Psychology Home at The University of West Georgia


A. Generic Data

In keeping with the mission of the University of West Georgia, the Department of Psychology provides its students with opportunities for intellectual and personal development through quality teaching, scholarly inquiry, creative endeavor, and service for the public good. The University aspires to preeminence in providing educational excellence in a personal environment through an intellectually stimulating and supportive community for its students, faculty and staff. The Department joins the University in its commitment to

  • high-quality undergraduate and graduate programs that are grounded in a strong liberal arts curriculum and that
    - impart broad knowledge and foster critical understanding needed for intellectual growth, personal and social responsibility, cultural and global literacy, and life-long learning;
    - emphasize disciplinary rigor;
    - foster the development of effectiveness in communication, critical and independent thinking, problem solving, and the use of technology.
  • a learning community dedicated to instructional excellence where close student-faculty interaction enhances both teaching and learning for a diverse and academically well-prepared student body.

FTE, etc.

Data provided by the Department of Institutional Research and Planning is one indicator of the viability of the programs in the Department of Psychology. As can be seen from these pages, the Department of Psychology attracts a considerable number of students to its courses and to its programs, and generates a significant number of credit hours for the institution.

Table A documents the number of undergraduate majors (including those double majoring in another subject), pre-majors and minors, as well as the number of graduate (MA) students in the Psychology Department from Fall 1998 through Spring 2001. As can be seen from this data, the numbers have generally been rising steadily during the period of time under review.


Table B documents the total number of credit hours generated by the department at both the undergraduate and the graduate levels from Fall 1998 to Spring 2001. While the number of undergraduate credit hours dipped in the 1999-2000 academic year, this was due to a block placed by the Dean’s Office in Arts & Sciences on enrollment in upper-level courses offered by the Department [to screen out students who had not yet earned a 2.5 GPA or students who had not yet declared the major in Psychology from enrolling in these courses]. After the Department negotiated an agreement with the Dean’s Office to prevent students from declaring their majors in their graduating semesters, the block was removed and enrollment in upper-level Psychology classes began to return to normal levels. The number of graduate credit hours also dipped in the 1999-2000 year because more students found it necessary to attend school part-time and the department’s proposal of 4-hour graduate classes was not approved at semester conversion.


Table C documents the number of degrees conferred at both the undergraduate and graduate levels from FY 1990 through FY 2000. As can be seen from this data, over the past decade the Psychology Department has consistently graduated more undergraduate students than any other department in Arts & Sciences or Business and most departments in Education. It also has consistently held the distinction of being the largest graduate program in the College of Arts & Sciences during the same period. While the number of MA graduates dipped in 2000, this was due to the fact that students are not able to complete our 45-hour MA program within two years (in part because they are taking mainly 3-credit courses rather than the 4-credit courses we had originally intended for them to take when re-configuring our programs at the time of semester conversion). In FY 2000-2001, however, we conferred MA degrees on 20 students. Since enrollment at the graduate level is steadily increasing, the number of degrees conferred is projected to increase as we move into the future.




Another indicator of the viability of departmental programs is the University System of Georgia 2001 Comprehensive Program Review Trigger Report (see Appendix A). This report lists programs “triggered” for early program review because of low enrollment. As can be seen from Appendix A, although we are conducting an early Program Review, none of the Psychology Department programs was triggered for early review.

Institutional “Visionary” Goals

In December of 2000, the University of West Georgia committed itself to the achievement of the following “visionary goals,” to achieve national recognition as a leader among, and model for, comprehensive universities in five areas:

  • Faculty-directed student research and professional activities.
  • The Honors College and Advanced Academy
  • The First-Year Program - offering programs such as Learning Communities and Service-Learning opportunities
  • Technology Across the Curriculum
  • Innovative Professional Preparation. Appropriate experiences here might include theoretical or applied research in collaboration with a faculty member, creative work under the supervision of a faculty member, community service, co-op and internship positions on or off campus related to the student’s area of study and/or academic competition under faculty guidance.

Department faculty support these initiatives in the following substantive ways:

Faculty-Directed Student Research and Professional Activities

* SPARC - Student Psychology Annual Research Conference

In order to create a forum for student research, Student Psychology Annual Research Conference (SPARC) was inaugurated in the Department in the Spring of 1999. This conference, held on the campus, serves as a forum for sharing the wealth of Human Science and interdisciplinary research conducted through West Georgia’s Department of Psychology. This conference is not set up as a competition, but instead serves as a clearing for students, faculty, and friends to join in a community of learners in order to share and discuss current research.

SPARC provides a focal point for end-of-year presentations, a testing ground for new ideas, an opportunity to refine and practice presentation skills, and a celebration of scholarship and creativity. While the conference is directly mentored and supported by faculty, it is organized, run and moderated by graduate students. In its first year, approximately 25 undergraduate and graduate students presented their original research in a formal one-day conference format. More than one hundred observers participated as well. SPARC 2000 drew approximately one hundred seventy guests. SPARC 2001 featured approximately 40 graduate and undergraduate research presentations, an on-going display of original work from a class on Creativity (PSYC 4500/5500), and a forum on professional considerations in clinical work. Several presentations have been refined and taken by students to regional and national conferences following SPARC. These include presentations at: The C.J. Jung Society Conference, Southeastern Woman and Psychology Regional Conference, American Psychological Association Annual Conference.

Presentations have encompassed a broad range of original Human Science Research topics and both empirical and theoretical approaches. Undergraduate presentations have included such titles as: “Women with HIV/AIDS: A Qualitative Study of Living, Coping and Creating Meaning;” “The Psychological Connection Between Humans and Animals;” “Hypnosis, Age Regression, and False Memories;” and “From the Inside Out: Purgation and the Balanced Self.” Graduate student presentations have included: “Discovering Authenticity and Power: Stories of Southern Women;” “Images of Gender in Technology: Implications for Being;” “Evaluating the Predictive Reliability of the GRE for African Americans;” “An Empirical Investigation Into Sense of Humor and Religious Orientation.”

SPARC has been sponsored by the Department of Psychology and in the current year (2001) has also been supported by a small grant ($225.00) from the Center for Teaching and Learning at the University. Programs from the past three years can be found in Appendix B. See more on Department-Sponsored Student Research.

* Brookwood Cross-Cultural Community Development Initiative

A recent development has been the opening up of a new avenue for professional development for our graduate and undergraduate students, namely that of cross-cultural community development, initiated December 2000 by Dr. Mustakova-Possardt. While existing human services have long been an area in which our students have had opportunities to gain experience, this effort has made it possible for students to become creative leaders in assessing the needs of new populations and developing appropriate services from scratch.

This initiative introduces several important dimensions of practical experience: (1) grass-roots, psychologically informed community building and organizing; (2) prevention programs of a psycho-educational nature on a community level; (3) hands-on experience with the complexities and challenges of facilitating integration of cross-cultural groups and communities (particularly immigrant communities), which are significantly on the increase given global mobility, into the larger community; (4) experience with grant-writing necessary to support such trail-blazing efforts.

As this report was being prepared, this work has been concentrated in the Brookwood residential community, a low-income, predominantly immigrant community on the outskirts of campus. A senior/graduate practicum in cross-cultural community development (Spring 2001) offered a valuable learning experience for graduate and undergraduate students in the Psychology Department who are preparing to become future helpers amidst the cross-cultural mobility and complex global processes which are characteristic of the 21st century. Work of this type continues and strengthens the Psychology Department’s commitment to training community leaders capable of working in holistic, grass-roots, values-conscious, and culturally sensitive ways in complex cross-cultural contexts.

*Thesis research (MA Program)

* OS-2

The Old-Saybrook 2 Conference (held on campus, May 2000) was designed to foster a fundamental examination and reformulation of the entire, international field of Humanistic Psychology. Its principal inspiration grew out of the original Old Saybrook conference held in 1964 - a seminal event that provided Humanistic Psychology’s initial blueprint, direction and impetus. Motivated by our world’s changing structure and values, especially over the last few decades, the Old Saybrook II gathering provided faculty and graduate students with a milestone opportunity to participate in one of the principal efforts to re-envisage Humanistic Psychology’s fundamental direction and relevance in the new millennium.

Because the conference adopted the “open marketplace” format, our graduate students gained very uncommon, free-form access to many of Humanistic Psychology’s internationally pre-eminent thinkers.

* Mark Kunkel, Ph.D., Associate Professor, has sponsored a brown-bag lunch series focusing on issues related to the conduct of research and professional preparation.

* Faculty have supervised 225 Independent Studies or Practica/Internships between Fall, 1998 and Spring 2001 (see listing in Appendix C) and 11 Thesis projects.

The Honors College and Advanced Academy

* Psychology Department Faculty have offered 7 sections of Honors courses since Fall, 1998.

These have ranged from introductory courses to advanced seminars on such topics as “International Film,” “Through a Child’s Eyes,” “Music and the Mind,” etc. Beyond this, psychology faculty have made special accommodations in various courses so that selected students could enroll in them for Honors Credit. Such accommodations were made in the following courses between Fall 1998 and Spring 2001: Introduction to Psychology, Personal Relationships, Humanistic Psychology, Human Growth and Development, Psychology of Myth and Symbol, Psychology of Mind/Body, Mysticism, and Research Explorations.

Tobin Hart, Ph.D., Associate Professor in the Department serves as a member of the Advisory Board of the Advanced Academy of Georgia (1996 to present). Kareen Malone, Ph.D., Associate Professor in the Department, also serves as a member of this Advisory Board (1998 to present) and was a member of a search committee for the position of Coordinator of the Advanced Academy (Summer, 1999).

The First-Year Program

* Jim Dillon, Ph.D, Assistant Professor in the Department of Psychology, has been a coordinator of some of the Learning Community components of this program from 1999- to the present.

Technology Across the Curriculum

* Larry Schor, Ph.D., Assistant Professor in the Department co-developed an eCORE version of PSYC 1101 in Fall 2000, providing statewide access to this class taught exclusively in an on-line environment.

* Larry Schor, Ph.D., Assistant Professor in the Department taught a distance-learning (GSAMS) version of PSYC 1101 in Spring 1999. Fifty-three (53) students were enrolled in the GSAMS class (41 on campus and 12 at the Newnan site).

Innovations in Professional Preparation

* Many of the contributions departmental faculty make in this arena have already been discussed above (i.e., SPARC, brown-bag lunches, OS-2, supervised internships/practica). The Department also sponsors frequent colloquia on topics of interest to pre-professionals.

* The Department has created the HORIZON SEMINAR courses (PSYC 4085/5085) to offer learning experiences of an innovative nature.

* See also information regarding opportunities for licensure preparation for students enrolled in our MA program.

* The department acknowledges student achievement and professional promise with three awards and one nomination for a university-wide award.

The Herndon award is given annually to a student who has demonstrated superior academic achievement, leadership, potential for development in the discipline of Psychology and active involvement in extra-curricular activities. The recipient receives a plaque at the Honors Day convocation.

The Whatley award ($250.) is given annually to a sophomore, junior, or senior who has demonstrated achievement and financial need.

The Humanistic Psychology (Dodson) award ($1,000) is given annually to a graduate student who demonstrates financial need as well as accomplishment and involvement in Humanistic Psychology at West Georgia.

