CGE Proposal for Revised Graduate Course
Approved by CGE 11/03/09
CGE PROPOSAL FOR GRADUATE COURSE CHANGE
This proposal includes change(s) to the following item(s) (please check all that apply):
☐ course number
X course title
X course credits
X catalog description
☐ prerequisites/co-requisites
X other: SLO’s
CHECKLIST FOR INDIVIDUALS PREPARING PROPOSALS:
__Prepare the syllabus and proposal according to CGE guidelines (seek advice from CGE
Curriculum Committee if needed). NB: Proposals for changing an existing elective course into a
required course must be accompanied by a CGE proposal for Graduate Program Change,
explaining how the revised course will be integrated into the overall program structure.
Prepare the Course Record Form carefully to ensure that all information is recorded correctly
(e.g. exact title of course, grading basis, number of credits, course fee, if any) and matches the
contents of the proposal and syllabus. The Registrar’s Office feeds information directly from this
form into the University database.
Submit the proposal packet (proposal, syllabus, Course Record Form and Signature (Routing)
Form) to your department chair for signature.
If the proposed course is part of the PEP Unit, submit the proposal packet to PEP-C for review
and signature on the Signature (Routing) Form.
Once your department chair and (if necessary) PEP-C have signed off, submit the proposal
packet to the Assistant Dean for Curriculum, Policy, and Operations, who will track its progress
through the remaining steps of the proposal review. Please note that at each step of the review
process, the proposal may be returned to you for revisions.
Once the proposal reaches CGE, the Assistant Dean will contact you for an electronic version
of the most recent syllabus and proposal, to be posted on the CGE website. Please be sure to
always include the current date in the filenames of your proposal and syllabus (eg.
LIN510_proposal_2-12-08.doc).
DEADLINES FOR PROPOSAL SUBMISSIONS TO CGE:
The deadline for courses to be offered in the next Academic Year and appear in the course
catalog is February 15 of the current year, or the next business day. If you have any questions
about the CGE review process, please contact the CGE chair.
COURSES WITH ADDITIONAL REQUIREMENTS:
Proposals for courses requiring PEP-C review must complete item 15.0 at the end of this
proposal form. Proposals for 500-level courses must explicitly address differences in
requirements for graduate and undergraduate students wherever relevant (usually items 6.0 - 9.0.
11.0 and 14.0).
CGE Proposal for Revised Graduate Course
Approved by CGE 11/03/09
CGE COURSE PROPOSAL COMPONENTS:
All numbered items below must be addressed for course modification. For items that are not
undergoing change, type Not Applicable. Items 1.0 through 6.0 identify components that are
binding; that is, once the course is approved, these components can be changed only by
submission of a Proposal for Graduate Course Change to the CGE Curriculum Committee.
1.0 Department
Psychology
2.0 Course Number
2.1 Specify the current course number (even if it is not being changed).
781
2.2 Specify the revised course number. If the revised number is at a different course level
(700-level, 800-level, etc.) than the original, provide a brief rationale for this change.
781
3.0 Course Title
3.1 Specify the current course title (even if it is not being changed).
Clinical Psychology Ethics and Practice I
3.2 Specify the revised course title and provide a brief rationale for this change.
Clinical Psychology Ethics and Professional Issues
Rationale: Currently, there is a 2-semester sequence of 2-credit courses on ethics and
practice in professional psychology. The first course (currently) is 781 and deals with ethics
and issues in working with adults, cultural competency issues, and interviewing skills with
adults. The second course, 782, currently covers ethics in working with children and
families, and interviewing children. We are removing the interviewing skill portions of each
of these courses and will combine them into one separate course; then we will combine all of
ethics and professional issues into one 3-credit course. Thus, the number “II” will no longer
be needed on the course title. The word “practice” is being removed as well since that will
be covered in a separate course, and “professional issues” has been added as it relates to
ethics in the field.
4.0 Course Credits
4.1 List the number of credits that this course currently carries (even if it is not being
changed).
