| Course # |
SLO |
Rating (of students achieving the SLO as reported by faculty) |
Action Type |
Action |
| HSER 330 |
evaluate the impact of bias, stereotyped thinking, prejudice, and discrimination in working with diverse populations. |
1 - All or most students |
|
|
| HSER 341 |
compare the effects of each class of psychoactive drugs upon the human body. |
1 - All or most students |
Individual |
Will be emphasizing more YouTube videos as a learning tool. |
| PSYC 300 |
apply psychological concepts, theories, and research findings to personal, interpersonal, occupational, and social/community contexts |
1 - All or most students |
|
|
| PSYC 340 |
compare and contrast the approaches to psychological intervention including present community health practices |
2 - More than half of students |
|
|
| PSYC 370 |
differentiate typical from atypical psychological development across the lifespan |
1 - All or most students |
Individual |
With respect to atypical and typical development, I would like to add more course content with respect to neurodiversity rather than pathology. |
| PSYC 373 |
relate the connection between the study of child psychology to other disciplines. |
2 - More than half of students |
Individual |
Always updating and ensuring all materials are relevant and up to date. |
| PSYC 300 |
describe the general subject areas of psychology (e.g., biological, sensation and perception, learning and memory, cognition, consciousness, individual differences, psychometrics, personality, social processes, developmental/lifespan, emotion, motivation) |
1 - All or most students |
|
|
| PSYC 330 |
calculate probabilities using t-distributions. |
1 - All or most students |
Individual |
I plan on recording additional exercises for students, demonstrating the step-by-step method of solving the problem. These recordings will be optional, as students who have mastered the idea, need not be burdened with additional busy work. However, students that are still struggling can view the video and follow along. At the end of the video, I will encourage students to either see me during office hours or make an appointment if they have questions. I will assure them that, 'It's always something small, we just have to find that small 'something small'.' |
| PSYC 330 |
examine research reported in the media. |
2 - More than half of students |
Individual |
Create a module and assessment/assignment specifically for this course SLO. |
| PSYC 330 |
use statistical software such as SPSS, Excel, Minitab or a graphing calculator to perform probability and statistical calculations. |
1 - All or most students |
Individual |
Find support for students to obtain the Excel software on their computers since many have MAC or Chromebook and the online version of Excel does not work on those for the analyses that we do. I will schedule the lectures and activities with these issues earlier in the semester (e.g., week two of the semester). |
| PSYC 390 |
compare and contrast the dynamics of grief, bereavement, and the tasks of adult's and children's mourning |
1 - All or most students |
Individual |
Because this is the first time I taught the class in an online environment, there is plenty of room for improvement for me to augment materials to further differentiate these differences. |
| PSYC 402 |
differentiate treatment issues of drug and alcohol use, misuse, abuse, and addiction |
1 - All or most students |
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