UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: PSY 401
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
SBS
4. Academic Unit:
2-3
Psychological Sciences
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
Knowledge Base in Psychology
 Students will able to explain relevant psychological concepts, theories, and
information for the course for which they are assisting.
 Students will also discuss various topics in the Scholarship of Teaching and Learning
(SoTL) during the weekly seminar.
 Students will understand how to seek out and use the information necessary for
preparing and giving a lecture/presentation for a course.
Ethical and Social Responsibility in a Diverse World
 Students will exhibit high standards of positive personal values in work-related
relationships.
 Students will describe, explain, and uphold academic integrity within the context of
psychology as an academic profession.
 Students will seek an opportunity to serve others through apprenticeship
Communication
 Students may deliver presentations within appropriate constraints (e.g., time limit,
appropriate to audience).
 Students will respond appropriately to electronic communications.
 Students will interact sensitively with people of diverse abilities, backgrounds, and
cultural perspectives.
Professional Development
 Students will accomplish tasks in an appropriate and timely manner (e.g., selfregulation).
 Students will pursue and respond appropriately to feedback from educators, mentors,
supervisors, and experts to improve performance.
 Students will identify information regarding the role of a faculty member and teaching
apprentice in an academic setting.
Effective Fall 2012
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 that provides for the acquisition of
supervised peer teaching experience. This supervised course will provide students the
opportunity to learn about the development, presentation and teaching of Psychology at the
college level.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2015
8. Long course title: UNDERGRADUATE TEACHING APPRENTICE
(max 100 characters including spaces)
9. Short course title: UNDERGRD TEACHING APPRNTC
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
Teaching apprenticeship under the supervision and approval of an instructor.
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. (elective), Psychological Sciences; B.S. (elective)
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.
*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?
Effective Fall 2012
Yes
No
Yes
No
18. Prerequisites:
INSTRUCTOR CONSENT
If prerequisites, include the rationale for the prerequisites.
The prerequisite is necessary for the student to demonstrate competency in the required core
knowledge base, empirical knowledge base and theoretical foundations for which they will
apprentice.
19. Co requisites:
If co requisites, include the rationale for the co requisites.
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
No
Answer 22-23 for UCC/ECCC only:
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
1/21/2015
Date
Approvals:
Heidi A. Wayment
Department Chair/Unit Head (if appropriate)
2/17/2015
Chair of college curriculum committee
Date
Effective Fall 2012
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Approved as submitted:
Approved as modified:
EXTENDED CAMPUSES
Date
Yes
Yes
No
No
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
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Approved as modified:
Yes
Yes
No
No
From: Heidi A Wayment
Sent: Tuesday, February 17, 2015 4:17 PM
To: Stuart S Galland
Subject: RE: APPROVAL REQUEST: PSYBA, PSYBS, PSYBAv2, PSY401, PSY 302W-490C, PSYMA
Hi Scott, I've signed all the docs, thanks! Please let me know if anything is missing.
Heidi
Heidi A. Wayment, Ph.D.
Professor and Chair
Department of Psychological Sciences
Effective Fall 2012
Psychology 401
PROPOSAL/SYLLABUS
Undergraduate Teaching Apprentice (UTA) Fall 2015
INSTRUCTOR: Ann Collier, Ph.D.
OFFICE: SBS 242
Email: ann.collier@nau.edu
Meets: By appointment
Course Value: 2-3 credit hours per semester; course may be repeated with a maximum of 6 credit
hours. Course enrollment includes mandatory participation in UTA weekly meetings (1 hour/week).
During the first week of the semester, all students enrolled in this course will successfully complete
FERPA training: http://nau.edu/registrar/ferpa/ (see Start FERPA tutorial).
Prerequisites:
Instructor consent is required. Instructors will determine if you have successfully completed of PSY
101, PSY 230, PSY 302W; have had a grade of “B” or better in the class that you are an UTA for;
Psychology GPA of “B” or 3.0 or better; and junior or Senior status.
30-WORD COURSE CATALOG DESCRIPTION
Teaching apprenticeship under the supervision and approval of an instructor. Course can be taken
for 2-3 credit hours per semester and repeated with a maximum of 6 credit hours. Pass-fail only.
Consent of instructor and Junior and Senior status required for enrollment.
GENERAL COURSE DESCRIPTION:
PSY 401 will provide students with a collegial, challenging, and rewarding experience; students will
learn about the development, presentation, and teaching of Psychology. This course will provide
students with an understanding about what goes into the teaching of Psychology at a college level.
While enrolled as an UTA, you must attend a weekly seminar on the teaching of Psychology with all
other UTAs (this will be required even if you are enrolled as an UTA more than once). The Instructor
and UTA should discuss detailed expectations for the UTAship, prepare, and then sign a written
contract formalizing their agreement. Instructors may either use the generic departmental contact
form (attached) or create an individualized contract. The contract will be signed by the Instructor, the
UTA and then by the Department Chair for final approval. At minimum, the contract will specify:

