UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: PSY 202
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
SBS
4. Academic Unit:
1
Psychological Sciences
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
Knowledge Base in Psychology
Students will explain the requirements of the BA and BS in Psychological
Sciences.
 Students will describe how to best take advantage of the learning opportunities in the
Department of Psychological Sciences.
 Students will discover how career opportunities are linked to educational level (e.g., BA,
MA, Ph.D.) and area of expertise (e.g., developmental, clinical, quantitative).
Scientific Inquiry and Critical Thinking
 Students will assess their own abilities, interests, skills and values as
related to specific careers.
 Students will define and evaluate the transferable skills they have already developed and
identify strategies to improve those skills in which they are weakest.
 Students will design competitive job search materials (resume, cover letter).
 Students will describe differences among graduate degrees and educational programs,
and understand the graduate admissions process.
Ethical and Social Responsibility in a Diverse World
 Students will uphold academic integrity within the context of psychology as an academic
profession.
Communication
 Students will be able to demonstrate competence in writing and in oral and interpersonal
communication skills.
 Students will demonstrate information competence and the ability to use computers and
other technology for multiple purposes.
 Students will use O’Net and the Holland Code to successfully complete a job search and
design competitive job search materials (resume, cover letter).
Professional Development
 Students will evaluate their interest in graduate school; and
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 Students will prepare a list of steps that need to be completed in order to successfully
apply to graduate school.
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes).
The department does not currently have a course designed to provide those who major in the
Psychological Sciences with the information and tools needed to get the most from their
major with regard to educational plans and future career directions. The development of such
a course and its placement at the 200-level was highly recommended by outside reviewers
during the last program review.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2015
8. Long course title:
EDUCATIONAL AND CAREER PLANNING IN THE PSYCHOLOGICAL
SCIENCES
(max 100 characters including spaces)
9. Short course title: ED & CAREER PLAN IN PSYCH SCI
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
Required course designed to provide majors with the information and tools needed to help
them make informed decisions about their current educational plans and future career
directions.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, include the appropriate plan proposal.
Psychological Sciences; B.A./B.S.
No
12. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option:
Letter grade
Pass/Fail
Both
15. Co-convened with:
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
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*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
(For example: ES 450 and DIS 450) See cross listing policy.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
16a. If yes, maximum units allowed?
6
16b. If yes, may course be repeated for additional units in the same term?
Yes
No
Yes
No
(PSY 101 or PSY 101H) with a C or
better and Psychological Sciences
18. Prerequisites:
Major
If prerequisites, include the rationale for the prerequisites.
The prerequisites are necessary for students to be prepared with regard to their knowledge
base and interest to plan (early in their undergraduate program) their academic curriculum
such that it positively impacts their career planning.
19. Co requisites:
PSY 302W
If co requisites, include the rationale for the co requisites.
The majority of majors in the Psychological Sciences are transfer students and these students
may not have had the opportunity to take this course at a community college. Therefore, they
can take it at the same time they enroll in PSY302W. PSY302W is the required “Research
Methods” course.
20. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
21. Names of the current faculty qualified to teach this course:
No
All faculty
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action. Review “see description” and “see impacts” for “Classes Starting/Ending
Outside Regular Term” under the heading “Forms”
http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/.
Do you anticipate this course will be scheduled outside the regular term?
Yes
No
23. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
No
24. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
Answer 22-23 for UCC/ECCC only:
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No
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
11/25/2014
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Date
Page 4 of 13
Personalized Learning)
Chief Academic Officer; Extended Campuses (or Designee)
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
PSY 202: Educational and Career Planning
in the Psychological Sciences
Spring 2015 (Proposed) – 1 Unit: Pass/Fail
Department of Psychological Sciences
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Date
Instructor:
Office & Hours:
Email:
Course Prerequisites:
 Successful (C or better) completion of PSY 101 and major in Psychology
Overview/Description:
This course is designed to provide Psychology majors with the information and tools needed to get
the most out of their major and to help them make informed decisions about their current educational
plans and future career directions. The course provides 1) an orientation to the department, its faculty
and courses, 2) an overview of career options and strategies for success, and 3) an opportunity for
students to engage in activities targeting career exploration and professional development.
