Program Review Report
on the
July, 2000


Evaluation Committee

Program Background

Chronology of Program Review

Admissions Information

Tabular Summary of Questionnaire Responses

Summary of Questionnaire Responses

Strengths of the Program

Areas of the Program which can be Improved (with Recommendations)

Appendix A - Methodology

Appendix B - Seat Utilization Rates

Appendix C - Program Completion Rates

Appendix D - Graduation Rates

Appendix E - Gender Distribution

Appendix F - Grade Distributions



Next to English, Psychology is the most popular discipline at UCC, and for several years has enjoyed capacity or near-capacity enrolments. Whether on scholarly contracts or not, Psychology faculty have demonstrable records of scholarly productivity, and for the most part are appreciated by their students for their instructional skills.

One characteristic of the Psychology Program has been its indebtedness to the UBC program structure and curriculum. However, with UCC now graduating its own students, now is an opportune time to engage in program and curricular renewal. The Review Committee was heartened to learn that the Psychology Department has already broached some modifications in its curriculum, and encourages the faculty, with the support and assistance of the Dean of Arts and the Vice-President, Instruction and Student Services, to convert that momentum into a full-scale review of the program’s structure and curriculum. The Review Committee also suggests that the Psychology faculty and the Dean of Arts give some thought to resuscitating a Psychology club for interested students, and to continue the mentoring of Psychology majors. As a predominantly journal-based discipline, Psychology can only gain from the recently introduced Library policy allowing up to 50% of discipline budgets to be spent on serial acquisitions.

Much of this report addresses what the Committee perceives as administrative responsibilities: renovation of existing laboratory space in the Arts and Education Building; providing sufficient computers for the laboratory; and hiring a laboratory demonstrator. From the Committee’s standpoint, the most pressing institution-wide issue is the need to increase the frequency of sabbatical opportunities for faculty renewal and research.

Chair                                                                 Dr. Katherine Sutherland
                                                                           English, UCC

Assistant Chair                                              Dr. Tom Dickinson
                                                                           Biological Sciences, UCC

External Representative                             Dr. Ian Whishaw
                                                                           Department of Psychology and Neuroscience,
                                                                           University of Lethbridge

External Representative                             Dr. Marvin Krank
                                                                           Dean of Arts and Education,
                                                                           Okanagan University College

DEPARTMENTAL CHAIR                           Dr. George Alder
                                                                          Psychology, UCC

Dean                                                                Dr. Henry Hubert
                                                                          Dean, Arts, UCC

REVIEW COORDINATORS                        Dr. Alastair Watt
                                                                          Director, Institutional Research and Planning, UCC

                                                                          Dorys Crespin-Mueller
                                                                          Research Analyst, Institutional Research and Planning, UCC



In 1970, the inaugural year of Cariboo College, there was one full-time faculty member in Psychology. Up until 1989, when the institution became the University College of the Cariboo and gained a B.A. in partnership with UBC, Psychology was part of the Social Sciences Department. In that year, Psychology became an independent department with an increase from three to four full-time faculty members. In 1990 that number increased to six. This allowed for a delivery of a Psychology major in 1992, and in 1999 the B.A. program became independent from UBC.

At present, the department consists of eight full-time faculty members (one in Williams Lake), a part-time laboratory demonstrator, and two part-time instructors with 48 students currently registered in the Psychology major.



The Psychology Program Review began on October 14, 1999, with a meeting between the Office of Institutional Research and members of the Psychology Department to discuss the focus and process of the review. Subsequent to this, a Psychology Program Review Steering Committee consisting of George Alder, John Hallonquist and David Vollick was struck to oversee questionnaire design. The questionnaires for former students, current students and faculty were finalized on February 5, 2000.

Questionnaires were administered to principal stakeholders in the Psychology Program on the following dates:

Former Students (1996-99): February 9, 2000
Faculty February 9, 2000
Current Students (Year 2): February 22, 2000
Current Students (Yrs.3,4): February 22-March 6, 2000
Current Students (Wm Lake): February 22-March 8, 2000
In addition, five years (1995-99) of data on UCC Psychology majors was extracted from the BC Colleges and Institutes Student Outcomes Surveys via the Student Outcomes Reporting System (SORS).