the specific responsibilities of the UTA, including attending the weekly UTA seminar

attendance guidelines specific to the class you will be UTA for

the educational objectives of the UTA

the mechanism by which the UTA and the instructor will evaluate the UTA experience
Effective Fall 2012




the method(s) by which the Instructor will train the UTA in relevant tasks in addition to or
separate from the UTA teaching seminar
a description of the plan for monitoring the accuracy of the UTA’s work
how the Instructor will determine the UTA’s grade (if applicable)
how the UTA will receive student feedback about her/his performance
Suggestions for the activities include the following:
 Meeting for 30–45 minutes each week with the course instructor (at a mutually agreed-upon time)
to engage in course-planning and evaluation activities
 Holding office hours to help students with assignments and exam preparation
 Assisting with the identification and creation of resources that demonstrate critical issues in a
specific area (e.g., articles for review, videos, etc.)
 Assisting student groups in the laboratory with project related issues, such as research design and
statistics
 Assisting with grading assignments, under supervision of the Instructor
 Assisting with coordination of group data collection processes
 Assisting with enhancement and maintenance of the course Bb Learn site
 Assisting with creation of assignment and examination materials
 Coordinating and holding review sessions for students
 Guest lecturing, under supervision of the Instructor
 Assisting with the review of draft surveys and/or posters
 Maintaining list of posters completed by class
TEACHING SEMINAR:
The teaching seminar involves a semi-structured forum to discuss the scholarship of teaching.
Topics will include (but are not limited to): ethical issues (e.g., professional boundaries, dealing with
conflict of interests, etc.); how to develop lectures, teach labs, and lead discussions; how to develop
tests; use of PowerPoint and Prezi in presentations; developing your teaching style; faculty-student
relationships; using teaching technology; and conducting research and literature reviews. Because
important ethical issues are reviewed early in the seminar, attendance is mandatory during the
first week of class or you will be dropped from the UTA course. You will be expected to write 3
reflection papers on relevant topics regarding the teaching of Psychology; these will not require more
than 1-2 hours each to complete.
COURSE MATERIALS:
Teaching Psychology: A Step by Step Guide by Sandra Goss Lucas and Douglas A. Bernstein
(2005). New Jersey: Lawrence Erlbaum Associates, Inc.
LEARNING EXPECTATIONS / OUTCOMES FOR THIS COURSE
Because each student will develop individualized learning outcomes, the assessment methods will be
identified by the individual instructor and student in the UTA contract.
Department
Learning Goal
Knowledge Base in
Psychology
PSY 401 Learning outcomes


Effective Fall 2012
Students will able to explain relevant
psychological concepts, theories,
and information for the course for
which they are assisting.
Students will also discuss various
Assessment of Learning
Objectives (suggested activities)
 Attending at lectures, or labs
 Reading about teaching of Psychology
 Critiquing class lectures/activities
 Preparing handouts/guides