Required Course Materials:
Any additional materials will be available on BB Learn or accessed through web links provided on the
schedule.
American Psychological Association. (2013). APA guidelines for the undergraduate psychology
major: Version 2.0. Retrieved from http://www.apa.org/ed/precollege/undergrad/index.aspx
Hettich, P. I., & Landrum, R. E. (2014). Your undergraduate degree in Psychology: From college to
career. Thousand Oaks, CA: SAGE Publications.
Kuther, T. L., & Morgan, R. D. (2013). Careers in psychology: Opportunities in a changing world.
Belmont, CA: Cengage.
Landrum, R. E., & Davis, S. F. (2014). The psychology major: Career options and strategies for
success (5th ed). Boston, MA: Pearson.
Format:
This class will use lectures, short video clips, and invited speakers to introduce new information, and
class and small group discussions to explore and evaluate course material. In addition, there will be
in class and homework assignments related to class readings and career development.
Course Objectives: Students who complete this course successfully should be able to:
1. Explain the requirements of the BA and BS in Psychological Sciences;
2. Describe how to best take advantage of the learning opportunities in the Department of
Psychological Sciences;
3. Explain how career opportunities are linked to educational level (e.g., BA, MA, PsyD, PhD) and
area of expertise (e.g., developmental, clinical, quantitative);
4. Assess their own abilities, interests, skills and values as related to particular careers;
5. Use O*Net and the Holland Code to successfully complete a job search;
6. Define and evaluate the transferable skills they have already developed, and identify strategies to
improve those skills they are weakest in;
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7. Design competitive job search (i.e., resume, cover letter) and/or graduate application (i.e., CV,
statement of purpose) materials;
8. Describe differences among graduate degrees and educational programs, and understand the
graduate admissions process;
9. Evaluate their interest in graduate school; and
10. Prepare a list of steps that need to be completed in order to successfully apply to graduate school.
The learning goals for this class are aligned with those of the Department of Psychological Sciences.
The first three learning goals of the department include: Goal 1: Knowledge Base in Psychology, Goal
2: Scientific Inquiry and Critical Thinking, and Goal 3: Ethical and Social Responsibility in a Diverse
World. As seen in the table below, the course objectives for this class address two important learning
goals.
Departmental Learning Goals and Course Objectives
Departmental Learning Goal 4: Communication. Students will be able to
demonstrate competence in writing and in oral and interpersonal communication
skills. Students will demonstrate information competence and the ability to use
computers and other technology for many purposes.
Course Objectives:
1. Use O*Net and the Holland Code to successfully complete a job search; and
2. Design competitive job search (i.e., resume, cover letter) and/or graduate school
application (i.e., CV/Statement of Purpose) materials.
Evaluation
Evaluation of form in all written
work (PD & CE)
PD5 – O*Net
PD6 – Resume/Cover Letter
PD8 – CV/Statement of Purpose
Departmental Learning Goal 5: Professional Development. Students will emerge
from the major with abilities that sharpen their readiness for post-baccalaureate
employment, graduate school, or professional school. Students should have realistic
ideas about how to apply psychology-specific content and skills, effective selfreflection, project management skills, teamwork skills, and career preparation.
Course Objectives:
1. Explain the requirements of the BA and BS in Psychological Sciences
2. Describe how to best take advantage of the learning opportunities in the
Department of Psychological Sciences;
3. Explain how career opportunities are linked to educational level (e.g., BA, MA,
PhD) and area of expertise (e.g., developmental, clinical, quantitative);
4. Assess their own abilities, interests, skills and values as related to particular
careers;
5. Define and evaluate the transferable skills they have already developed, and
identify strategies to improve those skills they are weakest in;
6. Describe differences among graduate degrees and educational programs, and
understand the graduate admissions process;
7. Evaluate their interest in graduate school; and
8. Prepare a list of steps that need to be completed in order to successfully apply to
graduate school.