Reminders were mailed to non-responding former students on March 1, 2000, and telephonic follow-up was undertaken between March 13 and 27. Six of nine faculty members responded.

The cut-off date for all responses was April 25, 2000. Information binders were sent to members of the Psychology Program Review Committee on April 28, and that Committee met to discuss and analyze the data and formulate its recommendations on May 25 and 26, 2000.



First and Second Years
Year One    
PSYC 111 Introduction to Psychology I 3 credits
PSYC 121 Introduction to Psychology II 3 credits
Year Two:    
PSYC 210 Analysis of Psychological Data 3 credits
PSYC 211 Introduction to Research Methods in Psychology 3 credits

Third and Fourth Years

You will need to take 30 (and no more than 42) Psychology course credits at the third and fourth year level.
Years Three & Four    
In third year, the following courses are required of all students in the Major program.    
PSYC 317 Research Methods and Design 3 credits
PSYC 318 Analysis of Behavioural Data 3 credits
In addition, you must take 24 (and no more than 36) credits in Psychology distributed as follows.    
At least six (6) credits from:    
PSYC 300 Behaviour Disorders 6
PSYC 302 Infancy 3
PSYC 303 Tests & Measurements I 3
PSYC 308 Social Psychology 6
PSYC 310 Clinical Psychology 6
PSYC 314 Health Psychology 3
PSYC 315 Childhood & Adolescence 3
PSYC 320 Theories of Personality 1 3
PSYC 321 Theories of Personality 2 3
PSYC 322 Adulthood and Ageing 3
PSYC 336 Psychology of Language I 3
PSYC 337 Psychology of Language II 3
At least six credits (nine credits for students who did not take PSYC 221) from:    
PSYC 304 Brain & Behaviour 6
PSYC 306 Principles of Animal Behaviour 6
PSYC 307 Motivation 6
PSYC 309 Cognitive Processes 6
PSYC 313 Sensation & Perception 6
PSYC 333 Memory I 3
PSYC 334 Memory II 3



                                            # Completed &
Recipient                                                   # Sent                         Returned                         % Returned

Faculty                                                                 9                                         6                                        67%


    Lower Level - Kamloops                           36                                       36                                     100%

    Lower Level - Williams Lake                    30                                       30                                     100%

    Upper Level                                                 46                                       46                                     100%

    Former                                                          69                                       26                                         38%

SORS (1995-1999)                                          47                                       34                                         72%

TOTAL                                                             237                                     178                                         75%



Former Students

Of the 26 respondents to the former student survey, most (70%) were employed, or employed and currently studying (16%). Those employed were working in fields ranging from "information technology" to community mental health. A strong female-biased sex ratio (3:1) was noted, but this reflected the general make-up of the students who enroll in Psychology. Ninety-one percent of the respondents indicated that the program provided them with a good understanding of human behaviour that was valuable in their workplace. Ninety-six percent of the respondents indicated that the Psychology Program developed their writing skills to some or a great extent, 77% their language skills, 88% their research design skills, and 84% their data analysis skills. Overall, Psychology graduates found the program accessible (89% either agreed or strongly agreed that course outlines provided the necessary information), fairly evaluated (84%), and reasonably challenging (96%). Commenting on the relationship between second-and third-year courses, six of the 21 graduates recognized some overlap, but the same number—not necessarily the same students—did not find the overlap obtrusive. About half the respondents perceived the library resources as a problem, with book and journal collections being inadequate. In the "Further Comments" section of the questionnaire, five out of 12 respondents reported that they would have liked more opportunities for lab work and fieldwork. Other comments noted a desire to have developed a sense of "community " with other Psychology students and to have been made aware of sources of information for students about career opportunities in the field.