The Department has the opportunity annually to nominate a student for the Hirsch award, a $350. award given by the Graduate School on the basis of a student’s overall academic record to a graduating senior who plans to continue studies at the University of West Georgia as a graduate student in a field of his or her choice.

B. Contributions to Core Curriculum (PSYC 1101)

VIABILITY: Student interest in this course is evident by the enrollment it attracts. Table D documents the number of students enrolled in selected Psychology courses, including PSYC 1101. Enrollment in sections of PSYC 1101 offered by the Department has grown from a total of 693 in FY 2000 to a total of 921 in FY 2001.


Although student evaluation data indicates that this course is well-received by students and is successful in attracting majors to our Department, no comprehensive evaluation has been carried out by the department since semester conversion with regard to the ways in which learning experiences in this course are contributing to the goals and mission of the university, the University System and the state of Georgia. The Committee charged with developing an instrument by which departments could assess these matters did not establish the learning outcomes to be focused on for courses in Core Area E until April 13, 2001 - too late for us to address them in this document (see Appendix D)

At the end of this semester, however, faculty teaching PSYC 1101 courses will include the following items on the additional generic spaces provided on student evaluations:
1. To recognize and identify achievements in the human sciences.
2. To understand and to appreciate the application of the perspectives and methods of the human sciences to “real world” circumstances.
3. To demonstrate an appreciation for global and multicultural perspectives on societies and civilizations.

C. Supportive Courses

In addition to its contributions to the core curriculum and to undergraduate and graduate programs (to be discussed below), the department offers supportive learning experiences for students in a variety of other majors. Psychology courses are specifically recommended by faculty as options for several majors on campus and are frequently taken as electives by a wide range of majors. For example, past and current catalogs indicate that:

For Criminology majors, PSYC 1101 is one of the options listed in Area F.

For students majoring in Criminology with an emphasis in Juvenile Justice PSYC 4280 is one of the options listed.

For Sociology majors (BS Degree), PSYC 1101 is one of the options listed in Area F.

For Anthropology majors, PSYC 1101 was one of the options listed in Area F and upper-division coursework in PSYC was included among recommended electives until the 2000-2001 catalog. The current catalog no longer specifies recommendations regarding such options or electives, but students are still free to take PSYC courses if they so choose.

For students majoring in Nursing, up to 6 hours of PSYC, SOCI or Growth and Development (PSYC 3010) courses are required.

Math majors (pursuing the Applied Statistics option) are encouraged to take an upper level class in PSYC as one among several options open to them.

Business majors (in Accounting, Business Information Systems, Management, Marketing and Real Estate) are required to take non-business electives and many opt for our classes in psychology as a way of fulfilling this requirement.

Among Education majors, PSYC 1101 was one of the options specified for the BS degree with a
major in Secondary Social Science Education through 1999-2000.

For those pursuing the BS in Special Education and Speech Language Pathology, PSYC 1101 continues to be one of the options named.

For those pursuing the BS in Recreation with a concentration in Therapeutic Recreation, PSYC 3010, PSYC 3150 and other approved electives were specified. although as of November, 1998, students can no longer declare this concentration.

Demand for courses in our department is high, and is met in part by faculty overriding caps on enrollment to the extent that this does not compromise student learning. In Fall 2000 (the first semester for which these figures were compiled), more overrides were requested than faculty found it possible to accommodate. See Table E.


D. Undergraduate (B.A.) Program in Psychology

1. Requirements

To be admitted to the B.A. program in Psychology, students must have completed at least 15 hours with a cumulative GPA (including all transfer credit) of 2.5 or better.

2. Evaluation

VIABILITY: As can be seen from Table A the number of undergraduate students majoring in Psychology since the time of semester conversion (Fall 1998) has averaged 188, with another approximately 226 students designated as “pre-majors” who anticipate becoming psychology majors but haven’t yet achieved the GPA required for official admission to our major. The major is clearly of interest to students.

Career Opportunities for Psychology majors are projected to be good to excellent according to the Occupational Outlook Handbook (1998-1999, and http://www.the/ and a presentation to SPARC by Tonya Quick (2001). Quick described opportunities students with a Bachelor’s degree might have for finding work related to their college major and pointed out how the study of Psychology at the Bachelor’s level is fine preparation for many other professions. Students majoring in Psychology often possess good research and writing skills, are good problem solvers and have well-developed thinking abilities when it comes to analyzing, synthesizing, and evaluating information. As a result, they have many qualities that are attractive to job recruiters. Employers often mention that they seek out Psychology majors because they tend to have strong people skills. This is especially so with regard to students who have preparation in programs with a humanistic/transpersonal orientation, since such programs focus on self-understanding, understanding of others and human experience in ways that prepare students more effectively to relate well with others. In addition, the insights gained from Psychology courses helps people whether they are functioning as parents at home, managers on the job, or professionals in other fields (Quick, 2001).

Issues of PRODUCTIVITY (contributions of graduates, commentary on students who meet their educational goals through the program’s offerings, or job enhancement) and QUALITY: measures of excellence - including but not limited to: attainment of student learning outcomes, comparisons relative to internal/external benchmarks, resources, accreditation criteria, relevant external indicators of success, etc. are addressed in the discussion below.

For purposes of Program Review, the department has adopted a two-fold method to assess the undergraduate program in psychology. First, the department has routinely and systematically carried out a qualitative assessment of its undergraduate program in Psychology via the capstone course for the major (PSYC 4884 - Integrative Seminar). Every psychology major must take the Integrative Senior Seminar prior to graduation. As a required assignment for the course, students complete an anonymous assessment commentary. In writing the commentary, students address three questions about the program:

A. Discuss two things you have learned or come to understand as a Psychology major (about self, others, or some aspect of psychology) which you consider significant, meaningful and/or worthwhile knowings/understandings. These should be things you learned as a result of majoring in Psychology or taking a particular course in Psychology. If related to a specific course or courses, please explain.

B. Discuss two significant life problems and/or matters of academic interest which your study of Psychology has left you wondering about, confused about, uninformed about, or has failed to resolve for you at this point in time. These should be things you wish you knew more about and/or understood more about than you currently do, or than has been addressed in your coursework in Psychology thus far. If related to a specific course or specific courses, please explain.

C. What stands out for you regarding the Psychology program as a whole? What seems to be working well? What specific suggestions/recommendations do you have for any improvement of the Psychology program?

The commentary is in essay format and most are between 2 and 3 pages in length. Assessment commentaries have been collected in Fall 1998; Spring 1999; Summer 1999; Fall 1999; Spring 2000; Summer 2000; Fall 2000 and Spring 2001. [SEE NOTEBOOK #2]

Second, survey questionnaires were mailed to 150 graduates of the psychology BA program who graduated between Fall, 1998 and Fall, 2000. The survey contains 26 Likert-type questions and 5 open-ended questions (see Appendix E for sample survey based on the departmental mission statement). Of the 150 surveys sent, 32 were returned (a response rate of 21%).

Assessment evaluation proceeded in two steps. First, a protocol analysis of the assessment commentaries was conducted by Jeffrey Reber, Ph.D., Assistant Professor, and Lisa Osbeck, Ph.D., Assistant Professor, faculty members who began teaching in the department in the 2000-2001 academic year. The purpose of protocol analysis is to identify predominant themes across the commentaries that seem indicative of the general tone and feeling of the group. Although there are no specified criteria of “predominance,” a minimum prevalence rate of 50% was agreed upon. That is, the theme had to be present in at least half of the commentaries in order to be included in the analysis. The second step was to analyze the surveys of graduates and cross-reference the results with the themes identified in the assessment commentaries. The 26 Likert-type questions were analyzed by calculating means for each item (on a 6 point scale) and the open-ended questions were evaluated through protocol analysis.

Results of the protocol analysis were organized under the general categories of “areas of strength” and “areas needing improvement.” Under areas of strength 4 themes were identified and 6 themes emerged as areas needing improvement.


Areas of Strength - Commentary
1. Students gained knowledge of themselves and became better, more authentic people.
2. Students gained knowledge and understanding of others.
3. Students felt that the faculty are great, excited about teaching, very helpful, and diverse.
4. Students liked the diversity of material and classes offered.

Areas Needing Improvement - Commentary
1. Students wanted to know more about graduate school and job opportunities in psychology.
2. Students wanted to know more about and have more classes offered in other, non-humanistically based theories.
3. Students wanted more classes offered more often, especially night classes.
4. Students wanted more hands-on experience and more internship opportunities.
5. Students felt they did not understand humanistic psychology.
6. Students thought the language requirement was unnecessary.

To examine these results further, questions on the survey of graduates that related to each theme were reviewed. Items on the survey are reverse scored such that a score of 6 = very strongly agree, 5 = strongly agree, 4 = agree, 3 = disagree, 2 = strongly disagree, and 1 = very strongly disagree. It is important to note that the means for all 26 items are affirmative, ranging from lows near 4 (agree) to highs near 6 (very strongly agree). In no case was there a negative mean score. Still, within this narrow positive range, areas of relative strength and weakness can be identified.

Areas of Strength - Survey

1. Three items from the survey seemed relevant to theme #1 from the assessment commentaries:
Item #1. Greater self-understanding with a mean score of 5.39.
Item #4. Opportunities for personal growth with a mean score of 5.48.
Item #12. Chances to reflect on the application of psychology to my personal experience with a mean score of 5.42.

2. Two items from the survey seemed relevant to theme #2 from the assessment commentaries:
Item #2. Greater understanding of others with a mean score of 5.26.
Item #23. Increased appreciation of human diversity with a mean score of 5.48.

3. Four items from the survey seemed relevant to theme #3 from the assessment commentaries:
Item #9. Helpful advising from faculty members with a mean score of 5.13.
Item #10. Positive personal relationships with faculty members with a mean score of 5.29.
Item #20. A comfortable sense of participation in a departmental community with a mean score of 4.48.
Item #22. Awareness of the unique qualities of the department with a mean score of 5.45.

4. Three items from the survey seemed relevant to theme #4 from the assessment commentaries:
Item #6. Acquaintance with alternative approaches (such as Existential or Body/Mind/Spirit) in Psychology with a mean score of 4.87.
Item #24. Opportunities for pursuing areas of personal interest or curiosity with a mean score of 5.13.
Item #25. Exposure to new and innovative ideas in psychology with a mean score of 5.06.

Areas Needing Improvement - Survey

1. Two items from the survey seemed relevant to theme #1 from the assessment commentaries:
Item #15. Acquaintance with employment opportunities in psychology with a mean score of 3.87.
Item #16. Familiarity with opportunities for graduate study in psychology with a mean score of 4.42.

2. One item from the survey seemed relevant to theme #2 from the assessment commentaries:
Item #7. Acquaintance with traditional or mainstream approaches in psychology with a mean score of 4.29.

3. No items from the survey addressed theme #3 from the assessment commentaries.

4. Two items from the survey seemed relevant to theme #4 from the assessment commentaries:
Item #14. Professional preparation through practica or fieldwork with a mean score of 3.94.
Item #19. Opportunities to become involved in research activities with a mean score of 3.97.

