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 Page 1 of 13 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. Page 2 of 13 *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: Page 3 of 13 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 Page 5 of 13 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; Page 6 of 13 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. Page 7 of 13 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