Current Students: 2nd Year

The 36 second-year students surveyed noted some of the same features identified by the graduates, namely the understanding gained about human behaviour ( 95% recording responses between " To Some Extent" and "To a Great Extent") , the accessibility of information on the course outlines( 94% agreed or strongly agreed) and the weaknesses surrounding the development of writing skills (50% "To a Minimal Extent" or "To No Extent"), information access skills ( 50% "To a Minimal Extent" or "To No Extent", and oral presentation skills ( 59% "To a Minimal Extent" or "To No Extent"). Twenty-five percent of respondents found the selection of courses in the program insufficient. An average of 50% of the respondents chose " Not Applicable" when specifically queried about the sufficiency of books, journals, interlibrary loans, etc. Four out of 22 respondents commented in the "Further Comments " section on the textbook-based material in lower-level courses. Six students indicated a preference for "hands-on" experiences, such as essay-writing, field research and projects, over memorization of the text and multiple choice exams.

Current students: Upper level - Majors

Twenty-six of the 46 upper-level students surveyed identified themselves as Psychology majors. They reported that most of the learning outcomes set by the program were being addressed: understanding of human behaviour, understanding of theory and practice, research design skills, and data analysis skills. However, 35% indicated that language skills were being developed "To a Minimal Extent" or "To No Extent", 23% that writing skills were being developed minimally or not at all, and 23% that information access and oral presentation skills were not being emphasized. Fifty-seven percent of the respondents noted insufficient numbers of scholarly journals, and 39% inadequate book resources.

On the other hand, approval ratings of the delivery of the program were relatively high. Seventy-four percent of respondents either agreed or strongly agreed that instructors explained each course; 85% endorsed the clarity of the course outlines; 73% thought that the evaluation of assignments was fair and consistent; and 85% thought that the Psychology courses they had taken challenged them.

Forty-two percent of the respondents in this group identified a problem in the breadth of selection of courses in 3rd and 4th year. Ten out of 20, or 50% of respondents to question #24 (on duplication of courses), recognized a significant overlap in the material taught in many second-year courses with the counterparts in upper years. A desire for more research and laboratory experience was recorded by seven respondents.

Current Students: Upper level - Non-Majors

In viewing the results of the Non-Major survey, it should be noted that 30% of respondents had taken two or fewer Psychology courses, 55% between 3 and 6 courses, and 15% more than six. Students therefore ranged from the 30% probably taking an elective to the 70% with reasonable or substantial background in Psychology.

Twenty-five percent of the non-Psychology majors in upper-level courses thought that research design skills were not emphasized in comparison to other skills, 35% that data analysis skills were being addressed "To A Minimal Extent" or "To No Extent", and 40% that oral communication skills were not being addressed. While 25% of the non-majors identified an issue in the preparation provided by second-year courses for the upper-year courses, they may well constitute the group taking only an elective, who may have by-passed the pre-requisite courses. Six responses to question #24 noted overlap in the content of selected second- and third-year courses. Forty percent of the respondents in this group disagreed with the statement that library journals were sufficient for their courses. With one or two exceptions, comments about the program and the faculty were quite positive.

Williams Lake Campus
Current Students: Lower Level

Generally, the 30 current lower level students surveyed noted some of the same strengths as the Kamloops students in the program, namely the understanding gained about human behavior and the accessibility of information on course outlines. Ninety-seven percent of Williams Lake students thought that their research design skills were being addressed, 96% their data analysis skills, and 96% their oral presentation skills. Only 50% of the students were satisfied with the selection of Psychology courses at Williams Lake, but 87% approved the scheduling of these courses. Most comments indicated that students wanted the Williams Lake Campus to offer more courses. The Williams Lake instructor received accolades from four respondents.