5. One item from the survey seemed relevant to theme #5 from the assessment commentaries:
Item #5. Knowledge of humanistic approaches to psychology with a mean score of 5.13.
Note: The higher mean score for this item may reflect a curriculum change which now requires
Psychology majors to take the course titled Humanistic Psychology (PSYC 2000).

6. No items from the survey addressed theme #6 from the assessment commentaries.

Departmental Emphases as Related to National Trends in Psychology
Undergraduate Program

In June of 1991, the American Psychological Association sponsored a “National Conference on Enhancing the Quality of Undergraduate Education in Psychology” in order “to assess the condition of undergraduate education in psychology” ( The work of this conference led (by August, 1994) to endorsement of Principles for Quality Undergraduate Psychology Programs which were “intended to guide faculty and administrators in their ongoing efforts to renew undergraduate psychology.”

With regard to students these principles stipulated that quality undergraduate psychology programs should:

1. Set clear and high expectations for students, promote active learning, and give students systematic assessment and feedback on their progress.

2. Recognize that students learn about psychology in multiple settings classrooms, laboratories, field experience, internships, cocurricular programs (e.g., psychology clubs and science fairs) and through formal and informal contacts with faculty and student peers. Departmental faculty offer a wide variety of courses and opportunities for students to participate in field experience, internships and cocurricular programs.

3. Be enriched by the diverse characteristics of students, drawing on and responding to their differences in age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, and socioeconomic status.

The training offered by practicum work at the Brookwood site responds to the recent call of the American Psychological Association to begin to truly internationalize Psychology, and educate psychology majors in relation to new competencies and directions. This training emphasizes three aspects of global-community psychology: understanding individual resiliency; understanding intra- and inter-group fears, divisions, and prejudice and issues of ethnocentrism; and understanding global processes as the context for community development. As a result, students develop practical understandings of, and experience with,
the micro-dynamics of health, healing, and prevention in diverse socio-economic and cultural contexts. They also begin to see the roots of the currently prevalent fractured view of humanity, in which group identity most frequently counterposes people, and obstructs a fuller appreciation of human interdependence.

In addition, data regarding psychology student diversity (undergraduate and graduate students combined) has been reviewed through tabulations compiled by the Institutional Research and Planning Department of the University of West Georgia. (See Table F for Fall 2000 data).




4. Foster effective student advising that goes beyond providing information about institutional procedures and policies by motivating students
a. to explore and develop their values, interests, abilities, and career and life goals
b. to encourage the student to consider the many postbaccalaureate educational possibilities, including graduate and professional school
c. to become increasingly independent in their decision-making
d. to play an active role in shaping advising policies and procedures. [In this regard, students enrolled in the PSYC 4884, Integrative Seminar, have contributed a good portion of the content for the Undergrad Advisement Guide and routinely participate in its revision. Undergraduate students also participate in the hiring process by evaluating candidates for openings in the department through their involvement in the senior seminar; graduate students have opportunities to participate in the hiring process by sharing their evaluation of candidate presentations made at departmental colloquia. SEE

5. Support effective student advising by providing faculty
a. unequivocal administrative support for the activity
b. continuing education opportunities in innovative advising methods
Y c. tangible rewards for excellence, including the consideration of quality advising in tenure and promotion decisions.

With regard to faculty these principles stipulated that in quality undergraduate psychology programs

1. Faculty foster students’ learning through teaching, scholarship, and service. These three activities are complementary, and quality programs recognize excellent performance in all three.

2. Faculty are enriched by fostering different perspectives among one’s colleagues and one’s
students, by respecting different cultural, age, gender, national origin, sexual orientation, disability, socioeconomic status, and ethnic minority perspectives, by learning about different specialization areas and theoretical orientations, and by appreciating different contributions to excellence made at different stages of one’s academic career.

3. Faculty are enriched by learning from colleagues at different institutions and levels, including
secondary schools, community colleges, liberal arts colleges, and universities.

4. Faculty development is considered a lifelong process and is nurtured by
a. periodic opportunities to enrich one’s teaching and scholarship
b. opportunities for collaborative relationships in teaching and scholarship among colleagues
c. periodic evaluation and feedback to all faculty on their teaching, scholarship, and service
regular institutional support to enhance and improve one’s teaching
access to resources and information about the psychology of diversity.

With regard to Curriculum these principles stipulate that in quality undergraduate programs:

1. The curriculum enables students
a. to think scientifically about behavior and mental processes
b. to appreciate and respect others
c. to pursue a variety of postbaccalaureate alternatives including employment and graduate
or professional school.
[See NOTEBOOKS #2, #3, and #7]

2. The curriculum is based on clear and rigorous goals. These include
a. synthesizing the natural science and social science aspects of psychology by requiring students to take courses in both knowledge bases
b. evaluating research methods (quantitative, qualitative, archival), research designs (experimental, correlational, case study), statistics, and psychometric principles
c. appreciating the ethical practice of scientific inquiry
d. thinking scientifically, understanding the relationships between theories, observations, and conclusions; critically evaluating the empirical support for various theories and findings
e. speaking and writing effectively in the discourse of the discipline
f. respecting the diversity of behavior and experience and appreciating the rich opportunities for science and social relationships that such differences provide
g. understanding how the study of psychology enables individuals to make informed judgments which strengthen the community and build public policy. [SEE NOTEBOOKS #2, #3 and #7]

3. Faculty determine the best structure of a curriculum to achieve the goals they identify for their institution. For example, a common structure for the baccalaureate curriculum includes
a. a required introductory course (provided in our program by PSYC 1101)
b. methodology courses (provided in our program by PSYC 4003, PSYC 4220, PSYC 4881)
c. advanced content courses ( 39 such courses provided in our program)
d. integrating capstone course (provided in our program by PSYC 4884).

4. Faculty determine the essential elements of a curriculum to achieve the goals they identify. Common elements of the curriculum include
a. multiple opportunities for students to be active and collaborative learners
b. research projects to help students learn the science of psychology
c. fieldwork, practica, and community service experiences to help students learn
the applications of psychology
d. an emphasis on learning across the curriculum about ethical issues and values
e. multiple courses and research methods which heighten students’ understanding of
diversity in behavior. [See NOTEBOOK #3]

5. Faculty establish mechanisms to assess the curriculum. Essential elements of an assessment program include
a. clearly stated and achievable outcomes for the curriculum and other program-related experiences
b. multiple measures of students’ learning
c. planned opportunities for systematic feedback to students on their progress
d. specific plans to use data assessment to improve individual course instruction and
    the overall curriculum
      e.  opportunities to communicate assessment results to the multiple constituencies of
           undergraduate psychology. [See Summary of minutes of Department meetings, Appendix
           F and report from Lisa Osbeck, Ph.D., pp. 1-43  to 1-48.]

   Quick, Tonya (2001, April 19).  Careers in psychology.  Presentation given at SPARC. Carrollton, GA: Department of Psychology, University of West Georgia. 

E. Undergraduate Program - MINOR IN PSYCHOLOGY

See Table A.    The Psychology Department has attracted an average of 106 minors annually between Fall 1998 and Spring 2001. 

F. Graduate Program (M.A.) in Psychology

The Mission of Graduate Education within the University System of Georgia is predicated upon  educating students “at the highest level in their academic disciplines and [providing] them with a foundation for continuous learning as future scholars, teachers, and professionals.”   It further states: “Recognizing our responsibility to the citizens of the State of Georgia, we will fully cooperate in such a way that the breadth of graduate education meets the needs of the state, nation and world.”

Synergistic to this mission, the Vision statement for Graduate Education at the University System level subscribes to the following goals:  

I.  To ensure that all graduate students will be educated by faculty who are at the forefront of teaching and research in their disciplines.
II.  To prepare students for leadership in a global society.
III.  To prepare students to communicate and apply knowledge in ways useful to society.
IV.  To educate students to venture beyond existing boundaries of knowledge.
V.  To offer programs that will be sensitive and responsible to the cultural diversity of the state and the nation.
VI.  To ensure that institutions will cooperate at all levels to ensure the quality of graduate education.
VII.  To ensure that qualified Georgians will have access to graduate education opportunities regardless of their financial resources.
VIII. To identify pre-college and graduate students with high academic potential and encourage them to pursue graduate study.

To implement this Vision Statement and achieve the above-mentioned goals, the University System of Georgia has made several commitments, among them: 

To advocate for appropriate laboratory, studio, and research facilities . . . (#1)
To endeavor to ensure that innovative teaching strategies, technologies, and methodologies are used in a cooperative learning environment. (#2)
To endeavor to ensure the availability of, and access to, latest technologies and resources for system institutions’ faculty and students in support of teaching, research, and professional programs. (#3)
To develop and strengthen partnerships with various constituencies including leaders in business, industry, finance, government, and cultural agencies to position the state as a world class economic, cultural and artistic leader. (#4)
To endeavor to ensure that all graduates possess effective communication skills and that those engaged in preparing for careers in academics are provided training and other professorial experience. (#5)
To provide funding to support excellence in teaching, research, scholarly activity, community service, and continued professional growth (#6)
To offer graduate programs that are nationally accredited or that meet or have sought other standards of quality assurance where appropriate. . . . (#7)
To endorse aggressive recruitment and retention of culturally diverse graduate faculties of recognized and talented scholars, researchers, and professionals. (#8)
To actively recruit a culturally diverse and qualified graduate student population reflective of the state and national population. . . . (#9)
To promote internalization of graduate curricula within system institutions (#10)
To encourage cooperative and collaborative programs among state institutions to allow graduate students access to expert faculty to expand their graduate education experience.
To foster establishment of special Centers of Advanced Study that bring together expert faculty and talented graduate students from system institutions. (#12)
To advocate for increased funding sources to support full- and part-time graduate students in all academic disciplines. (#13)
To endeavor to establish financial support competitive with that of out-of-state institutions in an effort to recruit and retain the best and most talented in-state students. (#14)
To encourage partnerships with business, government, and professional disciplines to implement special summer enrichment opportunities for gifted elementary and secondary students at each graduate degree granting state institution. (#15)

1. Requirements

Applicants for graduate study in psychology are required to have an interview as part of the admission process.  Considering the humanistic orientation of this program, the potential for self-awareness, exploratory research, and some knowledge of the humanistic tradition in psychology are given considerable weight in selection of applicants and program planning 

2. Evaluation

VIABILITY:   Graduate programs offered in Arts & Sciences attract between 10-22 students on the average.  In comparison, the graduate program (MA) in Psychology is the largest in Arts & Sciences, attracting approximately 84 students annually.  (For FY 2000-2001 the number is actually 98).  Comparing figures for the number of graduate students enrolled in departments in the College of Business and the College of Education (Fall, 2000 data), only graduate programs in Education regularly attract more graduate students than our department does.  In addition, the students enrolled in our department’s program are diverse in heritage and country of origin.  Based on Fall, 2000 data from the Graduate School,
     5 of 84 enrolled are Asian or Pacific Island =  06%
    13 of 84 enrolled are Black (non-Hispanic)  = 15%
     1 of 84 enrolled is Multiracial                     =  01%
    62 of 84 enrolled are White (non-Hispanic) =  74%
     3 of 84 enrolled are Hispanic                      =  04%

The Master of Arts program in the Psychology Department has been so successful for some three decades in attracting students, from across the United States and internationally, that department faculty have had little reason to question the effectiveness or viability of the program.  Over the course of its existence, this program has consistently been the largest graduate program in the College of Arts & Sciences and one of the largest across the campus.  Many of the graduates of this program have elected to stay in the area after graduation and have found jobs in the community, the region, or the state.  Several keep in touch with faculty on a regular basis and have returned to campus for colloquia, the Jim Klee forum and other special departmental events.   In addition, our graduates currently hold the distinction of making up the largest number of Licensed Professional Counselors to graduate from any single MA program in the state of Georgia.