Ethical and Social
Responsibility in a
Diverse World



Communication



Professional
Development



topics in the Scholarship of Teaching
and Learning (SoTL) during the
weekly seminar.
Students will understand how to seek
out and use the information
necessary for preparing and giving a
lecture/presentation for a course.
Students will exhibit high standards
of positive personal values in workrelated relationships.
Students will describe, explain, and
uphold academic integrity within the
context of psychology as an
academic profession.
Students will seek an opportunity to
serve others through apprenticeship
experience.
Students may deliver presentations
within appropriate constraints (e.g.,
time limit, appropriate to audience).
Students will respond appropriately
to electronic communications.
Students will interact sensitively with
people of diverse abilities,
backgrounds, and cultural
perspectives.
Students will accomplish tasks in an
appropriate and timely manner (e.g.,
self-regulation).
Students will pursue and respond
appropriately to feedback from
educators, mentors, supervisors, and
experts to improve performance.
Students will identify information
regarding the role of a faculty
member and teaching apprentice in
an academic setting.





















Developing and presenting lectures
Conducting critical thinking activities in
classroom or lab
Conducting study sessions
Consulting with individual students enrolled
in class
Passing grade on 3/3 reflection papers
BB Learn Training: to be given by
supervisor
FERPA Training
NAU CERT training (conflict of interest)
Student crisis management training
Passing grade on 3/3 reflection papers
Critiquing class lectures/activities
Conducting classroom
activities/demonstrations
Conducting critical thinking
activities/exercises
Presenting lectures
Leading discussion groups
Conducting study sessions
Consulting with individual students
Reading about the teaching of psychology
Assisting Instructor in scoring assignments
and quizzes/exams
Regular attendance at all predetermined
meetings with Instructor to discuss teaching
of Psychology
Passing grade on 3/3 reflection papers
REQUIRED MATERIALS:
To be determined by instructor. However, most communication in this course will happen via e-mail.
It is important that you regularly check your NAU e-mail account or have it forwarded to an e-mail
account you regularly check. You are responsible for all materials sent via e-mail.
ATTENDANCE:
Again, all UTAs are required to attend the 1-hour weekly UTA seminar. You must attend the first 2
seminars or you will not be allowed to continue your enrollment as an UTA. Attendance at 80% of
these seminars is required to receive a passing grade in the overall course; this means you can only
miss 2 seminars during the entire semester but they cannot be the first 2 week of the semester.
Aside from the seminar, UTA schedules are decided on individual bases; students are required to
follow this schedule. If students need to miss a day, they must notify Dr. Collier at least 24 hours in
advance by text, call, or email (when possible – I understand that emergencies happen). UTA hours
Effective Fall 2012
are calculated by the accepted standard of 3 hours of work for each credit hour (e.g., 3 credit hours =
9 hours per week).
CLASSROOM ETIQUETTE:
While working as an UTA, students are expected to maintain a standard of professionalism with other
students, faculty, and administrative staff. To this end, students are expected to keep conversations
quiet to minimize interruptions to the classroom. Profanity should never be used with other students.
E-mail is the primary mode of communication, so you are expected to check your email on a daily
basis and respond within 24-48 hours or less.
Although we do not adopt a strict dress code, we ask that UTAs dress appropriately for their position.
Fellow students look to the UTAs as representatives, and UTAs are often a person of authority in the
room. Jeans and t-shirts are acceptable, but low-cut blouses, shirts with profane or inflammatory
messages, dirty-looking clothing, etc. are discouraged.
GRADING POLICY:
Your grade for PSY 401 is Pass/Fail and will be based on the specifics of your contract with the
Instructor, as well as 80% attendance for the UTA seminar, in order to receive a passing grade in the
course. During the first week of the semester, each student and instructor will complete an
individualized learning outcome plan that includes individualized assessment, thereby creating the
customized UTA contract. The instructor and student will also determine how each of these
components will be weighted. At the end of the semester, the instructor will then determine if the
student has met 70% or greater of these objectives; students will receive a “Pass” if he/she attended
80% of the UTA seminars and the contract total is 70% or greater; students will receive a “Fail” if the