Faculty Survey

Overall, faculty responses suggested that although goals existed, they were not clearly defined, and some question existed as to whether they are being achieved. Sixty-seven percent of faculty respondents considered the lack of entrance requirements an impediment to student success. Faculty responses indicated that the available resources were marginally adequate except when it came to professional development and laboratory facilities, where 84% and 100% of respondents rated them inadequate. The entire faculty responded that the scholarly journals in the library were inadequate for the needs of the program, and 50% considered the book collection inadequate as well. All of the respondents disagreed with the statement that the number of faculty was sufficient to enhance their program, and 83% of them thought the number was not sufficient to deliver the program as it currently exists. All respondents felt that insufficient resources and support were available to permit them to pursue their scholarly activity. They recognized the need to restructure the curriculum to rationalize some of the material across the levels of the program and to provide more opportunities for research and field experiences for their students. In fact, some of the suggestions made could very well provide a starting point for program restructuring and curricular change. Five comments (not necessarily by five different faculty members) suggested that heavy workloads and the lack of institutional support were the biggest impediments to change.



The Committee identified the following strengths in the Psychology Program:

1.    Qualifications of Faculty:

The current faculty members in the Psychology Department have extensive backgrounds in a broad range of experimental and clinical aspects of the discipline. They have a history of receiving both internal and external research grants and several have strong records of publishing in scholarly journals. The students generally appreciate their skills as instructors and their dedication to the teaching profession. There is ample evidence that they endeavor to use innovative teach aids in the delivery of their courses.

2.    High Enrollment Figures and Utilization Rates

Psychology courses are traditionally popular options for students in both the arts and sciences and are thus frequently fully enrolled, especially at the introductory levels. Sufficient interest exists in the program that there is a consistent demand for courses across the curriculum to be offered during summer sessions. The number of students that continue to pursue a major in Psychology is also relatively high. Several graduates of the program have continued to, and succeeded in, graduate school. For the past several years, the level of seat utilization is high for the program as a whole, often at or above 100%.

3.    Faculty Service to the Institution:

Several members of the Psychology faculty have served on campus-wide committees dealing with various aspects of institutional governance and planning. Their service and leadership on The Arts Program Committee, the Education Council and the Research Ethics Committee are widely recognized by their peers.



The Review Committee identified the following aspects of the Psychology Program as being in need of improvement.

Analysis of the data collected during the review of the Psychology Program revealed recurrent concerns among students and faculty in four areas: faculty renewal and planning, curriculum development, extra-curricular support and institutional support. The following recommendations are organized around these four themes.


The program has dedicated and accomplished faculty members; nevertheless, the comments from faculty in both interviews and surveys in some cases revealed a sense of negativity. Two faculty members feared eventual burn-out due to a heavy teaching load (an issue addressed later in this document) and spoke of research opportunities lost because of the "chilly atmosphere" for research at UCC. Some faculty seemed to lack, if not pride in, certainly enthusiasm for the program. Students seemed to share some of this attitude. The Committee learned from interviews with faculty that students felt that they would have "no chance" of being accepted into graduate school. The Review Committee urges that the department regard the following recommendations as steps towards the renewal of departmental enthusiasm and vision, keeping in mind that UCC is a university college, not a major research institution. As UCC is evolving and will continue to evolve, the Psychology Department should position itself to anticipate the opportunities for innovation and success that will undoubtedly develop.

The Psychology Program lacks a strong sense of direction. As one faculty member writes, the "dept. should attempt to establish a clear focus in terms of excellence and outcomes," concluding succinctly, "We need an identity." The Committee fully agrees.

Recommendation 1 (a):

The Psychology faculty, in conjunction with the Dean, Arts, should arrange a planning meeting, possibly a retreat, to initiate the creation of a five-year plan which will

i)    identify departmental, program and faculty strengths in teaching and research;

ii)   identify a program focus around which new curriculum may be developed:

iii)  create a vision for future program development with particular attention to recruitment and
      retention of students and faculty;

iv) create a model for a program which is not designed around the needs of a two-year university
      transfer student, but rather around the needs of a four-year student intending to graduate with a
      UCC Psychology degree and potentially move on to a graduate program in Psychology.

It is hoped that, through consensus, the faculty may create a template for a program which may allow them to develop a sense of pride in their department: rather than seeing themselves as a UBC provider, the Psychology Department should make their program their own.

