Psychology

What is the program’s mission statement or statement of purpose? Why does the program exist?

 The Department of Psychology is concerned with the application of psychological theory, methodology, and empirical findings to the study of behavior and mental processes. The Department provides instruction to undergraduate and graduate students who are either Psychology majors or enrolled in Psychology courses. The Department will provide an appropriate number and variety of courses for students majoring in psychology leading to the bachelor's degree, master's degree, or specialist's degree as well as service courses for students in other disciplines.

The Department provides opportunities for students to explore careers in psychology by encouraging undergraduate student research and field placements. In order to enhance these student opportunities, the Department will support faculty research and service in the diverse areas of psychology.

The Department of Psychology uses its human, fiscal, and physical resources to provide a quality learning environment for its undergraduate and graduate students. Qualified faculty challenge and inspire students in modern, well-equipped classrooms and laboratories. Department faculty strengthen their understanding of their areas of study through research and scholarly activity, and they provide services consistent with the mission of the University to students and others in the University's service region.

How does the program mission align with the university mission?

Psychology is treated as a natural science, a social science, and a profession. The undergraduate curriculum in the Psychology Department is designed to prepare students for graduate school, for careers, and for lifelong learning. At the core of the curriculum is a set of carefully selected required courses that enable students to master basic psychological principles, theories, and methods. Students fulfill their departmental graduation requirements by taking the required core courses, choosing courses within several content areas, and selecting elective courses from all the content area courses in psychology.

In addition the Psychology Department offers two graduate programs: Master of Arts in Clinical Psychology and Specialist Degree in School Psychology. These programs offer training for entry level positions in professional psychology. Both programs are fully approved and accredited. While primary responsibility for the Clinical Psychology and School Psychology programs resides with the respective core faculty, graduate students may take courses and conduct thesis research with any member of the faculty.

Whom does the program serve?

Over 450 undergraduates majoring in psychology; over 200 psychology minors; approximately 50 graduate students, and also undergraduates taking gen ed courses, as well as service to other programs (e.g., CDS, education).

What are the services provided? How do these services align with the university mission and program mission?

Undergraduate program, two minors, two graduate programs, Psychology Clinic, assessment services. All academic programs are accessible and offer superior preparation. All programs are rigorous, invite and stimulate scientific and critical thinking, inquiry and personal development. Diversity is supported and celebrated. Students are encouraged to be good citizens, and to communicate clearly and effectively.

Describe the program’s origins (e.g. year established, purpose, expectations).

Psychology professors at Eastern have had advanced degrees in Psychology, at least, as far back as the 1920s (e.g., Emma Reinhardt, the first woman to receive her Ph.D in Education from the University of Illinois in 1927). Because all students who graduated from Eastern prior to the early 1950s were studying to become teachers, the emphasis in psychology courses was on how psychology applied to teaching. For many years, Psychology at EIU was considered part of the Education Department, and courses were listed in the catalog under the Education program. Dr. Donald A. Rosthschild (1934-1967 at EIU) was the first to offer a “psychology” class at Eastern. On February 14th, 1963, Eastern’s President, Dr. Quincy V. Doudna, announced that a new department of psychology would become operational on September 15th of that year. A year later, Psychology appeared as a separate department in the University’s catalog, with Dr. Rothschild as Chair, and faculty members Dr. Arthur J. Looby and Dr. Henry A. Stackhouse.  A year after that, in the 1965-66 academic year, Dr. Harold G. Coe and Dr. Francis E. Summers joined the department. The department continued to grow steadily to today’s number of approximately 20 tenured/tenure track faculty members. And, psychology remains among one of the most popular majors at Eastern.

How has the unit changed or adapted over time?

Since inception, the Department has added graduate programs, updated those programs over the years as needed, updated the vibrant undergraduate program over the years, added an undergraduate internship program, added a neuroscience minor, and maintained high quality faculty who are committed to the needs of students. In short, all programs have changes to the needs are they occur, often ahead of the curve.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

One graduate course supports gerontology program; multiple undergraduate courses support other undergraduate programs, e.g., CDS, FCS, education, nursing, sociology, political science.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

Psychologists (including school) earn a median income of $68,000 per year.

Master's level mental health counselors earn a median income of $40,000 per year.

Health educators (BA level) earn a median income of $46,000 per year. There are many other similar BA level position (e.g., case manager) which regularly employ Psych graduates (median incomes are similar).

All of the above are listed as growing faster than normal in the Occupational Outlook Handbook.

In EIU's Career Services Annual Report (2012), Psych grads are showed as 92% employed.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

Two programs are not. The SSP program is certified by NASP. Currently it has full certification. They don't issue an executive summary.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

No regulatory or other requirements.

What are the most important outreach or public service activities supported by the program?

Psychological services clinic. In addition, interns, undergraute and graduate, help staff multiple local agencies and school districts.

How do the local community and the region benefit from the program?

We prepared student in above. In addition, the psychological services clinic offer psychological assessments (including psycho-educational) and psychotherapeutic services.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Psychology (B.A.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Clinical Psychology (M.A.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Specialist in School Psychology

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

None from grants, but significant improvements to research labs, euipment, and teaching resources via TRM funds.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

Gifts are primarily used for student scholarships and awards. Gifts are also used to support undergraduate research and student travel to conferences.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

Lakeland and Parkland Colleges. These and other community colleges throughout the state provide us with a significant propostion of our undergraduate majors.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

How does the program seek to distinguish itself from similar programs at other institutions?

Cutting edge curricula that keep pace with change in the field (often ahead of the curve). True dedication and activities in undergraduate research and faculty-student research. Real and vibrant intership programs. In these areas our competitors frequently promise these thing, but don't deliver. In addition, all areas of our field are represented in our program (also infrequent at other institutions).

Note any unique and/or essential contributions that the program makes to the university.

Large presence and commitment undergraduate research; strong undergrad internship program; important grad program in school psychology, fills a statewide need; and psychological services clinic.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

Consistently recieved level 3 program assessments in all areas and in all programs.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

• Increase and enhance undergraduate research.
• Add formalized critical thinking and writing components into the undergraduate curriculum (i.e., via new courses and other modifications).
• Increase enrollments and diversity in the SSP program.
• Increase and enhance teaching facilities (e.g., classroom modifications and additions, such as an undergraduate research method lab classroom).
• Increase and enhance lab facilities (e.g., modifications and additions to research labs).
• Initiate a new MS program in psychological science.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

• Dept goals are relisted below with the University's strategic plan goals in bold.

• Add formalized critical thinking and writing components into the undergraduate curriculum (i.e., via new courses and other modifications). Academic Excellence - Enhance/improve critical thinking
• Increase and enhance undergraduate research. Academic Excellence - Enhance/improve critical thinking & Enhance the integrative learning experience for all students
• Increase enrollments and diversity in the SSP program. Global Competition and Changing Demographics - Diversity
• Increase and enhance teaching facilities (e.g., classroom modifications and additions, such as an undergraduate research method lab classroom). Academic Excellence - institution that creates a culture of academic rigor.
• Increase and enhance lab facilities (e.g., modifications and additions to research labs).Academic Excellence - institution that creates a culture of academic rigor.
• Initiate a new MS program in psychological science. Academic Excellence - institution that creates a culture of academic rigor.

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

A neuroscience major jointly with the Biological Sciences Dept. This should attract 40-60 new undergraduate students and it could be accomplished with existing faculty and courses (with one or two new ones).

A new graduate degree (MS) in psychological science. Should attract cohorts of 12, with a total enrollment of 24-30. Will require new courses and two new faculty.

If needed, provide supplemental comments to help the reader understand future opportunities for the program.