html Retrieved July 8, 2005, from http://www.apa.org/ed/pcue/reports.html
31. Halonen J.S., Appleby D.C., Brewer C.L., Buskist W., Gillem A.R., Halpern D.F., et al., APA Task Force on Undergraduate Major Competencies. Assessment CyberGuide for learning goals & outcomes in the undergraduate psychology major (2002). http://www.apa.org/ed/guidehomepage.html Retrieved July 8, 2005, from http://www.apa.org/ed/guidehomepage.html
32. Halonen J.S., Bosack T., Clay S., and McCarthy M. A rubric for learning, teaching, and assessing scientific inquiry in psychology. In: Dunn D.S., Hill IV G.W., McEntarffer R., Mehrotra C., Nesmith R., Weaver K.A., and Whitlock K. (Eds). Teaching of Psychology (2003) 196-208
33. Halpern D.F. Assessing student outcomes for psychology majors. Teaching of Psychology 15 (1988) 181-186
34. Halpern D.F. Outcomes assessment 101. In: Dunn D.S., Mehrotra C.M., and Halonen J.S. (Eds). Measuring up: Educational assessment challenges and practices for psychology (2004), American Psychological Association, Washington, DC 11-26
35. Halpern D.F., Appleby D.C., Beers S.E., Cowan C.L., Furedy J.J., Halonen J.S., et al. Targeting outcomes: Covering your assessment needs and concerns. In: McGovern T.V. (Ed). Handbook for enhancing undergraduate education in psychology (1993), American Psychological Association, Washington, DC 23-46
36. Halpern D.F., and Reich J.N. Scholarship in psychology: Conversations about change and constancy. American Psychologist 54 (1999) 347-349
37. Halpern D.F., Smothergill D.W., Allen M., Baker S., Baum C., Best D., et al. Scholarship in psychology: A paradigm for the twenty-first century. American Psychologist 53 (1998) 1292-1297
38. Hatfield S.R. Department level assessment: Promoting continuous improvement (IDEA Paper No. 35) (1999, May). http://www.idea.ksu.edu/resources/Papers.html Retrieved December 27, 2005, from Kansas State University, IDEA Center Web site: http://www.idea.ksu.edu/resources/Papers.html
39. Haworth J.G., and Conrad C.F. Emblems of quality in higher education: Developing and sustaining high-quality programs (1997), Allyn & Bacon, Boston
40. Hecht I.W.D., Higgerson M.L., Gmelch W.H., and Tucker A. The department chair as academic leader (1998), Oryx Press, Phoenix, AZ
41. Hillard V., and Harris J. Making writing visible at Duke University. Peer Review 6 1 (2003) 15-17
42. Huang Y.-R., and Chang S.-M. Academic and cocurricular involvement: Their relationship and the best combinations for student growth. Journal of College Student Development 45 (2004) 391-406
43. Keller P.A., Craig F.W., Launius M.H., Loher B.T., and Cooledge N.J. Using student portfolios to assess program learning outcomes. In: Dunn D.S., Mehrotra C.M., and Halonen J.S. (Eds). Measuring up: Educational assessment challenges and practices for psychology (2004), American Psychological Association, Washington, DC 187-207
44. Koch S. Wundt's creature at age zero-and as centenarian: Some aspects of the institutionalization of the "new psychology.". In: Koch S., and Leary D.E. (Eds). A century of psychology as a science (1992), American Psychological Association, Washington, DC 7-35
45. Kogan L.R., and Kellaway J.A. Applied animal behavior course: A service-learning collaboration with the Humane Society. Teaching of Psychology 31 (2004) 202-204
46. Korn J.H., Sweetman M.B., and Nodine B.F. An analysis of and commentary on consultants' reports on undergraduate psychology programs. Teaching of Psychology 23 (1996) 14-19
47. Kramer G.L. Faculty advising examined: Enhancing the potential of college faculty as advisors (2003), Anker, Bolton, MA
48. Kuh G.D., and Hu S. The effects of student-faculty interaction in the 1990s. Review of Higher Education 24 (2001) 309-332
49. Kulik J.A. Undergraduate education in psychology (1973), American Psychological Association, Washington, DC