ACTION: Psychology faculty; Dean, Arts

Faculty Replacements:

The faculty indicates the need for new positions, but there is no clear indication of what area of expertise might best contribute to realizing the program's goals. Yet the Committee feels that the Psychology is strongly positioned to remedy this situation in that positions will become vacant next year, in four years' time, and again in seven years' time. The Psychology Department may thus implement its vision by judicious succession planning and replacement over the next few years.

Recommendation 1(b):

As faculty positions become available through retirement and attrition, they should be filled to support the emergent vision of the program.

ACTION: Psychology faculty; Dean, Arts; Vice-President, Instruction
                  and Student Services
Some faculty described fatigue due to teaching loads and a perceived lack of support for scholarship, including a lack of adequate sabbaticals. Both external representatives commented on the undesirability and apparent rigidity of the two-tier workload system, which countenances the co-existence of 12-hour and 16-hour contracts. However, the teaching strain identified by some faculty is partly due to the practice of taking on voluntary overloads, a practice which hides the need for re-organization of existing resources and perhaps additional faculty. This overload is not a contractual obligation. By the same token, the institution should seek to establish some stability from year to year in the number of sections offered in Psychology, rather than cancelling part-time instructional contracts each Spring and renewing them at the eleventh hour each Fall.

Recommendation 1(c):

The Psychology faculty should re-consider their practice of taking on voluntary overloads.

ACTION: Psychology faculty

Recommendation 1 (d):

The VP Instruction & Student Services should make every effort to ensure continuity in the number of Psychology sections offered from year to year.

ACTION: VP Instruction & Student Services

The teaching loads also seem to use excessive faculty resources in the first and second years rather than in the third and fourth years of the program.

Recommendation 1(e):

The Psychology faculty should consider rationalizing and perhaps reducing the departmental effort and resources expended on lower-level offerings. This might be achieved by creating larger lecture sections and eliminating (or at least re-organizing) existing seminars at the introductory level, reserving these hours for smaller upper level classes, labs or seminars. This would allow faculty more variety, contact and innovation with upper-level students.

ACTION: Psychology faculty; Dean, Arts; Vice-President, Instruction
                  and Student Services
With a 1999-2000 utilization rate of 100% overall and 104% on Kamloops Campus, the Psychology Department is better positioned than any other discipline at UCC, with the exception of Theatre, to argue for an additional faculty member.

Recommendation 1 (f):

The Psychology Department should develop a case and lobby the UCC Administration for an additional faculty position.

ACTION: Psychology faculty; Dean, Arts; VP Instruction & Student


Once the department has defined a program focus that develops and utilizes faculty strengths, the faculty should redesign the curriculum and the major, which is currently based on the now defunct institutional links to UBC. Since these are curricular matters, the following suggestions are a summary of points gleaned from interviews with faculty, and from Review Committee observations:

Recommendation 2(a):

The Psychology faculty should survey program models at other universities and university colleges of equal size with equivalent resources available.

ACTION: Psychology faculty

Recommendation 2(b):

The Psychology faculty should redesign the Psychology program, keeping in mind the following suggestions:

i)    the program should build on existing departmental strengths and strive for a mix of courses
      consistent with the expertise of the faculty;

ii)   the program should be student-centred;

iii)  the program should focus on producing sound undergraduates, preparing some of them for
      graduate school;

iv) the program might include greater focus on directed studies, and innovative formats such as
     co-operative options, community practice, laboratory experience, and a graduating essay or

v)  the structure of the program should incorporate the building blocks for eventually establishing an
     honors program (if that is the wish of the department);

vi) the program should avoid course redundancy, which currently exists between second- and
      third-year level courses;

vii) the program should consider establishing second-year prerequisites for third- and fourth-year courses;

viii) the program should, wherever possible, replace six-credit courses with three-credit courses;

ix)  keeping innovation and limited resources in mind, the program should consider developing links
      and possibly cross-listings with other programs such as Biology and Sociology;

x)  the program should place greater emphasis on the development of language and communication
     skills by such means as a graduating essay and more extensive use of the UCC Writing Centre;

xi) the program should re-evaluate the standards and levels of those third- and fourth- year courses
     with attrition rates of over 20% in relation to the aptitude of their student clientele.