PD1 - Course Progression
PD2 - Opportunity Knocks
PD3 – Skills Assessment
PD4 – Skills Evaluation
PD5 – O*Net
PD6 – Resume/Cover Letter
PD7 – Related Career Paths
PD8 – CV/Statement of Purpose
CE1 – Faculty Research
CE2 – Self-Reflection
CD3 – Self-Directed Search
CE4 – Graduate level Careers
CE5 – Graduate School Search
CE6 – Is Graduate School Right
For Me?
Take Home Final
Assessment Components
Your course grade will be calculated based on five components: class participation, career
exploration, professional development, supporting activities, and the take home final.
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Total Course Points
Approximately
I. Class Participation
0 - 150
II. Career Exploration
0 - 90
III. Professional Development
0 - 120
IV. Supporting Activities
0 - 50
V. Take Home Final
0 - 40
Total
Assignment of grades will be based on the
percentage of points out of the total possible that
you earn, regardless of how many points are
actually assigned in the class. Thus a passing
grade requires earning at least 70% of the total
points. A failing grade will be assigned if you earn
less than 70% of the total points. Completion of
the final is required to pass the course.
Page 8 of 13
I.
Attendance (150 points). Your attendance and participation at each class meeting is
important for your success in the course. The class meets 15 times over the semester. Attendance is
worth 10 points per meeting. In order to earn attendance points you must arrive on time and remain
for the entire class period. Texting or unapproved computer use during class will result in the loss of
all attendance points for that day.
You are expected to attend every class. If you are going to miss a class (illness, emergency) you
should contact me immediately. You must provide documentation of an institutionally excused
absence for your absence to be excused. Three unexcused absences will result in a failing grade.
II.
Career Exploration (CE - 90 points). The six CE assignments are worth 15 points each.
These assignments are designed to facilitate your career exploration through guided self-reflection,
self-assessment, and other career specific self-evaluations.
III.
Professional Development (PD – 120 points). The eight PD assignments are worth 15 points
each. These assignments are designed to help you develop the tools, knowledge and materials to
support your job and/or graduate school search activities.
IV. Supporting Activities (SA – total of 50 points). Complete any combination of activities below
to total 50 points. For each activity you must complete the documentation form found on the course
BB Learn page. On this form you will briefly describe the activity and then clearly explain what you
learned from the activity. The form requires the signature of an official at each activity/event. Turn in
this form no later than one week after completion of the activity. All forms must be submitted by the
14th week of classes. Opportunities may vary by semester.
a. (20) Attend a graduate school workshop held by the Graduate College (can be repeated
twice)
b. (10) Attend Psychology Club/Psi Chi Meeting.
c. (20) Volunteer at a Psychology Club/Psi Chi function.
d. (20) Conduct an informational interview.
e. (20) Complete a job shadowing activity.
f. (20) Set up an individual appointment with Gateway Career Services to go over resumes
and cover letters, job search strategies, mock interviews, or career exploration and
assessment (can be repeated twice).
g. (20) Attend a group workshop at Gateway Career Services on topics including: how to write
a standout resume, how to interview like a pro, job search strategies, or the MBTI (can be
repeated twice).
h. (10) Attend a job fair.
i. (20) Interview a graduate student about graduate school in the Department of
Psychological Sciences or in a program that you are considering attending.
j. (20) Interview a faculty member about their career path, the role of undergraduate students
in their research, their current research, etc. (can be repeated twice).
k. (20) Attend Dr. Walter’s informational meeting about graduate school.
l. (10) Attend Dr. Walter’s informational meeting about PSY 408c.
V.
Take Home Final (40 points). This will be assigned during the last class session and due
during the final exam period. Using the assignments and activities you have completed this
semester, you will reflect upon what you’ve learned about yourself and the field of psychology,
and discuss your emerging plans for the future. The assignment should be a minimum of four
double-spaced full pages. Specific instructions will follow.
Further Information about Assignments. Detailed information for each assignment will be provided
when we discuss it in class. In general you can expect to receive an assignment one week before it is
Effective Fall 2012
due. All assignments must follow APA style, include a cover sheet (unless otherwise stated), and
include citations and references when appropriate. No late assignments will be accepted.