50. Laird T.F., and Kuh G.D. Student experiences with information technology and their relationship to other aspects of student engagement. Research in Higher Education 46 (2005) 211-233
51. Leaming D.R. Academic leadership: A practical guide to chairing the department (1998), Anker, Bolton, MA
52. Levy J., Burton G., Mickler S., and Vigorito M. A curriculum matrix for psychology program review. Teaching of Psychology 26 (1999) 291-294
53. Lucas A.F., and Associates. Leading academic change: Essential roles for department chairs (2000), Jossey-Bass, San Francisco
54. Lundberg C.A., and Schreiner L.A. Quality and frequency of faculty-student interaction as predictors of learning: An analysis by student race/ethnicity. Journal of College Student Development 45 (2004) 549-565
55. Lutsky N., Torney-Purta J., Velayo R., Whittlesey V., Woolf L., and McCarthy M. American Psychological Association working group on internationalizing the undergraduate curriculum: Report and recommended learning outcomes for internationalizing the undergraduate curriculum (2005, November). http://www.apa.org/ed/pcue/international.pdf Retrieved June 15, 2006, from http://www.apa.org/ed/pcue/international.pdf
56. Marsh H.W., and Roche L.A. Making students' evaluations of teaching effectiveness effective. American Psychologist 52 (1997) 1187-1197
57. Maslach C., Schaufeli W.B., and Leiter M.P. Job burnout. Annual Review of Psychology 52 (2001) 397-422
58. McCarthy M.A., and Pusateri T.P. Teaching students to use electronic databases. In: Buskist W., and Davis S. (Eds). Handbook of the teaching of psychology (2006), Blackwell, Oxford, England 107-111
59. McGovern T.V. Handbook for enhancing undergraduate education in psychology (1993), American Psychological Association, Washington, DC
60. McGovern T.V. The past and future of the undergraduate psychology curriculum: Part 1. Psychology Teacher Network 3 1 (1993) 2-4 6
61. McGovern T.V. The past and future of the undergraduate psychology curriculum: Part 2. Psychology Teacher Network 3 2 (1993) 2-5
62. McGovern T.V. Liberal arts, diverse lives, and assessing psychology. In: Dunn D.S., Mehrotra C.M., and Halonen J.S. (Eds). Measuring up: Educational assessment challenges and practices for psychology (2004), American Psychological Association, Washington, DC 259-275
63. McGovern T.V., and Brewer C.L. Paradigms, narratives, and pluralism in undergraduate psychology. In: Sternberg R.J. (Ed). Unity in psychology: Possibility or pipedream? (2005), American Psychological Association, Washington, DC 125-143
64. McGovern T.V., Furumoto L., Halpern D.F., Kimble G.A., and McKeachie W.J. Liberal education, study in depth, and the arts and sciences major-Psychology. American Psychologist 46 (1991) 598-605
65. McKeachie W.J. Student ratings: The validity of use. American Psychologist 52 (1997) 1218-1225
66. Merriam J., LaBaugh R.T., and Butterfield N.E. Library instruction for psychology majors: Minimum training guidelines. Teaching of Psychology 19 (1992) 34-36
67. Messer W.S., Griggs R.A., and Jackson S.L. A national survey of undergraduate psychology degree options and requirements. Teaching of Psychology 26 (1999) 164-171
68. Middaugh M.F. Understanding faculty productivity: Standards and benchmarks for colleges and universities (2001), Jossey-Bass, San Francisco
69. Millard M.O. Psi Chi membership and factors related to excellence in scholarship. Eye on Psi Chi 3 3 (1999) 15-17
70. Myers D.G., and Waller J.E. Reflections on scholarship from the liberal arts academy. American Psychologist 54 (1999) 358-361
71. National Academic Advising Association. The statement of core values of academic advising (2004). http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Core-Values.htm Retrieved August 30, 2005, from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Core-Values.htm