ACTION: Psychology faculty, with support from Dean, Arts, and VP
                  Instruction & Student Services


Students spoke well of individual instructors and classes but did not seem to feel particularly well supported by the program beyond the classroom. As one students wrote, "There should be more information in the Psych Program of careers with a B.A. with a major in Psych." Another wrote: "There really needs to be a stronger focus on helping students to realize the opportunities (career-wise) that are available to students upon graduating from the Psych. program." Finally, one student wrote, "I enjoyed my time at UCC but now being in the education program at UBC I can see one thing that I would have changed. There should be more of a faculty relationship. What I mean is that the students of the Psych. faculty should be more unified. Maybe having more group projects would get them to know each other better. Possibly, having a Psychology Majors night at Heroes, etc."

Recommendation 3(a):

The Psychology faculty and the Dean, Arts, should explore creating and supporting a Psychology student club to foster improved community and morale among students, allocating some department and divisional resources to support this club.

ACTION: Psychology faculty; Dean, Arts

Recommendation 3(b):

The Psychology faculty and the Dean, Arts, should explore the development of a lecture series in conjunction with other programs; the honorarium budget might be used to support this series.

ACTION: Psychology faculty; Dean, Arts

Recommendation 3(c):

The Psychology faculty should continue its academic and career advising and mentoring of students, particularly Psychology majors.

ACTION: Psychology faculty


The Psychology Program's development is constrained by a lack of useful lab space, library materials, and instructional support. However, the resources the department does have, such as the honorarium and library budgets and existing lab space, are not always being used to full potential, nor has the department developed a plan to access more resources from the institution. The following recommendations address both issues.

Laboratory space:

Students and faculty require adequate laboratory space in order to engage in research and practical instruction. The current lab space in the Arts and Education Building is poorly designed and thus underused. This space is too valuable to be wasted; it should be put to better use.

Recommendation 4(a):

The Psychology Department and the Dean, Arts, should devise a detailed proposal, consistent with its new curriculum and research interests, for the renovation of its existing lab space in the Arts and Education Building. The planning process should be undertaken in consultation with the Director of Facilities and the Capital Planning and Projects Manager. The rationale and details of the plan should be presented to the UCC administration for action.

ACTION: Psychology faculty; Dean, Arts; VP Administration and

Recommendation 4(b):

The Psychology faculty should identify current and future computer needs for students and faculty, construct a case for increased computer support, and communicate that case to the Dean of Arts and the VP, Instruction & Student Services, for action.

ACTION: Psychology faculty; Dean, Arts; VP Instruction & Student

Recommendation 4(c ):

Once the plan for laboratory renovations has been implemented, the Psychology faculty and the Dean, Arts, should make an argument to the administration for a full-time laboratory demonstrator.

ACTION: Psychology faculty; Dean, Arts; VP Instruction & Student
Research resources:

Several faculty members expressed frustration about the research environment at UCC. In some cases, institutional management of research money has been so cumbersome that grants were moved to other institutions. This is unacceptable for a department struggling to build its reputation. On the other hand, institutional research resources are not always being used to maximum potential by all department members.

Recommendation 4(d):

It would be advantageous and efficient for the Director, Finance, to set up mechanisms and protocols for the management of all research money. Finance staff should be trained in the handling and management of research funding and should develop lines of communication with the UCC Co-Ordinator, Research Services, and with other research fund managers at granting organizations and other institutions.

ACTION: Director, Finance

Recommendation 4(e):

The Psychology faculty should investigate working closely with the Co-Ordinator, Research Services, to seek new research funding, and create individual research development plans.

ACTION: Psychology faculty
Sabbatical opportunities:

Recommendation 4(f):

The Psychology Department, the UCC Administration, and the UCC Faculty Association should set as one of their priorities an increase in the number and frequency of sabbatical opportunities for faculty research and renewal.