When conducting Program Review, departmental faculty discovered that little has actually been done on a consistent basis to measure the effectiveness of this program and to acquire “hard data” about it.  We routinely (each semester) conduct an assessment of our undergraduate program in a required capstone course.  At the graduate level, however, there is no comparable capstone course.   Some years ago, we developed a form for use at the time of the graduate student’s exit oral exam (see Appendix G).  This was to have been discussed by those serving on the student’s orals committee and completed and signed by the faculty member serving as the student’s major professor.  Unfortunately, in carrying out this Program Review, faculty discovered that the current Coordinator of Graduate Admissions had not been instructed by the previous Coordinator of Graduate Admissions to place this form in students’ folders, and thus it was less and less available to committees carrying out the oral exam.  Even in cases where this form was completed, it yielded limited data about the effectiveness of the program.   Oral exam exit papers prepared by students for the oral exam were also not routinely collected by the department until Spring Semester 2001.  Those currently available can be found in the back of NOTEBOOK #4.

In an effort to secure more substantive data on our graduate program, we distributed 50 questionnaires to students who had graduated since the time of semester conversion (Fall, 1998 to Fall, 2000).  The survey (see Appendix E) contains 26 Likert-type questions and 5 open-ended questions.   10 questionnaires were returned to us.  Since this was considered an insufficient sampling, a student who had an assistantship in our Department (Margret Chang) was given the job of conducting several phone surveys in an effort to get additional information.    Seven more graduates responded to the phone surveys, giving us a total of 17 respondents and a respectable response rate of 34%. 


The completed surveys were evaluated using a two-step process.  First, a protocol analysis of the 5 open-ended questions was conducted by Jeffrey Reber, Ph.D., a faculty member who began teaching in the department in the 2000-2001 academic year.  The purpose of protocol analysis is to identify predominant themes across the responses that seem indicative of the general tone and feeling of the group. Although there are no specified criteria of “predominance,” a prevalence rate of approximately 50% was agreed upon.  That is, the theme had to be present in about half of the commentaries in order to be included in the analysis.  The second step was to calculate median scores for the 26 Likert-type items and cross-reference those scores with the themes identified in the protocol analysis of the open-ended questions.

Results of the protocol analysis were organized under the general categories of “areas of strength” and “areas needing improvement.”  Under areas of strength 4 themes were identified and 3 themes emerged as areas needing improvement:

Areas of Strength - Open-ended Questions
     1.  Students experienced personal growth and greater authenticity.
     2.  Students felt that the faculty were supportive, compassionate, and excellent teachers.
     3.  Students felt that the department was unique and open, providing a diversity of theoretical/philosophical viewpoints and opportunities for self-exploration.
     4.  Students felt a strong sense of community and appreciated the depth of their personal relationships with faculty and other students.

Areas Needing Improvement - Open-ended Questions
   1.  Students wanted more career guidance and preparation for employment in the field of Psychology.
   2.  Students wanted more qualitative and quantitative research experience.
   3.  Students wanted more guidance in their program of study and mentioned such things as the need for orientation meetings, more socials and colloquia, and some form of mentoring.

To examine these results further, questions on the graduate survey that related to each theme were reviewed.  Items on the survey are reverse scored such that a score of 6 = very strongly agree, 5 = strongly agree, 4 = agree, 3 = disagree, 2 = strongly disagree, and 1 = very strongly disagree.  Due to the low sample size and the pull of outlying scores on the distribution, median scores were used to summarize the results.  It is important to note that the median scores for 25 of the 26 items are affirmative, ranging from a low score of 4 (agree) to a high score of 6 (very strongly agree).  In only one case was there a negative median score.  Still, within this narrow positive range, areas of relative strength and weakness can be identified.

Areas of Strength - Likert-type Questions
1.  Three Likert-type items from the survey seemed relevant to theme #1 from the protocol analysis:
   Item   #1.  Greater self-understanding with a median score of 5.5.
   Item   #4.  Opportunities for personal growth with a median score of 5.5.
   Item #12.  Chances to reflect on the application of psychology to my personal experience with a median score of 5.0.

2.  Two Likert-type items from the survey seemed relevant to theme #2 from the protocol analysis:
   Item   #9.  Helpful advising from faculty members with a median score of 5.0.
   Item #10.  Positive personal relationships with faculty members with a median score of 5.0.

3.  Eight Likert-type items from the survey seemed relevant to theme #3 from the protocol analysis:
   Item   #2.  Greater understanding of others with a median score of 5.0.
   Item   #5.  Knowledge of humanistic approaches to psychology with a median score of 5.0.
   Item   #6.  Acquaintance with alternative approaches (such as Existential or Body/Mind/Spirit) in psychology with a median score of 5.0.
   Item   #7.  Acquaintance with traditional or mainstream approaches in psychology with a median score of 4.0.
   Item #22.  Awareness of the unique qualities of this department with a median score of 6.0.
   Item #23.  Increased appreciation of human diversity with a median score of 5.0.
   Item #24.  Opportunities for pursuing areas of personal interest or curiosity with a median score of 5.5.
   Item #25.  Exposure to new and innovative ideas in psychology with a median score of 5.5.

4.  Two Likert-type items from the survey seemed relevant to theme #4 from the protocol analysis:
   Item #10.  Positive personal relationships with faculty members with a median score of 5.0.
   Item #20.  A comfortable sense of participation in a departmental community with a median score of 4.5.

Areas Needing Improvement - Likert-type Questions

1.  Two Likert-type items from the survey seemed relevant to theme #1 from the protocol analysis:
   Item #14.  Professional preparation through practica or fieldwork with a median score of 3.0.
   Item #15.  Acquaintance with employment opportunities in psychology with a median score of  4.0.

2.  Two Likert-type items from the survey seemed relevant to theme #2 from the protocol analysis:
   Item #18.  Acquaintance with various research methods in psychology with a median score of 4.0.
   Item #19.  Opportunities to become involved in research activities with a median score of 4.0.

3.  One Likert-type item from the survey seemed relevant to theme #3 from the protocol analysis:
   Item #11.  Opportunities to attend departmental colloquia or research presentations with a median score of 5.0.

In addition to the above, a graduate student conducted a pilot study to discern current students’ experience of the graduate program in relation to expectations they bring to it (Polite, 2001).  It was evident from her findings that many students develop expectations about our graduate program based on information provided on our website.   In general, students are drawn to our program because of the diversity of our promised course offerings, and the vision that gets transmitted through our presentation of a conducive climate for personal, professional and spiritual transformation.  Polite’s (2001) findings also indicate that (a) the department could do a better job of updating the website and reviewing its contents on a regular basis since no information regarding opportunities for meeting licensure requirements is currently on the site; (b)  the Department could develop a greater sense of community among graduate students by doing a better job of spreading the word about outside-of-class activities (e.g., Philo-café, brown-bag lunches, colloquia, movie groups, meditation groups, orientation meetings, social events, spirituality groups) and by scheduling these at times more coordinated with course offerings; (c)   graduate students would appreciate more one:one opportunities for interaction with faculty members; and (d) graduate students perceive divergent views within the faculty in the department and wonder about their relationship to the department’s humanistic/transpersonal orientation.  This, in part could be addressed by a revision of information presented on our website.

What students are experiencing on this latter issue may be better understood from responses to a final exam question (about intellectual diversity and possibility “incompatibilities” in the Psychology Department) given to graduate students enrolled in PSYC 6400 (SPRING 2001) - [see Appendix H].   This question had emerged from discussions of the scholarly material presented in the class.  The sample is small (9) and responses may have been influenced by demand characteristics of the situation (being part of the final exam).  All respondents view the Department’s diversity favorably and some are quite articulate about “fundamental incompatibilities” which they had been asked to address in the context of the exam.  One respondent indicated a desire to get a better sense of what constitutes the shared paradigm of the Department and what is not shared by faculty.  All reported the diversity to be an asset, however.  It tended to be seen as more stimulating than confusing, as an opportunity to develop critical thinking abilities, to prepare for the realities of contemporary life, and to search more deeply for personal meaning in the face of differing views. 


No psychology program below the level of the doctorate has a specialized accreditation agency to which it can apply.  The American Psychological Association (APA) accredits only doctoral level programs and, even among these, only those which are professional in design.

No master’s programs in Psychology are accredited by the APA.

In 1995, however, the Council on Diversified Programs in Psychology (CDPP) began the process of seeking recognition by the U.S. Office of Education as an accrediting body comparable to the APA.  Its mission was to accredit programs whose orientations were more diverse than those typically accredited by the American Psychological Association, as explained in the following excerpts from its revised Accreditation Manual (CDPP, 1996) - see Appendix I.

The Consortium for Diversified Psychology Programs (CDPP) is an association of programs in psychology committed to unique and pluralistic modes of education and training . . . that enhance diversity and enable access to graduate education for a wide range of students who might otherwise not be able to pursue degrees in professional psychology.
While many programs in professional psychology concentrate on a medical model, which is illness-oriented and utilizes psychopathology as a basis for diagnosis, CDPP supports diversified programs in psychology that view psychological distress and symptomatology in the context of health, life meanings, and values; creative growth and development; and self-actualization.  Acknowledging the significance of the past, diversified programs are committed to present and future directions for developing human capacities and talents.

CDPP supports diversified programs in psychology which are comparable to other recognized professional programs in their standards of education and training.  Such programs offer organized and integrated studies and experiences rooted in traditions, theories, and concepts of psychology; intellectual rigor and discipline; clinical concentrations; and emphasis on scientific inquiry and paradigms of human science.  Diversified programs in psychology emphasize personal growth and professional development, believing that unity of these components offers the  best education and training for the practice of psychology.  This integration enables learners to obtain the knowledge and competencies needed to grow as persons and as psychological/mental health counselors.  The diversified programs in psychology are rooted in philosophic traditions, knowledge, and perspectives of science.  They uphold the theories, ideals, and values of phenomenological approaches to the study of human behavior and experience. (p. 1)

A “primary focus” of CDPP’s (1996)  scope of accreditation is assessment of the quality of education and training and the outcomes of learning of  programs. The scope includes granting accreditation or advising programs on strengths and weaknesses,  and on what is needed to qualify for accreditation.. . . All programs must include applications of professional psychology, to teaching, research and/or clinical practice. (p. 8)
Decisions include full accreditation for six years (if a program “satisfies the principles values, criteria and standards. . .”); accreditation for two, three or four years (if a program “substantially satisfies the principles, values, criteria and standards but contains weaknesses or deficiencies (noted in the final site visit report”); or denied accreditation if a program “substantially fails to satisfy the principles, values, criteria, and standards of accreditation” (p. 11).