2
4.2 Describe the proposed change in credits for this course and provide a brief rationale for
this change. Note: The standard computation of credit is one (1) semester-hour per 50
minutes of instruction per week for an equivalent of fifteen (15) course meetings.
CGE Proposal for Revised Graduate Course
Approved by CGE 11/03/09
The proposed course equal will be 3 credits. Students have commented for
several years that the workload for these 2-credit courses is equal to their 3-credit courses,
and the knowledge base to master on Ethics and professional issues easily will require 3credit hours to manage.
Students will meet in class weekly for 3 hours. Additional out of class readings
and assignments will require a minimum of an additional 6 hours, and most likely
substantially more.
4.2 If the modified course will include non-classroom instruction or lab sessions, or if the
credit hours vary in some way from the standard, provide an explanation.
4.3 If the modified course will carry variable credit (e.g., 1-3 hours), explain how this will be
utilized and determined.
5.0 Formal (Catalog) Description
5.1 Provide the formal description for this course as it appears in the most current Graduate
Catalog (even if it is not being changed).
This course sequence introduces clinical psychology doctoral students to professional
practice in clinical psychology. The two-semester sequence covers ethical and professional
expectations and guidelines, legal obligations of psychologists, and an overview of clinical
practice settings and the activities of psychologist in these settings and skills fundamental to
clinical practice such as clinical observation and interviewing. The first semester focuses
primarily on adults, the second on work with children and families. Cross-cultural issues in
clinical practice are included in both semesters.
5.2 Provide the modified description for this course. Formal course descriptions must adhere
to length and style characteristics of college catalog listings, including pre-requisites, fees,
and any information regarding cross-listings if applicable. The description is to be written in
the third person and must appear exactly the same on the course syllabus as it does in the
catalog. If the changes to the course description are minimal, you may indicate text to be
deleted with strikeouts and text to be added with underlining.
This course introduces clinical psychology doctoral students to ethical issues and
professional practice in clinical psychology. The course covers the APA Code of Ethics, ethical
decision-making and clinical judgment, professional expectations and guidelines, legal
obligations of psychologists, and an overview of clinical practice settings. Cross-cultural and
social justice issues in clinical practice are emphasized as they relate to ethical decision making
in the evolving world of clinical practice.
6.0 Prerequisites
CGE Proposal for Revised Graduate Course
Approved by CGE 11/03/09
6.1 List the current prerequisites and/or co-requisites for this course (even if they are not
being changed).
Enrolled in clinical psychology doctoral program or permission of instructor.
6.2 List and provide a brief rationale for new prerequisites and/or co-requisites for this
course.
Prerequisites remain the same.
6.3 If new prerequisites and/or co-requisites involve other departments of instruction,
provide evidence of acknowledgement and cooperation from these departments (e.g.,
letters of support).
None
7.0 Overlap with existing programs
If proposed course modification will lead to actual or apparent overlap with current course
offerings or impact other departments, provide evidence of consultation with those
departments (eg. letters stating that faculty of the other department has reviewed course
content of the proposed course and see no significant overlap).
None
8.0 Grading System
If the grading system for this course is being changed from letter-grade to pass/fail, or vice
versa, provide a brief rationale.
No change
9.0 Course Characteristics
9.1 If modification to this course will result in cross-listing (within one department or across
more than one department), provide a rationale for doing so and full documentation of steps
taken to assure such listings.
NA
9.2 If this course is being modified to allow both undergraduate and graduate students,
provide a rationale for doing so and explain any differences in requirements for
undergraduate and graduate students.
NA
9.3 If this course is being changed from an elective course to a required course or vice versa,
provide a rationale for doing so. Note: Proposals for changing an existing elective course to
a required course must be accompanied by a CGE proposal for Graduate Program Change.
NA
CGE Proposal for Revised Graduate Course
Approved by CGE 11/03/09
9.4 Describe any shift in student-audience for this course. If substantial numbers of students
from outside the department are expected to enroll in this modified course, provide evidence
of support and cooperation from these departments in terms of enrollment and compatible
scheduling (eg. letters of support).