ACTION: Psychology faculty; UCC Administration; Chairperson,
                  UCC Faculty

Association Salary and Working Conditions Committee

Library resources:

Some faculty and students expressed frustration with library resources and limited inter-library loans. Though the Committee recognizes and applauds those faculty who do use these resources, not all Psychology faculty are maximizing their use of the electronic resources and training available through the library. Probably because it sees itself as a journal- rather than book-based discipline, Psychology has not depleted its Degree Grant or Library Campaign funds, an amount of about $16,500. However, with the new provision for allocating up to 50% of its budget for serial acquisition, the department will be able to redress this situation to some extent in the current year.

Recommendation 4(g):

The Psychology faculty should avail themselves and their students of the course-specific seminars in the use of electronic data conducted by Library faculty.

ACTION: Psychology faculty

Recommendation 4(h):

The Psychology Department should consider designating a departmental member to manage and report on the expenditure of library money in consultation with the rest of the department and the Collections Librarian. This member should also manage journal selection in consultation with the Library.

ACTION: Psychology Department

Recommendation 4(i):

As its curricular focus will undoubtedly change as a result of the curriculum re-design suggested in Recommendation 2(b), the Psychology department should re-evaluate the usefulness of current library holdings in Psychology and endeavour to optimize the spending of its library budget. As of this year (fiscal 2000-01), up to 50% of discipline library budgets may now be spent on serial acquisition.

ACTION: Psychology Department



The data were collected in the following ways:

1)    Consultation took place with the Psychology Program Review Steering Committee,
        consisting of Dr. George Alder, Dr. John Hallonquist and Dr. David Vollick on the
        design of the questionnaires.

2)    Questionnaires were administered to Psychology Program faculty, current students
        and former students. All data were processed using SPSS to achieve frequency rates.
        Subjective comments for each group were recorded separately and anonymously.
        Additional former student data from 1995-1999 program leavers were extracted from
        the Student Outcomes Reporting System (SORS), a software reporting tool
        summarizing data from the BC Colleges and Institutes Student Outcomes Surveys.

3)    "Descriptive Data" on the Psychology Program's objectives, course outlines, etc.,
        were solicited from Dr. George Alder, Chairperson, Psychology.

4)    Data on annual seat utilization rates, graduation rates, gender and grade distributions
        were provided by the Office of Institutional Research and Planning.

5)    The following people associated with the program participated in the review process
        or were interviewed:

Dr. Roger Barnsley, President, UCC
Dr. John Hallonquist, Psychology
Nancy Levesque, Director of Library and Information Systems
Dr. Chris Montoya, Psychology, Williams Lake
Dr. William Roberts, Psychology
Dr. David Vollick, Psychology faculty member
One Psychology graduate



The following takes into account the stable enrollment and capacity for the following semesters: fall 1997, fall 1998 and fall 1999.


Year Lower level enrollment Lower level capacity

(#of seats)

Lower level % utilization Upper level enrollment Upper level capacity 

(# of seats)

Upper level % utilization Total enrollment Total capacity 

(#of seats)

Total % utilization
1997 857 939 91% 175 161 108% 1032 1100 94%
1998 886 976 91% 155 190 82% 1041 1176 89%
1999 861 856 101% 159 165 96% 1020 1021 100%*

* Kamloops campus only = 104%

Comparison with other Arts disciplines (Academic Programs only) for the same period:

Fall 1997

Discipline Lower level enrollment Lower level capacity

(#of seats)

Lower level % utilization Upper level enrollment Upper level capacity 

(# of seats)

Upper level % utilization Total enrollment Total capacity 

(#of seats)

Total % utilization
PSYC 857 939 91% 175 161 108% 1032 1100 94%
SOCI 581 607 96% 145 151 96% 726 758 96%
GEOG 432 495 87% 187 220 85% 619 715 87%
HIST 377 435 87% 184 195 94% 561 630 89%
ENGL 1428 1467 97% 309 330 93% 1737 1797 97%

Fall 1998

Discipline Lower level enrollment Lower level capacity

(#of seats)