contract objectives are met at less than 70% or he/she did not attend 80% of the UTA seminar.
Again, attending the UTA seminar less than 80% is grounds for failure, even if the contract objectives
are completed successfully.
For example, if a contract specifies: 1) Knowledge base (30% total) includes attending 70% of
lectures and developing and presenting one lecture; 2. Ethical and Social Responsibility (20%)
includes successfully completing BB Learn Training, FERPA and NAU CERT training; 3)
Communication (30%) includes conducting two classroom demonstrations (not including lecture) and
consulting with individual students during weekly office hours; and 4) Professional Development
(20%) includes reading weekly assignments about the teaching of psychology and writing three 2page reaction papers as well as attending 90% of meetings with the instructor; than the student must
receive a summary score of 70% on these components and have attended 80% of the UTA seminar
in order to receive a “Pass” grade.
REQUIRED TRAINING:
 BB Learn Training: to be given by supervisor
 FERPA Training
o http://nau.edu/Registrar/FERPA/Tutorial/tutorialpages/Ferpa-Tutorial/
o http://nau.edu/registrar/ferpa/tutorial/quiz/
 NAU CERT training (conflict of interest)
 Student crisis management training
Effective Fall 2012
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS FOR COURSE SYLLABI
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and
discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual
orientation, gender identity, disability, or veteran status by anyone at this university. Retaliation of any
kind as a result of making a complaint under the policy or participating in an investigation is also
prohibited. The Director of the Office of Affirmative Action & Equal Opportunity (AA/EO) serves as the
university’s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504
Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of this policy
from the college dean’s office or from the NAU’s Affirmative Action website nau.edu/diversity/. If you
have questions or concerns about this policy, it is important that you contact the departmental chair,
dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928)
523-3312 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or aaeo@nau.edu.
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability
Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747 (fax).
Students needing academic accommodations are required to register with DR and provide required
disability related documentation. Although you may request an accommodation at any time, in order
for DR to best meet your individual needs, you are urged to register and submit necessary
documentation (http://www.nau.edu/dr) 8 weeks prior to the time you wish to receive
accommodations. DR is strongly committed to the needs of student with disabilities and the promotion
of Universal Design. Concerns or questions related to the accessibility of programs and facilities at
NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity
(523-3312).
ACADEMIC CONTACT HOUR POLICY
Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for
every unit of credit, a student should expect, on average, to do a minimum of three hours of work per
week, including but not limited to class time, preparation, homework, studying.
ACADEMIC INTEGRITY
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity
entails a firm adherence to a set of values, and the values most essential to an academic community
are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic
integrity is expected not only in formal coursework situations, but in all University relationships and
interactions connected to the educational process, including the use of University resources. An NAU
student’s submission of work is an implicit declaration that the work is the student’s own. All outside
assistance should be acknowledged, and the student’s academic contribution truthfully reported at all
times. In addition, NAU students have a right to expect academic integrity from each of their peers.
Individual students and faculty members are responsible for identifying potential violations of the
university’s academic integrity policy. Instances of potential violations are adjudicated using the
process found in the university Academic Integrity Policy.
RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including
NAU students engaged in research are adequately trained in the basic principles of ethics in
research. Additionally, this policy assists NAU in meeting the RCR training and compliance
requirements of the National Science Foundation (NSF)-The America COMPETES Act (Creating
Effective Fall 2012
Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C
18620-1, Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the
RCR (NOT-OD-10-019; “Update on the Requirement for Instruction in the Responsible Conduct of