Course Policies and Important Information
Academic Integrity: Academic dishonesty (suspected or overt) will be dealt with in accordance with
NAU protocols. Students are strongly encouraged to read the NAU policies on Academic Integrity.
The minimum consequence in this course for cases of academic dishonesty will be zero (0) points for
the assignment. Academic dishonesty includes any of the following:
1. Plagiarism: Any attempt to pass off other's work as your own. This includes the inappropriate
use of study aids and/or written or verbal course-related material. Some typical violations
include using an author(s) published or unpublished works without proper citation, paraphrasing
an author’s work without proper citations, using a faculty member’s work or another student’s
work and claiming it as your own.
2. Cheating: Any attempt to gain an unfair, hidden advantage over one's fellow students. This
includes the use of an electronic device, of any kind, to gain unfair advantage on an in-class
exam or class assignment-exercise. Other typical examples which apply include: texting,
phoning, picture taking and/or consulting information accessed or stored on an electronic device,
in a book and/or lecture notes.
3. Fabrication: Any attempt to present information that is not true – e.g. the falsification of
information.
4. Fraud: Any attempt to deceive an instructor or administrative officer of the university. This
includes “covering for another student” by writing their name on an attendance sheet when they
are, in fact, absent.
5. Facilitating Academic Dishonesty: Furthermore, any attempt to facilitate any act of academic
dishonesty on the part of one-self or others shall constitute a violation of this policy. Most often,
this includes a student knowingly or unknowingly (out of negligence) allowing their work to be
used by another student or students.
e-mail communications: If you need to communicate with me via e-mail (and feel free to do so),
send e-mails to me through the NAU email system (First.Last@nau.edu). All emails must include an
appropriate salutation, a subject line, and a closing. If you need to reach me quickly, please call
(insert instructor’s contact).
Use of the Grade Performance System (GPS): The GPS system (http://www.nau.edu/gps) will be
used to provide feedback, when necessary, regarding issues related to attendance and academic
concerns.
Important note: The instructor reserves the right to make changes to the syllabus, schedule,
content, and whatever else seems prudent given the progression of the course. The instructor will
notify students during class of any changes. It is the student’s responsibility to remain aware of any
changes.
Important Dates: Students should be review, and be familiar with, the Office of the Registrar’s
(semester, year) Enrollment Calendar found at: (insert web address). Important dates include:
Effective Fall 2012
Last day to drop/delete a class without it appearing on the student’s transcripts
Last day to drop with a 100% tuition refund (M16 sessions only)
Administrative drop deadline
Course withdrawal deadline
Spring Undergraduate Research Symposium
Last day of instruction
Additional Resources: NAU has an Emergency Textbook Loan Program. Eligible students can
apply for assistance with acquisition of textbooks for the semester. More information
at: http://nau.edu/LEADS-Center/Textbook-Loan-Program/
The Student Learning Centers, TRIO Outreach programs, and Educational Support Services main
office are back in the University Union, second floor. Specific room locations are below:
Student Learning Centers
·
Tutoring-room 201
·
Transfer and Commuter Connections office/lounge-room 247
·
Peer Jacks lounge and staff-room 201
TRIO Outreach programs
·
Educational Talent Search (ETS)/Educational Opportunity Center (EOC)/Nizhoni-room 241
·
Upward Bound and Upward Bound Math Science-room 201
Educational Support Services
·
Main office – room 260
Topic
1. What is
Psychology?
Overview of the
Major
2. Introduction to
the Faculty
3. Opportunities in
the Psychological
Sciences
4. Why
Psychology?
Careers with a
Bachelor’s
Degree
5. Transferable
Skills
Effective Fall 2012
Readings
SBS Advising:
Progression Plans - http://nau.edu/University-College/UniversityAdvising/Progression-Plans/
Yearly-to-do-lists - http://nau.edu/University-College/UniversityAdvising/Academic-Advising-Yearly-To-Do-Lists/
Psychological Sciences webpages
Faculty Information - http://nau.edu/SBS/Psych/About-Us/Faculty/
Research Highlights - http://nau.edu/SBS/Psych/Research/
HL: Chapter 3 – Make the Most of Your Opportunities – Now!