NA
9.5 What is the anticipated starting date for the modified course? How frequently and in
which semester(s) will the modified course be offered in the future? How many sections of
this course will typically be offered simultaneously?
Fall 2013, offered yearly each spring, with one section.
Due to changes in course credit hours, students entering in the fall of 2013 will
have 1 less credit hour expected in their overall program (100 credit-hours versus 101 currently).
10.0 Instructor
10.1 Briefly describe any modification to instructor competencies and qualifications to teach
this course, and provide a brief rationale.
NA
10.2 Explain any modification to the typical arrangements for course instruction. Will the
course be taught by one particular faculty member? by various faculty? by a faculty team?
by department and/or non-departmental faculty?
NA
11.0 Course Format and Procedures
Describe any modifications in how the course will be conducted, in terms of class meetings
and teaching procedures. For example, will the course be taught online only, or as a hybrid of
online and classroom meetings? Will the course incorporate lectures, discussions, lab
sessions, small-group or individualized instruction, practicum or field experiences, student
reports or projects, competency-based modules, or other types of instructional procedures?
NA
12.0 Evaluation of Course and Course Instructor
Describe any changes in how course instruction and the course itself will be evaluated,
including any long-term strategies for evaluating the course as part of the department
offerings.
NA
CGE Proposal for Revised Graduate Course
Approved by CGE 11/03/09
13.0 Resources
Describe any immediate and future impact that modification of this course is likely to have
on the department's personnel, physical, and financial resources.
No impact. The course is currently offered in the same sequence with slightly
different content.
14.0 Alignment of proposed course goals with those of academic program
14.1 Program mission statement
The Doctoral Program in Clinical Psychology has as its ultimate mission
increasing the number of psychologists with appropriate training in both the practice of
psychology and understanding deaf and hard of hearing people and their families. In a unique
ASL/English Bilingual setting, our aim is to train psychologists who 1) have an understanding of
the science of psychology and its research and analytic methods; 2) are skilled in the theory,
methods, and research of practice in clinical psychology; and 3) are knowledgeable about the
languages and cultures of deaf, hard of hearing, and hearing people and appreciate their great
diversity. By way of this training, the scientific knowledge base of psychology and Deaf people
will expand through the research and scholarly work of graduate students, program graduates,
and faculty.
14.2 Program Student Learning Outcomes
List the student learning outcomes for your academic program.
Clinical Psychology Program Outcomes
1. Graduates will have an understanding of the Science of Psychology and of
Research/analytic methods.
1.1 Graduates will be able to demonstrate knowledge of methods & content in core areas
of psychology, including human development, biological aspects, social aspects,
cognitive, & affective aspects, and the history of the discipline.
1.2 Graduates will demonstrate knowledge of techniques of research and data analysis to
be able to critique, to plan, and to conduct research projects.
2. Graduates will be familiar with research, theory, and methods of practice in clinical
psychology.
2.1 Graduates will demonstrate knowledge of both normal and pathological
development.
2.2 Graduates will demonstrate clinical assessment skills and will be able to apply
theoretical, clinical, and research-based information to practical assessment questions.
2.3 Graduates will demonstrate skills in psychotherapy and psychological interventions
and be able to apply clinical, theoretical, and research-based knowledge to psychotherapy
problems.
2.4 Graduates will demonstrate knowledge of ethical and professional problems and their
solutions.
2.5 Graduates will be able to demonstrate knowledge of cultures other than their own
and be able to apply clinical information to multicultural settings.
CGE Proposal for Revised Graduate Course
Approved by CGE 11/03/09
3. Graduates will be competent to work with Deaf and Hard of Hearing as well as
hearing clients
3.1 Graduates will demonstrate the communication skills needed for effective clinical
services to deaf and hard of hearing clients.
3.2 Graduates will demonstrate an understanding of deaf people and implications for
individual, family, and community life.
3.3 Graduates will demonstrate competency in clinical services with both deaf and
hearing individuals.
14.3 Course Student Learning Outcomes
List the Student Learning Outcomes for the modified course. Then in table format, using
the template provided below, list the learning outcomes and show how the course and
program SLOs align by placing checks in the appropriate cells.
