With respect to broad-based knowledge, the research portion was fine but we need to increase the appreciation for the theoretical and social bases for the materials that are presented in our classes and especially in the introductory classes. The Chair will meet with the Director of the PACE Center and will meet with the TAs to discuss how TAs can better present the connection between theory and methodology and how the latter really is dependent upon the former. We also will strive to ensure that students appreciate that what they are learning in class has real value outside of the classroom and that they can, in fact, use the materials to which they have been exposed and learned are important in everyday decision making. If they can do this, then their perception of the value of their education should increase dramatically. One way of doing this is through "active learning" and even perhaps out of class assignments for the students to use what they are learning in class.

With respect to the Statistics Lab results, a greater emphasis will be put into factors involved in generating scientific knowledge. Steps to be taken include student analysis of original research articles, identification of the null and alternative hypotheses, analyzing and interpreting data, etc.

The chair met with the aforementioned individuals involved in the Introductory Psychology sections. During his meetings with TAs involved in the course he stressed the need make the course materials as germane and practical to the lives of the students. In addition, the TAs were given lists of terms, generated by faculty within each specialty areas, that outlined what should be expected of an undergraduate having gone through an Introductory Psychology class.

The chair also met with the instructor in the Statistic Labs. Attempts have been made at bettering the scores on the embedded questions but it seems to have been with little or no effect.

Broad Knowledge Base: Criterion for success for sections of the final exam in Psychology 1301 was reached in three of the 10 areas. In one other area, Science of Psychology, criterion was almost made. Although we changed how we assessed the outcome data, we seem to be getting better; the Social Psychology section of this year's exam was at 74% while the Social Section of last years exam was only at 57%. The upcoming academic year we will require all instructors of Psychology 1301 to attend the CHSS teaching conference. The coordinator for the sections also will meet bi-weekly with TAs and suggest ways of handling class issues. In order to ensure the best instructors for our undergraduates, the coordinator will also require that means for each exam given in each section be reviewed in order to determine if any of the TAs are struggling. Additionally, the coordinator will review questions on the common final exam to determine if some are misleading, some are worded enigmatically, or some are above or below the level of what should be expected of a person just having taken a course in Introductory Psychology.

Generating and Communicating Scientific Knowledge: The numbers were down a little bit this past academic year. The chair will meet with the instructors of the Statistics Labs and discuss what problems may have arisen and how to address those problems. It may be that the reductions this year are just normal flucuations but it would be best to find out and not let these types of scores continue.