LD: Chapter 7 – Research and Teaching Assistantships
LD: Chapter 8 - Getting Involved: Internships and Organizations
LD: Chapter 2 – Why Psychology
LD: Chapter 3 – Careers with a Bachelor’s Degree in Psychology
http://www.apa.org/education/undergrad/psych-career.aspx
Assignments
PD1 - Course
Progression
LD: Chapter 1 – Why College?
HL: Chapter 6 – Know the Skills You Need to Succeed (Course
Content is No Longer the Focus)
PD3 – Skills Assessment
CE1 – Faculty Research
PD2 – Opportunity
Knocks
CE2 – Self-Reflection
6. Content-Related
Skills
American Psychological Association. (2013). APA guidelines for the
undergraduate psychology major: Version 2.0. Retrieved from
http://www.apa.org/ed/precollege/undergrad/index.aspx
PD4 – Skills Evaluation
7. Career
Exploration:
Gateway Career
Services
8. Identifying
Career Interests
& O*Net
9. Resume & Cover
Letter Workshop;
Linkedin
10. Psychology is
not…Careers in
Related Fields:
Panel
11. Subdisciplines in
Psychology &
Careers with a
Master’s or
Doctoral Degree
12. Careers in
Psychology
Readings to be provided by Gateway Career Services
CE3 – Self-Directed
Search
Materials accompanying SDS results
Visit www.onetonline.org
PD5 – O*Net
HL: Chapter 7 – Jump Start Your Career Search
LD: Chapter 4 – Pursuing Bachelor’s Level Options
BBLearn: TipSheet_BuildingaGreatProfile_Linkedin
Readings to be provided by panel speakers
PD6 - Resume
Kuther & Mogran (2013). Graduate-level careers in psychology
(Chapter 13). In Careers in Psychology: Opportunities in a Changing
World (4th ed.). Belmont, CA: Wadsworth.
http://www.apa.org/education/grad/innovative-careers.aspx
http://www.apa.org/careers/resources/guides/careers.aspx
Read two chapters (2 through 11) from Kuther & Morgan (2013) that
describe bachelor and graduate level opportunities in two fields that
interest you.
LD: Chapter 6 – The Graduate Admissions Process
http://www.apa.org/education/grad/faqs.aspx
http://www.apa.org/education/grad/index.aspx
http://www.apa.org/education/grad/applying.aspx
CE4 – Graduate Level
Careers
http://nau.edu/GradCol/Student-Resources/EventsWorkshops/Workshop-Series/
Appleby & Appleby (2006) Kisses of Death in the Graduate School
Application Process
http://www.apa.org/apags/index.aspx
http://www.apa.org/apags/resources/compare.pdf
Additional readings to be provided by panel speakers
PD8 – CV & Statement
of Purpose
13. The Graduate
School
Admissions
Process &
Timeline
14. Curriculum Vitae
& Statements of
Purpose
15. Graduate School
Panel
PD7 – Related Career
Paths
CE5 – Graduate School
Search
CE6 – Is Graduate
School Right For Me?
Take Home Final: What
I’ve Learned So Far
University Policies
Review the following policies available on the Northern Arizona University Policy Statement website
(http://www4.nau.edu/avpaa/policy1.html):
1. Safe Environment Policy
2. Students with Disabilities Policy
3. Academic Contact Hour Policy
4. Academic Integrity Policy (also see
http://home.nau.edu/images/userimages/awf/9476/ACADEMIC%20DISHONESTY.pdf)
5. Research Integrity Policy
6. Sensitive Course Materials Policy
7. Classroom Disruption Policy (also see
http://nau.edu/uploadedFiles/Administrative/EMSA_Sites/Folder_Templates/_Forms/Classroo
m_Disruption_Policy.pdf)
Effective Fall 2012
Effective Fall 2012