1. Demonstrate a clear understanding of ethical decision-making models in the field of
psychology with specific focus on the American Psychological Association Code of
Ethics and the field of clinical psychology.
2. Demonstrate a clear understanding of the complexities of ethical principles and
professional issues when working with children and adolescents.
3. Demonstrate a clear understanding of professional principles and practices in the field of
psychology with specific focus on the field of clinical psychology.
4. Demonstrate professional presentation skills.
5. Demonstrate an introductory understanding of cultural competency as it applies to ethical
decision making when working with diverse populations in diverse practice settings.
14.4 Learning Opportunities
Briefly describe the Learning Opportunities (eg. assignments, projects, activities, reports,
field experiences, etc.) designed to achieve the course Student Learning Outcomes. List them
in table format, using the template provided below, and state how they will be assessed
(eg. what assessment methods will be used?).
Assignments include extensive class readings, attendance in class for discussion and
lectures and guest lectures on relevant material, writing critical essays on ethical reasoning,
developing a professional CV, and presenting to the class on professional issues.
14.5 Assessment Methods
Attach assessment tools used in this course (include grading scales, rubrics, checklists, etc.)
to the syllabi accompanying this proposal. Do not attach them to the proposal itself.
CGE Proposal for Revised Graduate Course
Approved by CGE 11/03/09
Student Learning
Outcome
Program
Outcomes
addressed
Learning
Opportunities
Demonstrate a clear
understanding of ethical
decision-making models in
the field of psychology
with specific focus on the
American Psychological
Association Code of Ethics
and the field of clinical
psychology
2.4
Essays, student
presentations
and
participation;
Demonstrate a clear
understanding of the
complexities of ethical
principles and professional
issues when working with
children and adolescents.
2.4
Assigned
readings;
Class
participation;
professional
essays;
Lectures on
selected topics;
Assessment of
Learning (see
detailed rubric at
end of syllabus)
Evaluation of
essays based on a
rubric that assesses
organization,
clarity, integration
of material from
readings, and
accuracy;
Participation
evaluated based on
attendance AND
asking and
answering
questions based on
readings and
classmates’
discussion points;
Evaluation of the
presentation will be
based on a rubric
that includes
organization,
clarity,
understanding of
material,
encouragement of
discussion, and
comfort level
fielding questions.
Evaluation of
essays based on a
rubric that assesses
organization,
clarity, integration
of material from
readings, and
accuracy;
Participation
evaluated based on
attendance AND
asking and
answering
CGE Proposal for Revised Graduate Course
Approved by CGE 11/03/09
questions based on
readings and
classmates’
discussion points;
Demonstrate a clear
understanding of
professional
principles and
practices in the field
of psychology with
specific focus on
the field of clinical
psychology
2.4
Assigned
readings;
Class
participation;
Writing
professional
essays;
Developing a
CV;
Lectures on
selected topics;
Evaluation of
essays based on a
rubric that assesses
organization,
clarity, integration
of material from
readings, and
accuracy;
Participation
evaluated based on
attendance AND
asking and
answering
questions based on
readings and
classmates’
discussion points;
CV evaluated based
on CV rubric.
Demonstrate
professional
presentation skills
3.1
Class
presentation;
Evaluation of the
presentation will be
based on a rubric
that includes
organization,
clarity,
understanding of
material,
encouragement of
discussion, and
comfort level
fielding questions.
CGE Proposal for Revised Graduate Course
Approved by CGE 11/03/09
Demonstrate an
2.5
introductory understanding
of cultural competency as it
applies to ethical decision
making when working with
diverse populations in
diverse practice settings.
Assigned
readings;
Class
participation;
Class
presentation;
Participation
evaluated based on
attendance AND
asking and
answering
questions based on
readings and
classmates’
discussion points;
Evaluation of the
presentation will be
based on a rubric
that includes
organization,
clarity,
understanding of
material,
encouragement of
discussion, and
comfort level
fielding questions.