In January of 1996, our department initiated consideration by this body of the graduate (MA) program in Psychology.  A CDPP site visit team came in January of 1996 and commended the department for
   1.    Clarity of the Departmental mission
   2.    Ability to Deliver a Unique Curriculum with Consistency and Commitment
   3.    Ability to Select Graduate students who Enthusiastically Share the Faculty’s Vision
   4.    Solidity of Administrative and Budgetary Support for the Graduate Program
   5.    Strong Student Enrollment
   6.    Capacity to Sustain Strong Student Enrollment for the Foreseeable Future

Suggestions for improvement based on the visiting team’s findings included:

1. Review of advising procedures for assisting students to develop a program of study appropriate to their post-graduate goal(s) with the aim of assuring that each student creates a plan monitored throughout his/her enrollment by a personally assigned faculty advisor.

2.  Clearer articulation of the courses to be completed for students preparing for licensure as a master’s level professional counselor or psychologist.

3.  Revision of faculty syllabi - determined to be “uneven in quality” - in such a way as might address the research interests of faculty who hoped to bring a greater research focus and balance to instruction in the graduate program.

4.  Focusing attention on theses with regard to standards of scholarship expected by the faculty, use of recent knowledge accessed through periodical literature, and modes of scholarly inquiry appropriate to the Humanistic Psychology tradition.

5.  To the extent possible, increased support for research activities of faculty and students.

Following the site-visit, CDPP accredited our Master’s program for a period of three years.  CDPP (1996) policy and procedures required that our department submit a bi-annual summary report presenting any significant changes in our program.  The change to a semester system in Fall, 1998 brought these changes and a follow-up self-study was to be conducted by our Department in 1999 in accordance with CDPP policy and procedures.  Death and serious illness among those who had organized CDPP’s application to the U.S Office of Education, however, resulted in CDPP’s declaring a moratorium on its accreditation efforts.

In May of 2000, CDPP held a meeting on the campus of the University of West Georgia in conjunction with the Old Saybrook 2  [OS-2]  gathering.   As a consequence, several members of CDPP had the opportunity to spend a considerable amount of time on our campus and with our faculty and students.

Following this gathering,  Interim Chair Kareen Malone wrote CDPP asking about the possibility of our accreditation being extended through the year 2004.   Subsequently (1-8-01), Dr. Malone summarized various changes our Master’s program had undergone “with the aim . . . of improving our scholarship, teaching, and contribution to alternative paradigms within psychology nationally and internationally” (see copy of letter to Warmoth and Doherty, Appendix I, pp. 1-165 to 1-166).

  Changes Dr. Malone summarized in January 2001 included:
* Our requirement of “Foundations in Humanistic Psychology” as well as “Growth and Potential”
* Our greater emphasis on the cultural, multi-cultural and social dimensions of psychological reflection and student research
* The addition of a biofeedback lab accompanied by specialized training for students and faculty
* The development of a volunteer outreach program within Carroll County schools
* The development of a community-based program (at Brookwood Apartments) aimed at empowerment and transformation of immigrant groups (primarily Hispanic)
* An increase in admission standards
* The introduction of an annual research conference encouraging student presentations (SPARC)
* The development of a departmental newsletter (The Crucible) edited by a graduate student and supervised by a faculty member (Eric Dodson)
* The continuation of Philo Café dialogues
* The receipt of technology upgrades for departmental networking and routine computer use
*The successful negotiation of an agreement with the Composite Board of Licensed Professional Counselors, Social Workers and Marriage and Family Therapists in the state of Georgia to approve courses offered by our department so that our graduates would qualify for licensure as Licensed Professional Counselors.
*The department’s success in hiring a full complement of full-time faculty.

On January 2, 2001 CDPP officials wrote to acknowledge “the Psychology Department of the University of West Georgia’s continued performance as an outstanding educational program in the field of humanistic, existential, and transpersonal psychology,” and extended the department’s  CDPP accreditation status without a site visit “through the 2003-2004 academic year or until the Consortium revises its accreditation procedure (with the concurrence of your department as a CDPP member), whichever occurs earlier.” (See Appendix I)    The next meeting of CDPP is scheduled for May 18, 2001.

In conducting Program Review, weaknesses identified in 1996 by the site-visit team were addressed as follows:

1.  Advisement procedures were reviewed at a Psychology Department meeting held 3-09-01.
   It was agreed that
   a.  We would plan more social events for graduate students in Fall Semester (along with
      the colloquium typically designed for welcoming graduate students).
   b.  We would seek to develop additional means of advising graduate students more
   c.  We would revise the form completed at the time of Master’s oral examinations to
     better enable us to contact graduating students and to make it more likely that
     graduate student exit papers had been collected for departmental review.

2.  Although our Department has always maintained a strong clinical component, once the licensing law changed from a title-protection law to a practice-protection law in 1997, our unique Humanistic orientation and associated reluctance on the part of faculty to be driven by external pressures made it extraordinarily difficult for our students to become licensed.  And yet licensure is a legal requirement for practice in Georgia and most other states.  In fact, when Larry Schor, Ph.D., was hired (1998) it had become necessary to inform students that they were unlikely to meet licensure requirements within our department.  Most of our students (even students who had taken a dozen clinical courses) found it necessary to seek an additional degree in counseling in order to become credentialed for providing therapeutic services.

In his role as Coordinator of Therapeutic Services, Dr. Schor successfully resolved this problem through extensive negotiations with the Georgia Composite Board for Professional Counselors, Social Workers and Marriage and Family Therapists.  He was able to secure a letter from the Secretary of State’s office approving our existing coursework (with minimal modifications) as meeting requirements for Professional Counselor licensure (see Appendix J, pp. 1-167 to1-170).  Currently, we are the only graduate program in Georgia (counseling or psychology) to have such certification from the licensing board.

Other programs have been unable or unwilling to negotiate similar solutions and have instead initiated legislation to establish a separate license for Masters in Psychology (Mental Health Therapists).  There are merits to such legislation, but in its most recent form, the bill was so restrictive that it indicated MHT’s would practice neither counseling nor psychology and would be required to work “under” the supervision of a Licensed Psychologist for the entirety of their careers.  Similar bills have been defeated by action of the Georgia legislature over the past three years.

3.  In response to concerns noted by the CDPP site-visit team with regard to departmental syllabi, department faculty member Lisa Osbeck, Assistant Professor (assisted by Don Medeiros, Associate Professor) conducted a review of departmental syllabi developed since Semester conversion (see NOTEBOOK #3 of UNDERGRADUATE SYLLABI and NOTEBOOK #5 of GRADUATE SYLLABI).    All syllabi had been revised and rewritten at the time departmental courses were approved for Semester conversion.  In response to the CDPP concern about quality of syllabi, Dr. Osbeck reported that unevenness in course expectations (the amount of readings assigned, for example) was to some extent reflective of the department’s dual commitment to experiential learning and rigorous academic pursuits.  Thus some courses designed to feature a stronger experiential component may not require an intense pace of assignments outside the classroom, since the core of the learning emerges through classroom interactions.   This is not to say that more traditional courses do not include experiential components, or that experiential classes are not academically rigorous, only that the structure of the class determines in large part at least a portion of the “quality” assessed by reviewers.  Perhaps it would thus be helpful to identify/distinguish (on the syllabus) whether the course is designed to be more centrally experiential or not.

In response to the CDPP concern about the absence of recent periodicals on syllabi Dr. Osbeck pointed out that recent periodicals may have limited applicability in courses designed to foster critical reflection on the classical literature of a subject area (e.g., humanistic psychology).  Nevertheless, in many cases there is room to include recent periodical literature and in most cases it is possible to include at least a recently published commentary on classical texts (or something similar).  Faculty have been encouraged to make these additions to their syllabi in the future.

Reviewers in 1996 were critical of the absence of assigned texts for some courses and noted that publication dates were not always listed in cases where faculty did assign a text.  Dr. Osbeck found that this criticism does not seem to apply to syllabi submitted since 1998.

Reviewers in 1996 also noted that several of the limited number of syllabi reviewed in 1996 assigned texts that were five or more years old without including more recent supplemental materials.  Dr. Osbeck found this criticism to be less applicable to recently submitted syllabi.  She suggested in a summary report, however, that all faculty be mindful of this issue before syllabi are posted on the Web for the SACS accreditation visit.

The department presents 68 graduate courses in the graduate catalog and 43 undergraduate courses in the undergraduate catalog.  Of the 68 graduate offerings, the 29 courses listed below have generic syllabi only.   This means either (1) they have not been taught since semester conversion or (2) faculty who have taught them have not turned in syllabi to the department office.   Beyond the information provided in Appendix C, summaries of expectations for Independent Projects (PSYC 6881), Directed Readings (PSYC 6882), Practica (PSYC 6887), and Theses (PSYC 6899) can be found in files in the Department Office.   Of the 43 undergraduate offerings, the 5 courses listed below have generic syllabi only.  Summaries of expectations for Independent Studies (PSYC 4881) and Practica (PSYC 4887) can be found in files in the Department Office.

Graduate Courses for which only generic syllabi have been collected:
History and Development (PSYC 5030) - undergrad syllabus available
Groups and Group Process (PSYC 5090)
Psychology of Gender (PSYC 5140) - undergrad syllabus available
Psychology of Love (PSYC 5160)
Phenomenological Psychology (PSYC 5230)
Adolescence and Adulthood (PSYC 5280)
Psychological Apraisal (PSYC 6151)
Counseling Methods (PSYC 6161)
Advanced Counseling Methods (PSYC 6180)
Foundations of Psychoanalysis (PSYC 6250)
Foundations of Clinical Interviewing (PSYC 6270)
Psychological Suffering and Disorders (PSYC 6390)
Personality Disorders (PSYC 6393)
Psychotic Disorders (PSYC 6397)
Cross-Cultural Communication (PSYC 6430)
Advanced Organizational Development (PSYC 6460)
Phenomenology of Social Existence (PSYC 6490)
Seminar in Phenomenological Psychology (PSYC 6584)
Personality and Motivation (PSYC 6600)
Buddhist Psychology (PSYC 6650)
Advanced Experiential I (PSYC 6700)
Advanced Experiential II (PSYC 6710)
Advanced Experiential III (PSYC 6720)
Group Project I (PSYC 6750)
Group Project II (PSYC 6760)
Workshop (PSYC 6820)
Invited Lectures (PSYC 6830)
Psychology Proseminar (PSYC 9884)
Advanced Practicum (PSYC 9887)

Undergraduate courses for which only generic syllabi have been collected:
Groups and Group Process (PSYC 4090)
Psychology of Love (PSYC 4160)
Phenomenological Psychology (PSYC 4230)
Advanced Topics in Abnormal Psychology (PSYC 4660)
Consumer Behavior (PSYC 4864)

Dr. Osbeck also noted that the following syllabi were inconsistent with generic objectives for courses identified at the time of semester conversion.  Because of the nature of Horizon Seminar courses (PSYC 4085/5085), objectives listed were not considered inconsistent.