72. National Research Council. National science education standards (1995), National Academy Press, Washington, DC
73. O'Meara K.A. Encouraging multiple forms of scholarship in faculty reward systems: Does it make a difference?. Research in Higher Education 46 (2005) 479-510
74. Paris S.G., and Ayres L.R. Becoming reflective students and teachers with portfolios and authentic assessment (1994), American Psychological Association, Washington, DC
75. Perlman B., and McCann L.I. The structure of the psychology undergraduate curriculum. Teaching of Psychology 26 (1999) 171-176
76. Perlman B., and McCann L.I. The most frequently listed courses in the undergraduate psychology curriculum. Teaching of Psychology 26 (1999) 177-182
77. Poindexter S. The case for holistic learning. Change 35 (2003) 24-30
78. Project Kaleidoscope. (1998). What difference do improved facilities make? A report of the Project Kaleidoscope Committee of Visitors. In Project Kaleidoscope Volume 4: What works, what matters, what lasts. Retrieved February 15, 2007, from http://www.pkal.org/documents/CommitteeOfVisitorsReport.cfm
79. Project Kaleidoscope. (2004). Investing in faculty-Ways and means. In Project Kaleidoscope Volume 4: What works, what matters, what lasts. Retrieved January 20, 2006, from http://www.pkal.org/documents/Vol4InvestingInFacultyWaysAndMeans.cfm
80. Project Kaleidoscope. (n.d.-a). What works visions. Retrieved January 20, 2006, from http://www.pkal.org/collections/WhatWorks.cfm
81. Project Kaleidoscope. (n.d.-b). Characteristics of the ideal spaces for science. Retrieved January 20, 2006, from http://www.pkal.org/collections/IdealSpacesForScience.cfm
82. Puccio, P., & Halonen, J. S. (2006, January). Student learning outcomes and everything in-between. Paper presented at the 28th Annual Meeting of the National Institute of the Teaching of Psychology, St. Petersburg Beach, FL.
83. Pusateri T.P. A decade of changes since the St. Mary's Conference: An interview with Thomas V. McGovern. Teaching of Psychology 29 (2002) 76-82
84. Pusateri T.P., Poe R.E., Addison W.E., and Goedel G.D. Designing and implementing psychology program reviews. In: Dunn D.S., Mehrotra C.M., and Halonen J.S. (Eds). Measuring up: Educational assessment challenges and practices for psychology (2004), American Psychological Association, Washington, DC 65-89
85. Raupp C.D., and Cohen D.C. "A thousand points of light" illuminate the psychology curriculum: Volunteering as a learning experience. Teaching of Psychology 19 (1992) 25-30
86. Scheirer C.J., and Rogers A.M. The undergraduate psychology curriculum: 1984 (1985), American Psychological Association, Washington, DC
87. Seymour E., Hunter A.B., Laursen S.L., and Deantoni T. Establishing the benefits of research experiences in the sciences: First findings from a three year study. Science Education 88 (2004) 493-534
88. Shavelson R.J., and Huang L. Responding responsibly to the frenzy to assess learning in higher education. Change 35 (2003, January/February) 11-19
89. Sheehan E.P. Assessment in the major: A model psychology program. College Student Journal 27 (1993) 256-258
90. Sheehan E.P. A multimethod assessment of the psychology major. Teaching of Psychology 21 (1994) 74-78
91. Smith R.A., and Fineberg A.C. Standards and outcomes: Encouraging best practices in teaching introductory psychology. In: Dunn D.S., and Chew S.L. (Eds). Best practices for teaching introduction to psychology (2006), Erlbaum, Mahwah, NJ 179-194
92. Springer L., Stanne M.E., and Donovan S.S. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research 69 (1999) 21-51
93. Stark J.S., Briggs C.L., and Rowland-Poplawski J. Curriculum leadership roles of chairpersons in continuously planning departments. Research in Higher Education 43 (2002) 329-356