Research”). For more information on the policy and the training activities required for personnel and
students conducting research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/
SENSITIVE COURSE MATERIALS
University education aims to expand student understanding and awareness. Thus, it necessarily
involves engagement with a wide range of information, ideas, and creative representations. In the
course of college studies, students can expect to encounter—and critically appraise—materials that
may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are
encouraged to discuss these matters with faculty.
CLASSROOM DISRUPTION POLICY
Membership in the academic community places a special obligation on all participants to preserve an
atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the
responsibility of each member of the NAU community to maintain an environment in which the
behavior of any individual is not disruptive. Instructors have the authority and the responsibility to
manage their classes in accordance with University regulations. Instructors have the right and
obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior
necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are
responsible for establishing, communicating, and enforcing reasonable expectations and rules of
classroom behavior. These expectations are to be communicated to students in the syllabus and in
class discussions and activities at the outset of the course. Each student is responsible for behaving
in a manner that supports a positive learning environment and that does not interrupt nor disrupt the
delivery of education by instructors or receipt of education by students, within or outside a class. The
complete classroom disruption policy is in Appendices of NAU’s Student Handbook.
Effective Summer 2014
Approved UCC – 1/28/14
Approved UGC – 2/12/14
Undergraduate Teaching Apprentice (UTA) in Psychology Contract
Psychology 401
UTA Name
UTA Username
UTA Student ID #
___________________________________
Faculty Mentor(s’) Name(s)
Faculty Course Number and Title
Term/Year
Number of credits (2 or 3)
**[Expectation: 3 work hours/week per credit.
All students are expected to attend a one hour weekly meeting, regardless if enrolled in 2 or 3 credits
or if student has taken the course before. Psyc 401 may be repeated with a maximum of 6 credit
hours. Course enrollment includes mandatory participation in UTA weekly meetings (1 hour/week)].
Verification of Eligibility Criteria:
Criterion
UTA has completed this course (or equivalent) with a grade of B or better
UTA has a Psychology GPA of 3.00 or higher
Effective Fall 2012
Instructor Initials
UTA has successfully taken the perquisite courses PSY 101, PSY 230, PSY
302W
Instructor consent
Junior or Senior Status
By initialing below, both the Instructor and the UTA verify that the UTA has received specific training
on the topics listed below. Training on these topics is required for UTAs assisting with all courses in
the Department of Psychology. The Instructor is responsible to ensure that such training is of
adequate breadth and depth to prepare the UTA to conduct herself/himself in a responsible manner,
consistent with Department guidelines for Student Academic UTAs.
Topic
Date of
Training
Instructor
Initials
UTA Initials
Confidentiality Policy
(FERPA)
BB Learn
Student crisis
management training
NAU CERT training
Responsibilities of the UTA (check all that apply):
attending lectures
attending labs
reading about the teaching of Psychology
critiquing class lectures/activities
preparing handouts/guides
developing critical thinking activities/exercises
developing lectures
conducting classroom activities/demonstrations
conducting critical thinking activities/exercises
presenting lectures
leading discussion groups
conducting study sessions
consulting with individual students
assisting Instructor in scoring assignments
assisting Instructor in scoring quizzes/exams
other (describe)
other (describe)
Educational objectives of the UTA
Effective Fall 2012
Mode of Delivery
Mechanism by which the UTA and the Instructor will evaluate or assess the UTA learning objectives
Responsibilities of the Instructor
Method(s) by which the Instructor will train the UTA in relevant tasks
Specialized skills, knowledge, and/or ethics information needed for effective completion of intended UTA
tasks, if applicable
Effective Fall 2012
Plan for providing training in the specialized skills, knowledge, and/or ethical issues listed above, if any
Plan for evaluating or assessing achievement of training in the specialized skills, knowledge, and/or ethical
issues listed above, if any
Plan for monitoring the accuracy of the UTA’s work
Additional methods by which the Instructor will determine the UTA grade (if applicable)
Mechanism by which the UTA will receive student feedback about her/his performance
Signatures:
UTA
Date
Instructor(s)
Date
Department chair
Date
Effective Fall 2012