KEY: ODMS = course objectives don’t match approved generic (“standard”) objectives
          OMSI  = objectives match approved generic (“standard”) objectives in incomplete manner
          NCO   =  no course objectives appeared on the syllabus

Mike Arons
PSYC 4350 - NCO
PSYC 6010 - NCO
PSYC 4085/5085 - NCO
PSYC 4500/6500 - NCO

Jim Dillon
PSYC 1101 (Spring,2001) - ODMS
PSYC 4070/5070 - ODMS

Eric Dodson
PSYC 1101 - ODMS (no semester)
PSYC 2000 - ODMS (no semester)
PSYC 6785 - ODMS

Cheryl Garreau
PSYC 3110 - NCO (no year)
PSYC 3150) - ODMS

Tobin Hart
PSYC 3800 - NCO (no schedule)
PSYC 6020 - No schedule, office number, office hours

Daniel Helminiak
PSYC 3150 - ODMS
PSYC 4280 - ODMS
PSYC 5660 - ODMS
PSYC 6010 - ODMS (Spring 2000, 2001)
PSYC 6785 - ODMS

Ted Hill
PSYC 1030 - NCO
PSYC 1101 - NCO
PSYC 3110 - NCO
PSYC 3150 - NCO
PSYC 4884 - NCO

Mark Kunkel
PSYC 1101 - ODMS (Spring, 2001)
PSYC 6083 - ODMS
PSYC 6284 - ODMS

Greg Kuschwara
PSYC 3580 - ODMS
PSYC 3581 - ?

Malone, Kareen
PSYC 6785 - NCO
PSYC 6810 - ODMS
PSYC 1101 - ODMS
PSYC 4140/6140 - ODMS

Bob Masek
PSYC 3150 - NCO, no year

Don Medeiros
PSYC 1030 - ODMS, No name
PSYC 1101 - ODMS, No name
PSYC 3590 - ODMS, No name

Elena Mustakova-Possardt

Lisa Osbeck
PSYC 3730 - ODMS

Kaisa Puhakka
PSYC 6010 - ODMS

Cynthia Rankin
PSYC 1101 - ODMS

Jeff Reber
PSYC 4030 - NCO

Don Rice
PSYC 1101 - OMSI
PSYC 4040/5040 - OMSI

Bill Roll
PSYC 4200 - NCO, no schedule (Course still carries Quarter System Number)
PSYC 5200 - NCO

Larry Schor
PSYC 3150 - ODMS
PSYC 3600 - ODMS
PSYC 4085/5085 - NCO
PSYC 6230 - NCO
PSYC 6240 - ODMS
PSYC 6280 - ODMS
PSYC 6287 - ODMS (all semesters)
PSYC 6785 - ODMS

Tip Schumrum
PSYC 3110 - NCO

PSYC 4150 - taught by Counseling and Educational Psychology Department faculty
PSYC 4220 - No name
PSYC 4650 - No name
PSYC 6670 - No name
CEPD 7132 - taught by Counseling and Educational Psychology Department faculty
CEPD 7133 - taught by Counseling and Educational Psychology Department faculty

4.  With regard to concerns raised by the CDPP site-visit team in 1996 about the quality of theses,  Dr. Mark Kunkel, Associate Professor, reviewed the five master’s thesis documents which have been completed since Fall Semester, 1998.  Dr. Kunkel began his work in our department following twelve years of previous employment in training psychologists at the doctoral level at two different research universities and has served as major professor for some 18 doctoral dissertations and 12 master’s theses besides his service as one of the faculty committee members on numerous dissertation and thesis committees.

Theses reviewed

ALEMU, Yared (1999).  A Historical Analysis of Intelligence and Aptitude Testing and  A Quantitative Study of the Predictive Validity of the GRE.   Eric Dodson, Chair
ROMAIN, Bella (1999) - Characteristics and Motivations of Amateur Radio Operators Who Provide Communication During Emergencies.   Don Rice, Chair
THOMAS, Ruby Jo’e (1999) - The Experience of Multiracial People: An Exploration Into the Ways Mixed-Race People Define Themselves.  Tobin Hart,Chair.
TIBODO, Jody (2000) - A Phenomenological Study of Sexual Addiction: The Lived Experience of Female Sex Addicts.  Mark Kunkel, Chair
PINKERTON, Carol (2000) -  Gangs, Fraternities and Sororities: A Grounded Theory Comparison.  Mark Kunkel, Chair

Dr. Kunkel’s perspectives were as follows:

a.  This number of theses is a little lower than what might be desired, given that most of the faculty are involved in programs of research.  More students might be encouraged to take advantage of the thesis option in their masters work, given that completion of this project can enhance their experience here and also better equip those pursuing it for Ph.D. study elsewhere.  The department has sponsored at least one “So you want to do a thesis?” brown-bag workshop in the past year, and teaches a Research Methods class on an annual basis, so perhaps one could hope for some increased research participation from the students.

b.  At the same time, the great majority of students in the program have not traditionally completed masters theses, and such completion is an option that adds to an already rigorous program of coursework and in some cases external internship involvement.  A quick perusal of the archived thesis documents suggests that the level of productivity in the past few years, at approximately two completed theses per year, is largely consistent with the overall historical trend.  Perhaps faculty could continue to make themselves available for helping students who want to complete masters theses, and continue their tradition of supporting students in the mainstream who do not.

c.  The topics reflected in this sample of theses seem consistent with the Department’s mission.  Specifically, they are (a) psychological in nature, (b) reflective of the diversity of interests and approaches that has characterized the department since its inception, and (c) consistent with the overall humanistic-existential-transpersonal emphasis of the department.

d.  The overall presentation of the documents is scholarly and formal, and reflects the collaborative attention to detail that should characterize work at this level.   There are occasional departures from format, and occasional grammatical and syntactical errors, but these are not serious.  Most follow a traditional outline for theses, with introduction, literature review, methods, results, and discussion chapters (or their equivalents).  Appendixes are included where appropriate, and reflect careful adherence to considerations of research protocol involving human subjects.  Committee membership, both internally and externally, appears to reflect adherence to university standards for composition.

e.  The literature review and introduction sections of the theses documents seems to strike an appropriate balance of breadth and depth, averaging 20 pages for the four documents for which this was relevant, and with nicely documented reference sections.  The one document (on amateur radio operators) departing from this mean contained only 12 pages in these initial sections, but there is not too much research precedent in this area.  Overall, this is a strong point of the theses reviewed.

f.  The methods of research reviewed ranged from ethnographic to phenomenological to quantitative, and seemed in each case appropriate to the various research questions.  Although occasionally less sophisticated in implementation than one might find in dissertation research, for example, the methods were all adequate.  Their variety also seemed consistent with the departmental’s stated orientation to human science, in which method is tailored to curiosity rather than vice-versa.  In each case the Methods chapter was sufficiently descriptive so as to allow replication, an important criterion for adequacy of research reports.

g.  The results chapters were thorough and elaborative, and again seemed to satisfy the criterion for allowing replication.  Students and their committees seemed to have done a nice job in highlighting important findings of the research, and differentiating presentation of findings in this chapter from interpretation and contextualization in the final chapter Figures, tables, and graphs were used appropriately and well.

h.  The discussion chapter is often the most difficult to prepare, particularly for students who are only beginning to be conversant with interpretation and informed speculation.  In each case, again with the arguable exception of the amateur radio piece (in which the “Conclusions” chapter was only four pages long), students seemed to have done a nice job of relating their key findings to the literature that they had reviewed, documenting some of the limitations and shortcomings of their findings, and suggesting areas for future work.  Again, there is an occasional lack of conceptual sophistication, but the overall work is certainly consistent with usual standards for masters work.

All in all, Dr. Kunkel viewed these theses very positively and expressed the hope that they bode well for a continued and increasing emphasis in the future on research as a comfortable and productive outgrowth of students’ experience in our program.

5. With regard to CDPP’s suggestion that, to the extent it was possible, the department increase support for research activities for faculty and students, and improved facilities for graduate work,  the Department has made some progress in increasing support for research activities.   In conjunction with a College of Arts & Sciences initiative, the department developed guidelines for an Enhanced Research Track (see Appendix K) to further support research and scholarship activities of faculty.   The department has supported student research through SPARC (see Appendix B).  Opportunities were also made available through the efforts of Dr. Tobin Hart for graduate students to secure biofeedback training aimed at fostering mind/body research projects.  See also p. 1-66 for other department-sponsored student research activities.  While these are important developments, improved facilities for graduate work have still not been secured (see p. 1-68), and additional monies are needed to increase the limited number of graduate research assistantships the department is currently able to provide (see p. 1-70). 

Organizational Development Emphasis

The Organizational Development Emphasis has been a component of the Psychology Department graduate program at UWG since its inception.  At one point in time, OD actually boasted half of the graduate student enrollment in the Department.  Adjunct faculty with expertise in Organizational Development (e.g., Bill Swartz, Daryl Conner) coordinated the OD program with a member of the faculty (Don Chandler) serving as a liaison.  Courses were offered primarily in the Atlanta area and nationally-known figures provided stellar training for our students, for an additional fee beyond regular tuition.  This financial arrangement became problematic for the institution, Don Chandler retired, and the program’s enrollment decreased greatly.   The Department was fortunate that Bruce Brewer, Ph.D., current Director of Career Services, became involved with the program before Dr. Chandler’s retirement and was subsequently asked to teach the courses offered due to lack of expressed interest or expertise among the then current faculty members.  Dr. Brewer began teaching in 1990, established a curriculum for a certificate program in organizational development, and taught both graduate and undergraduate courses in organizational development until 1998, when Ted Hill, Ph.D., joined the faculty in the Psychology Department.   Dr. Hill revamped the curriculum (see Appendix L, p. 1-173), provided updated information for the departmental website, and attracted a greater number of students to this emphasis before leaving us in 2000.

Dr. Brewer came to our rescue once again.  He has enjoyed teaching the OD classes and has been pleased to see the graduates of the program move into consulting, human resources, counseling, management, training and other careers.  In summer 2000, he worked with an OD class to conduct an Employee Retention project at a local production facility.  In Fall 2000 he taught the introductory course in Organizational Development and in Spring 2001 Deborah Waitley, Ph.D. was hired as an adjunct instructor to teach the advanced course.  Dr. Brewer has been consistently advising students in this program and is scheduled currently to offer the introductory course for several graduate students in Summer 2001.   Seven students are currently enrolled in some phase of this program and Dr. Brewer has spoken with others who are considering enrollment in it.

Department faculty agree with Dr. Brewer’s assessment that there is a considerable market for this type of program in the workplace and our program’s emphasis in OD could be an important component of the department’s pursuit of the development of a doctoral program.  The department has to decide what to do about the program, however, given the fact that a full-time, tenure-track faculty member has not been engaged to direct the program.  Dr. Brewer has sustained the program to this point but, due to his full-time responsibilities at UWG in Career Services, can not properly address the needs of the program.

There are a number of potential solutions to this dilemma.  The department can hire someone capable of “adopting” the program and moving it forward.  The department can discontinue the program.  The department can do nothing and allow the program to “limp along” with courses being taught on an occasional basis by adjunct faculty.  At a department meeting held 5-1-01,  it was agreed that this matter would be taken up at the annual faculty retreat in Fall 2001.

    Polite, T.V. (2001, April 19).  Graduate students’ experience in West Georgia’s psychology program: Do expectations match outcomes.  SPARC presentation. Carrollton, GA:  University of West Georgia. 