94. Stoloff M.L., Apple K.J., Barron K.E., Reis-Bergan M., and Sundre D. Seven goals for effective program assessment. In: Dunn D.S., Mehrotra C.M., and Halonen J.S. (Eds). Measuring up: Educational assessment challenges and practices for psychology (2004), American Psychological Association, Washington, DC 29-46
95. Stoloff, M., Sanders, N., & McCarthy, M. (n.d.). Profiles of undergraduate programs in psychology. Washington, DC: American Psychological Association. Retrieved July, 8, 2005, from http://www.apa.org/ed/pcue/profiles_intro.html
96. Thompson W.B., Vermette P.J., and Wisniewski S.A. Ten cooperative learning activities for the cognitive psychology course. Teaching of Psychology 31 (2004) 134-136
97. Toulmin S., and Leary D.E. The cult of empiricism in psychology, and beyond. In: Koch S., and Leary D.E. (Eds). A century of psychology as a science (1992), American Psychological Association, Washington, DC 594-617
98. Trimble J.E. Enriching introductory psychology with race and ethnicity: Considerations for history of psychology, biopsychology, and intelligence measurement. In: Dunn D.S., and Chew S.L. (Eds). Best practices for teaching introduction to psychology (2006), Erlbaum, Mahwah, NJ 93-109
99. Trimble J.E., Stevenson M.R., and Worell J.P. Toward an inclusive psychology: Infusing the introductory psychology textbook with diversity content [A Report from the APA Commission on Ethnic Minority Recruitment, Retention, and Training Task Force (CEMRRAT2 TF) Textbook Initiative Work Group] (2003, September 15). http://www.apa.org/pi/oema/inclusivepsychology.pdf Retrieved October 18, 2005, from http://www.apa.org/pi/oema/inclusivepsychology.pdf
100. Umbach P.D., and Porter S.R. How do academic departments impact student satisfaction? Understanding the contextual effects of departments. Research in Higher Education 43 (2002) 209-234
101. Umbach P.D., and Wawrzynski M.R. Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education 46 (2005) 153-184
102. U.S. Department of Education. A test of leadership: Charting the course of U.S. higher education. A report of the commission appointed by Secretary of Education Margaret Spellings (2006), Author, Washington, DC. http://www.ed.gov/about/bdscomm/list/hiedfuture/reports/final-report.pdf Retrieved February 14, 2007, from www.ed.gov/about/bdscomm/list/hiedfuture/reports/final-report.pdf
103. Ware M.E., Busch-Rossnagel N.A., Crider A.B., Gray-Shellberg L., Hale K., Lloyd M.A., et al. Developing and improving advising: Challenges to prepare students for life. In: McGovern T.V. (Ed). Handbook for enhancing undergraduate education in psychology (1993), American Psychological Association, Washington, DC 47-70
104. Wehlburg C. How to get the ball rolling: Beginning an assessment program on your campus. AAHE Bulletin 51 9 (1999, May) 7-9
105. Wergin J.F. Departments that work: Building and sustaining cultures of excellence in academic programs (2003), Anker, Bolton, MA
106. Wergin J.F., and Swingen J.N. Departmental assessment: How some campuses are effectively evaluating the collective work of faculty (2000), American Association for Higher Education, Washington, DC
107. Wolfe C.R., and Haynes C. Assessing interdisciplinary writing. Peer Review 6 1 (2003) 12-14
108. Woods P.J. The psychology major: Training and employment strategies (1979), American Psychological Association, Washington, DC
109. Woolf L.M., and Hulsizer M.R. Understanding the mosaic of humanity through research methodology: Infusing diversity into research methods courses. In: Dunn D.S., Smith R.A., and Beins B.C. (Eds). Best practices for teaching statistics and research methods in the behavioral sciences (2007), Erlbaum, Mahwah, NJ 237-256