Lower level % utilization Upper level enrollment Upper level capacity 

(# of seats)

Upper level % utilization Total enrollment Total capacity 

(#of seats)

Total % utilization
PSYC 886 976 91% 155 190 82% 1041 1176 89%
SOCI 575 606 95% 113 130 87% 688 736 93%
GEOG 525 555 95% 185 205 90% 710 760 93%
HIST 425 460 92% 191 245 78% 616 105 87%
ENGL 1457 1532 95% 293 311 94% 1750 1843 95%

Fall 1999

Discipline Lower level enrollment Lower level capacity

(#of seats)

Lower level % utilization Upper level enrollment Upper level capacity

(# of seats)

Upper level % utilization Total enrollment Total capacity 

(#of seats)

Total % utilization
PSYC 861 856 101% 159 165 96% 1020 1021 100%
SOCI 587 630 93% 195 180 92% 782 810 97%
GEOG 518 545 95% 191 195 98% 709 740 96%
HIST 435 440 99% 195 225 87% 630 665 95%
ENGL 1513 1593 95% 282 348 81% 1795 1941 92%


1997/98 (Fall/Winter)

Discipline Lower level enrollment Lower level capacity

(#of seats)

Lower level % utilization Upper level enrollment Upper level capacity 

(# of seats)

Upper level % utilization Total enrollment Total capacity 

(#of seats)

Total % utilization
PSYC 1615 1898 85% 318 322 99% 1933 2220 87%
SOCI 970 1068 90% 344 372 92% 1314  1440 91%
GEOG 968 1051 92% 396 488 81% 1364 1539 89%
HIST 751 895 84% 377 415 90% 1128 1310 86%
ENGL 2793 2993 93% 609 648 94% 3402  3641 93%


1998/1999 (Fall/Winter)

Discipline Lower level enrollment Lower level capacity

(#of seats)

Lower level % utilization Upper level enrollment Upper level capacity 

(# of seats)

Upper level % utilization Total enrollment Total capacity 

(#of seats)

Total % utilization
PSYC 1737 1959 89% 302 382 79% 2039 2341 87%
SOCI 1050 1193 88% 273 346 79% 1323 1539 86%
GEOG 991 1033 96% 387 440 88% 1378 1473 94%
HIST 800 865 92% 391 540 72% 1191 1405 85%
ENGL 2902 3165 92% 610 661 92% 3512 3826 92%


1999/2000 (Fall/Winter)

Discipline Lower level enrollment Lower level capacity

(#of seats)

Lower level % utilization Upper level enrollment Upper level capacity 

(# of seats)

Upper level % utilization Total enrollment Total capacity 

(#of seats)

Total % utilization
PSYC 1747 1825 96% 325 350 93% 2072 2175 95%
SOCI 983 1104 89% 476 470 101% 1459 1574 93%
GEOG 1081 1140 95% 372 440 85% 1453 1580 92%
HIST 830 820 101% 416 485 86% 1246 1305 95%
ENGL 3089 3382 91% 619 759 82% 3708 4141 90%





Completion/ Attrition Rates

Completion rates may be determined by subtracting "fail" (F), "did not complete" (DNC), "withdrew" (W), "audit" (AUD), "deferred" (DEF), "continuing" (CTN) "Course in progress" (CIP) from enrollment numbers. Hence, over the five-semester period: Fall 1997, Winter 1998, Fall 1998, Winter 1999 and Fall 1999, the following completion and attrition rates are found for the Psychology Program:

(*Full year courses are counted once, as only one official grade is given)
Total Registrants




% Completion
% Attrition
1st year courses
2nd year courses
3rd/4th year courses

Comparison with other Arts disciplines (academic programs only) for the same period:






% Completion % Attrition
SOCI 3108 2596 512 84% 16%
GEOG 3451 2869 582 83% 17%
HIST 2641 2040 601 77% 23%
PSYC 4675 3863 812 83% 17%
ENGL (academic courses only) 8431 6923 1508 82% 18%




The following table reflects numbers of graduating major students by discipline since 1996:




















































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