G. Proposed Doctoral Program

In November, 2000 the newsletter of the American Psychological Association carried a story discussing a project entitled “Re-envisioning the Ph.D.” funded by the Pew Charitable Trusts (Murray, 2000).
According to Murray (2000) those associated with this project had taken a “hard look” at the relationship between opportunities provided students in doctoral programs and the job opportunities available to them upon graduation and had concluded that a “re-envisioning” of doctoral training was appropriate (p. 24).   Murray (2000) explained that students frequently miss out on teaching and career guidance because faculty experience greater “pressure to publish” and “don’t provide adequate mentoring” as a result (p. 25).  Potential avenues for improvement discussed in this article included
 * offering students better mentoring and teaching support
 * encouraging a more interdisciplinary approach to research
 * increasing the diversity of those in the field.

In response to many inquiries from our graduates and others about whether the Psychology Department would offer a doctoral program, department faculty have given considerable thought over the past 6 years to the development of such a program.    A draft of the proposal for a Ph.D. in “Consciousness and Society” is included on the following pages.   In the opinion of departmental faculty, this proposal would address many of the concerns cited in Murray’s (2000) article.

Murray, B. (2000, November).  "The growth of the NEW Ph.D."  APA Monitor on Psychology, pp. 24-27.


(Fall 1998 - Spring 2001)  (See Also, Annual Report 2001-2002)
The Psychology faculty of the University of West Georgia aims to fulfill the three primary functions of University Faculty in teaching, professional development and service to the institution.  We also aim to extend the disciplinary horizons of psychology through scholarly research, publication, and presentations in humanistic psychology, transpersonal psychology, theoretical psychology, phenomenological psychology, and other “post-positivistic” paradigms.  The Department assumes this responsibility as part of its founding mandate as a nationally and internationally known center of humanistic/transpersonal psychology.  Recently the Department has expanded this more traditional scholarly mandate to include increased efforts at community outreach and intervention, cross-cultural and cultural research and development and, in keeping with University goals, to more aggressively foster student research, involvement in scholarly activities and pre-professional development.  The following summation of faculty and Departmental achievements reflect the above goals and aspirations as evidence in the areas of professional development and service. 

Professional Development 

Traditional Scholarship

As indicated above, the Department sees itself as part of a broader movement that includes humanistic psychology, transpersonal psychology, critical psychology and aims to broaden the disciplinary scope of mainstream psychology, most particularly in its almost exclusive assumption of the natural science model to understand the psychology of human beings.  As such, the Department maintains a national profile in Divisions 32, 24 and 30 of the American Psychological Association, and related professionals organizations, and its faculty are highly active nationally and internationally in their areas of specialization.

Since Fall semester of 1998, the faculty of the Department of Psychology have published eight books.  These books include three single-authored books, one co-authored book, and four co-edited texts.  The faculty of the Psychology Department have published or have in press twenty-nine refereed articles in journals in their fields of expertise.   As well, the faculty have published twenty-six book chapters.  The Department has been responsible for forty shorter publications both reviewed and non-reviewed, including numerous book reviews and essays for professional organizations.  Including the 1998 annual convention of the American Psychological Association, the faculty has given one hundred and sixteen presentations nationally, internationally, locally, or regionally.  On average then in the past three years, the faculty have produced 2.5 books, 9.6 refereed journal articles, 8.6 book chapters, 12.5 shorter pieces, and 38 presentations per year.  At the same time, our faculty have carried a twelve hour teaching load, maintained the largest graduate program in the College of Arts & Sciences, the largest Psychology Masters program in the state of Georgia and the overall largest major in Arts & Sciences.  The number of faculty has hovered around 14 with two positions being temporary full-time (with notable productivity from these two faculty who have moved to tenure-track, full-time).  One position, since Fall 1999, has been moved to administration - Dr. Donadrian Rice has been serving as Acting Associate Vice President in the Office of the Vice President for Academic Affairs.

It must be noted that faculty are active at all levels of their profession.  For example, Dr. Larry Schor works closely with the state licensing board for Licensed Professional Counselors and as Coordinator of Therapeutic Services works as well with the Georgia Association of Masters in Psychology (GAMP).  He has organized workshops at state meetings for counselors and clinicians but also has presented at the national meeting of the American Psychological Association (APA).  Dr. Eric Dodson has given a keynote address for the Association for Humanistic Psychology (AHP) and has become a major player in this pioneering national organization of humanistic psychologists.  In this regard, he follows in the footsteps of Mike Arons who was also quite active in AHP.  Dr. Chris Aanstoos is a Fellow of the American Psychological Association, and was Past-President of Division 32 (Humanistic Psychology) of the APA.  He currently serves on the executive board of Division 32 and is the editor of the division’s journal, The Humanistic Psychologist, an official publication of the American Psychological Association.  Dr. Elena Mustakova-Possardt also serves on the executive board of Division 32; Don Rice has served on this board as minority liaison during the time period under review.  Dr. Rice is also a member at large for Division 30 (Clinical Hypnosis) of the APA.  Dr. Kareen Malone has served on the executive committee and program committee of Division 24 (Theoretical and Philosophical Psychology) of the American Psychological Association; recently, she has also been nominated for Fellow status in the APA.  Drs. Lisa Osbeck and Kareen Malone are on an affiliates subcommittee (ad hoc) for the executive board of Division 24 and Dr. Jeff Reber is 2001 program co-chair of Division 24 for the American Psychological Association’s annual convention.  In August 2000, the faculty in the Department of Psychology accounted for eight presentations at the annual meeting of the APA.  In sum, the Department is highly active professionally at the national level in framing the future of humanistic psychological and of related critical perspectives.

The publications noted above as well as many other presentations and activities are directed toward articulating innovative scholarship and research to expand and deepen the field of psychology in our areas of expertise.  Evidence of the success of our efforts and of our reputations beyond the Department can be seen in the quantity and quality of book chapters and peer reviewed publications.  Dr. Christopher Aanstoos, for example,  wrote three encyclopedia entries in philosophy and psychology.  It may also be seen in the Departmental presence on a number of editorial boards despite the fact that we are a young faculty with six positions at the assistant level, four at the associate level, and three full professors.   Since 1998, members of our faculty have been appointed to or are continuing on 12 editorial boards (Aanstoos, Arons, Hart, Kunkel, Malone, Puhakka).  The faculty have enjoyed numerous invitations for ad hoc reviews from major journals in psychology (e.g., Psychological Methods, Journal of Social and Personal Relations, History of Psychology); in women’s studies (Signs); in psychoanalysis (Psychoanalytic Studies, Journal for the Psychoanalysis of Society and Culture); from publishing houses such as Sage, University of New York Press, and Wesleyan University Press; and one faculty member (Malone) has served as a reviewer for the National Endowment for the Humanities.

Other evidence of our professional involvement is seen in the Department’s organization of Old
Saybrook 2 [OS-2], an international conference commemorating the founding of humanistic psychology and looking towards it future vision in the next millennium.  Over 130 persons attended from places as diverse as China, Russia, Australia, Italy, and India.  As well, persons from throughout the United States came to the area.  The conference cleared approximately $12,000.00, half of which was returned to the Department’s Foundation fund.  Drs. Eric Dodson and Mike Arons served as program co-chairs.  In 1999, Dr. Aanstoos was program co-chair for  a Symposium for Qualitative Research in Perugia, Italy.  Two other faculty, Drs. Dillon and Hart, are organizing an International Conference on Childhood Spirituality for Fall of 2002.  The Department regularly sponsors the Jim Klee Forum, featuring nationally-known speakers in alternative psychologies and this program is attended by professionals, alumni, and students from throughout the region. 

A number of faculty are professionally accredited:

Dr. Donadrian Rice - Licensed Professional Counselor, Licensed Marriage and Family Therapist
Dr. Larry Schor - Licensed Professional Counselor, National Certified Counselor, National Certified Psychologist, Registered Counselor Supervisor
Dr. Elena Mustakova-Possardt - Licensed Professional Counselor
Dr. Mark Kunkel - Licensed Clinical Psychologist 

Moving out to the Community: New Horizons

As the Department has continued to expand the humanistic paradigm, it has increasingly understood its future in terms of developing theoretically cogent out-reach programs in the surrounding community.   These programs are both research- and action-based and involve scholarship and research at the student and faculty levels.  Such initiatives fully take on the question of values and ethics and attempt to integrate the humanistic ideal of the whole person as a conscious self-determining being into a broader social context.   The Department hopes to offer alternatives to more mechanistic/problem solving approaches to social interventions and develop more participatory models.

* Our first initiative entails an alliance with the Papillon Center in Whitesburg, GA, a resort that has developed collaborative relations with the Departments of Psychology, Sociology and Nursing at the University of West Georgia to offer workshops and training related to long-term care-giving and with respect to other issues in community psychology, mediation, educational transformation, spirituality, and psychotherapy.    Mike Arons, other members of the Department, and Don Johnson (CEO of Papillon) have spearheaded the development of PAPILLON LIFE ENRICHMENT CENTER.  Papillon represents a new
dimension for realization, exploration and professional development of the Psychology Department, University of West Georgia, and humanistic-transpersonal and related visions.

* Drs. Hart & Dillon have co-founded a program which provides volunteers from among the SUWG population to tutor Carrollton Elementary School students and have obtained funding to coordinate this program.  Both Hart and  Dillon publish widely in child development and education.

* Dr. Dillon coordinated with Big Brothers and Big Sisters of Atlanta to provide mentors for needy youth in relationship to his classes in Psychological Growth and Development.

* Dr. Anne Richards has been named a Paul Harris Rotary Fellow for community service, including her service as a volunteer mediator at the Carroll County Magistrate Court.

* Dr. Larry Schor began an adolescent support/psychotherapeutic group for friends of suicide victims at a local high school.  He also coordinated and established a community emergency response team in conjunction with the Tanner Behavioral Health Care that looks to address psychological as well as physical effects of disasters and social upheaval.  A national presentation and a publication for Voices emerged from this work.

* Dr. Elena Mustakova-Possardt founded the Georgia Health Realization Center that offers intensive workshops training a new generation of health care professionals in an innovative integrative psycho-educational modality of prevention and intervention at the state and regional level.  She also worked to found the Institutes for the Healing of Racism and brought to campus a leading figure in the healing of racism movement (with funds from the Vice President’s Office).  She has joined the Brookwood Coalition (a collaboration of faculty and students from the Departments of Anthropology, Foreign Languages, Nursing and now Psychology) that helps integrate the Brookwood residential community, a transitional immigrant community into the broader Carrollton community.   In this capacity she supervises
psychology interns and initiates work aimed at developing community and a sense of empowerment among residents.  A national presentation emerged from her work with the Institutes for the Healing of Racism.

* Dr. Donadrian Rice is a board member of the Community Children’s Home (Alice’s House), Black Men Encouraging Success (BEST), and the Rotary Club of Carrollton. 

Grants & Funding: Applied and Funded

Elena Mustakova-Possardt
*American Council of Learned Societies - $25,000. (Under review)
*MacArthur Foundation on Global Security and Sustainability - $75,000. (Under review)
*International Research & Exchange - $3,000. (Under review)

Tobin Hart
*STEP grant (FDE) to support research and course development in Education and Psychology.   $1,000.  Received 2000-2001.
*Teaching Learning Committee for undergraduate research assistant to serve as Volunteer Coordinator. $1,600.   Received 2000-2001.
*Neurofeedback LRC Grant for the purchase of Biofeedback equipment to start Biofeedback Lab. $700.   Received 1999-2000.

Larry Schor
* Grant to co-develop eCore statewide access to PSYC 1101 course taught exclusively in an on-line environment.  Received $7,500. (2000-2001).
* Lap-top computer grant to complete distance-learning proposal. Received $1,500. (1999-2000)
Chris Aanstoos
* Annual grants between $2,666.- $10,400. (as needed) from Division 32 of the American Psychological Association paid to Darby Press for publication of The Humanistic Psychologist. 

Service to the Institution

The Psychology Department faculty demonstrate an impressive commitment to service in a broad array of capacities and at all levels of service.  We include in this category service to the University as an institutional whole, service to the College of Arts & Sciences, and service to the Department of Psychology itself.  These contributions are especially impressive given the fact that ours is a relatively young faculty, with several members who were originally hired on temporary contracts and six who have joined the faculty since 1998.

University Level

Chris Aanstoos
 Chair, Committee to Evaluate Dean of Graduate School (2000)
 Member, Social Sciences Interdisciplinary Committee (1998 to present)
 Judge for Big Night (2000)
 Departmental Representative to the Committee on Graduate Studies (COGS) (1998 to present)

Jim Dillon
 Member, Student Services Committee (1999 to present)
 Advisor, Freshman Center (1998 to present)
 Presenter of talk to first-year students entitled “How to Talk to Professors” (2000)
 Coordinator, Learning Community (1999-2001)

Eric Dodson
 Participant, Responsible Sexuality Committee program panel on Internet Dating (2001)
 Elected member, University Matters Committee (1999-2000)
 Faculty Advisor to SUWG Chess Club (1999-2001)
 Faculty Representative to Judicial Committee (1999-2000)
 Faculty Advisor to SUWG Philosophical Society (1998-1999)
 Faculty Advisor to SUWG Jugglers (1998-1999)

Tobin Hart
 Member, Advisory Board, Advanced Academy of Georgia (1998 to present)
 Featured Speaker, Fall Academic Orientation, Advanced Academy of Georgia (Fall 2000)

Daniel Helminiak
 Co-Chair, Responsible Sexuality Committee (2000-2002)

Kareen Malone
 Member, Advisory Board, Advanced Academy of Georgia (2000 to present)
 Member, Learning Resources Committee (2000 to present)
 Member, Program Review Self-Study Committee, Departmental and through Vice President’s Office (Spring 2000 to present)
 Departmental representative for Visitation Day, November (1999, 2000)
 Invited Speaker for Orientation Colloquium, Advanced Academy of Georgia  (Fall 1998)
 Member, Search Committee for Program Director of the Advanced Academy (Spring-Summer, 1999).
 Member, Responsible Sexuality Committee (1998-1999)
 Invited participant for Responsible Sexuality Committee program panel (Fall, 1998; 1999)
 Judge for Big Night (2001)

Don Medeiros
 Head Coach, men’s Cross-Country (1998 to present)
 Head Coach, Women’s Cross-Country (1998 to present)
 Head Coach, Men’s Track (1998 to present)
 Head Coach, Women’s Track (1998 to present)
 Member, Institutional Studies and Planning Committee (2000 to present)
 Member, Committee to Evaluate Vice President of Finance (2001)

Elena Mustakova-Possardt
 Founder, Institutes for the Healing of Racism at SUWG ( a clearing where students from different racial backgrounds can come together to create a climate of dialogue and healing) (1998 to present)
 Member, Faculty Senate (1998-1999)
 Member, Faculty and Administrative Staff Personnel Committee (1998-1999)
 Member, European Union Certificate Committee (2000 to present)

Jeff Reber
 Member, Campus Sexual Assault Response Team (2001 to present)

Don Rice
 Acting Associate Vice President for Academic Affairs (1999-2001)
 Chair, SACS Committee for Institutional Effectiveness (2000 to present)
 Chair, Committee to Evaluate Dean of Arts & Sciences (1999-2000)
 Chair, Committee to Evaluate Vice President for University Advancement (2000)
 Chair, Enrollment Management Committee (1999-2001)
 Member, Committee to Select Vice President for Student Services (2000?)
 Moderator, Responsible Sexuality Committee Program on Internet Dating (2001)

Anne Richards
 Elected Member, Faculty and Administrative Staff Personnel Committee (1999-2001)
 Faculty Advisor, Omicron Delta Kappa, Honorary Leadership Society (1999-2001)
 Member, Responsible Sexuality Committee (1998- to present)
 Invited presenter on “Male/Female Relationships” (Strozier Hall, November 17, 1998).
 Invited presenter on “Interpersonal Communication: Communicating for Success” (Freshman Center, Fall, 2000)

Larry Schor
 Elected member, University of West Georgia Faculty Senate (2000 to present)
 Member, Institutional Studies and Planning Committee (2000 to present) 

College of Arts & Sciences

Chris Aanstoos
 Member, Tenure and Promotion Committee (1999-2000)
 Member, Social Sciences Interdisciplinary Committee (DATES?)

Jim Dillon
 Member, Writing Across the Curriculum (WAC) Executive Committee (1999 to present)

Tobin Hart
 Member, Tenure and Promotion Committee (2000-2002)

Daniel Helminiak
 Member, Faculty Advisory Committee (2000 to present)

Kareen Malone
 Member, Executive Committee, College of Arts & Sciences (1999-2000)
 Member, Writing Across the Curriculum (July, 1995 - Spring 1999)
 Member, Subcommittee on Faculty Workload & Research - ad hoc (Fall 2000)

Elena Mustakova-Possardt
 Member, Global Studies Committee (1999 to present)

Anne Richards
 Elected Secretary, Arts & Sciences Executive Committee (2000-2001)  

Departmental Level

Chris Aanstoos
 Chair, Doctoral Program Proposal Committee (1998-2000)
 Library Co-Liaison (1998)
 Library Liaison (1999 to present)
 Member, Graduate Admissions Committee (1998 to present)
 MC, Jim Klee Forum (1999)
 Member, Committee to Develop Enhanced Research Track (2000-2001)
 Papillon Representative (2000 to present)
 Co-Chair, Search Committee (2000, 2001)

Jim Dillon
 Coordinator of Undergraduate Advisement (1999 to present)
 Co-Chair, Search Committee (2000, 2001)
 Member, Doctoral Program Proposal Committee (2000 to present)
 Coordinator, Psychology Department Movie Group (1999 to present)
 Coordinator, Psychology Department Meditation Group (1998 to present)

Eric Dodson
 Member, Doctoral Program Proposal Committee (2000-2001)
 Member, Humanistic Praxis Coordinating Committee (2000-2001)
 Recruitment Officer for Association for Humanistic Psychology (2001)
 Editorial Supervisor for The Crucible (2000-2001)
 Conference Chair for Old Saybrook 2 Conference (1998-2000)
 Technology Liaison (1996-2001)
 Chair, Scholarship Award Committee for the Humanistic Psychology Award (1998 to present)
 Founder and Organizer of Dionysian Reading Groups (1997-2000)
 Founder and Editor, The Crucible (1996-1999)

Tobin Hart
 Coordinator of SPARC (1999 to present)
 Coordinator of Biofeedback Lab (2000 to present)
 Member, Doctoral Program Proposal Committee (1998 to present)
 Member, Humanistic Praxis Coordinating Committee (2000-2001)
 Member, Space Committee (2000-2001)

Daniel Helminiak
 Co-Coordinator, Jim Klee Forum (2000-2001)
 Member, Humanistic Praxis Coordinating Committee (2000 to present)
 Member, Doctoral Program Proposal Committee (2000-2001)
 Liaison to Kudos column, Campus Chronicle (2000 to present)

Mark Kunkel
 Member, Program Review Self-Study Committee (2000-2001)
 Chair, Student Awards Committee (2000 to present)
 Member, Doctoral Program Proposal Committee (2000 to present)
 Member, Humanistic Praxis Coordinating Committee (2000 to present)
Coordinator, Brown Bag Lunch Series (2000 to present)

Kareen Malone
 Interim Chair, Psychology Department (Fall, 1999 - Summer, 2001)
 Library Co-Liaison (Fall, 1998 - Spring 1999)
 Coordinator, Departmental Colloquia (Fall, 1998 - Fall, 1999)

Don Medeiros
 Member, Program Review Self-Study Committee (2001)
 Chair, Space Committee (2001)

Elena Mustakova-Possardt
 Member, Doctoral Program Proposal Committee (2000 to present)
 Papillon Representative (2000 to present)
 Coordinator, Jim Klee Forum (1998)
 Facilitator, Women’s Spirituality Group (2000 to present)
 Member, Humanistic Praxis Coordinating Committee (2000 to present)

Lisa Osbeck
 Member, Committee to Develop Enhanced Research Track (2000-2001)
 Member, Program Review Self-Study Committee (2001)
 Member, Space Committee (2001)
 Coordinator, Departmental Colloquia (2000 to present)

Jeff Reber
 Faculty Advisor, Psi Chi Honor Society (2000 to present)
 Member, Program Review Self-Study Committee (2000-2001)

Anne Richards
 Coordinator, Program Review Self-Study Committee (2000-2001)

Larry Schor
 Coordinator of Therapeutic Services (2000 to present)
 Co-Coordinator, Jim Klee Forum (2000-2001)

Departmental Activities and Department-Sponsored Student Research

 * In Spring 2000, the Psychology Department sponsored the “Old Saybrook 2" [0S-2]  conference commemorating the founding of Humanistic Psychology and looking towards its future vision in the next millennium.  Over 130 persons attended from places as diverse as China, Russia, Italy, and India.  As well, persons from throughout the United States came to the area.  The Jim Klee Forum speaker was John Rowan from Great Britain.  The conference cleared approximately $12,000., half of which was returned to the Department’s Foundation Fund.

 * For a decade, the Department has sponsored the Jim Klee Forum.  This forum which has invited featured guest speakers with national and international reputations in transpersonal, humanistic, and existential psychology, draws scholars, students and alumni from throughout the Southeast region.  Noted speakers have included Stanislav Grof, Jean Houston, David Miller, Mike Arons, Stan Krippner, Michael Katz, and Clark Moustakas.

* For the past three years, the Department has organized SPARC, a student research conference for graduates and undergraduates.  (See pages 1-14 and 1-18 for more on this program which strongly supports the goal of encouraging student research.)

* In the year 2001, graduate students from the Department submitted proposals to the national meeting of the American Psychological Association.  Even though the competition was against doctoral students, one Masters student (Philip Mancus) had his paper accepted by the peer review convention review committee and will be presenting in August, 2001.

* Kareen Malone, as Responsable of the Atlanta Circle of the École freudienne de Quebec worked with graduate students in a Lacanian reading group over Summer 2000.  The working group resulted in two publications.  Clay Bohnet and Philip Mancus (MA students, Psychology), both had articles published in a peer-reviewed journal, Correspondences: Courier d L’École freudienne de Quebec (Volume 2, #3, October 2000).