[P-FORM with UCC concerns addressed 3-21-11]
CALIFORNIA STATE UNIVERSITY
SAN MARCOS
1.
Definition of the Proposed Degree Major Program1
a.
Name of the campus submitting the request, the full and exact
designation (degree terminology) for the proposed degree major
program, and academic year of intended implementation.
CSU San Marcos
BA in Child and Adolescent Development
Fall 2012
b.
Name of the department, departments, division or other unit of the
campus which would offer the proposed degree major program.
Identify the unit which will have primary responsibility.
Psychology Department
c.
Name, title, and rank of the individual(s) primarily responsible for
drafting the proposed degree major program.
Sharon B. Hamill, Professor of Psychology
Maureen J. Fitzpatrick, Assistant Professor of Psychology
d.
Objectives of the proposed degree major program.2
Learning Objectives for the CHAD Program
Knowledge Objectives
Students completing the program will:
1. describe various theoretical approaches to the study of children and
adolescents.
2. define and evaluate typical and atypical development of children and
adolescents.
1
When beginning to fill out this form, contact Academic Programs for general guidance and for samples of
recent program proposals.
2 Objectives should be expressed as overarching student learning outcomes that the program is intended to
produce: what the graduates should know and be able to do. Make reference to the more detailed
presentation provided in the table required in section 6a. Use 1d to address how the program is aligned with
the University Mission, Vision and Values.
1
3. categorize individual differences in behavior, including those related
to gender, ethnicity, and culture
4. evaluate the role that context (e.g., family, schools, peers) plays in
development.
5. evaluate and summarize the strengths of the scientific approach to
the study of children’s and adolescents’ behaviors.
6. identify and analyze the social policies that impact children and their
families and how these policies influence developmental
trajectories.
7. describe and defend the guidelines for the ethical treatment of
children and adolescents as articulated by the American
Psychological Association, the Society for Research on Child
Development, and the Society for Research on Adolescents.
Skills Objectives
Students completing the program will:
1. write a coherent literature review of a topic drawn from an area of
development.
2. read and generally interpret empirical investigations in
developmental psychology.
3. search relevant databases in order to obtain information about
topics in child and adolescent development (information literacy).
4. apply the process of scientific observation to children’s and
adolescents’ behaviors.
5. form testable hypotheses and, under supervised direction, collect,
analyze, and report findings.
6. apply and interpret basic descriptive and inferential statistics.
7. demonstrate the skills and attitudes of critical thinking and sound
decision making.
Application Objectives
Students completing the program will:
1. have hands-on experience with children/adolescents both at the
lower division and upper division levels.
2. demonstrate successful interactions with adults (gain experience
working with adults) in a setting that serves children and/or
adolescents.
Alignment with the University, College, and Psychology Department’s
Mission and Values:
The CHAD B.A. is designed to rest firmly upon the mission and values of
the University, the College of Arts and Sciences, and the Psychology
Department. High quality education in which students are active
participants in the learning process is a key component to this new degree
program. Students from diverse backgrounds will gain new knowledge
2
about the developmental process through their exposure to research, their
experiences with faculty, and their participation in creative activities
designed to foster understanding of developmental change. Specific areas
targeted are:

Comprehensive, high quality education:
o Provide breadth and depth in the study of children and
adolescents, emphasizing the latest scientific knowledge
about development. This knowledge base will come from
reading the empirical literature, as well as exploring
information gleaned from direct observation, assessment, and
field experiences in settings that serve children or
adolescents.

Students as active participants:
o Students will gain hands-on experiences with both the
research literature and real-world exposure to children and
adolescents.
o Students will work actively with faculty through lab courses
and field experiences to get a well-rounded understanding of
childhood and adolescence.

Interdisciplinary instruction that underscores inclusiveness:
o Child and Adolescent Development is, by definition, an
interdisciplinary field which draws from psychology,
sociology, biology, and education.
o Students will examine individual and cultural diversity both in
the topics studied and in the appreciation of individual
differences among their fellow students. The content of
courses will focus on typical and atypical developmental
processes in the context of different ethnic, gender, and social
class groups.

Mutually beneficial partnerships: The degree will forge new
relationships with the outside community.
o People working in the private sector (especially those in early
childhood education) will come to campus to take courses that
will further their own knowledge and advance them in their
careers.
o Students educated here in the Child and Adolescent
Development program will help to fill the needs of the region
by working in preschool, K-12, research, child, youth and
family oriented services, counseling and social work, and
child and family law. The major will give students a broadbased foundation that will allow flexibility in subsequent
career choices.
3

Shared goals with Psychology:
o The Child and Adolescent Development degree program
shares the same fundamental goals as the Psychology degree
program:
 Encourage critical thinking-- Students should be able to
demonstrate the skills and attitudes of critical thinking
and sound decision making.
 Nurture the development of information literacy -Students should be able to use relevant technology and
should demonstrate information competency.
 Develop written and oral communication skills—
Students should write and speak clearly and effectively.
 Educate students in the scientific method, including the
observation and evaluation of human behavior –
Students should understand the scientific method and
be able to apply it to the study of developmental
phenomena. In particular, they should be able to link
behaviors they have observed in the field to principles
of development.
 Promote cultural awareness and sensitivity to
diversity—Students should demonstrate sensitivity to
the role of cultural, ethnic, racial, and other types of
diversity on human thought, feeling, and action.
 Emphasize understanding self and others—Students
should understand themselves and others as
psychological, social, biological beings.
e.
Total number of units required for the major. List of all courses, by
catalog number, title and units of credit, to be specifically required
for a major under the proposed degree program. Identify those
new courses which are 1) needed to initiate the program and 2)
needed during the first two years after implementation. Include
proposed catalog description of all new courses.
51 units total: 15 LD prep for the major
21 UD Core Courses
15 UD Area courses
OVERVIEW OF REQUIRED COURSES TO COMPLETE CHAD DEGREE
Lower-Division (3 units each = 15 units)
PSYC 100
PSYC 210
PSYC 215
PSYC 220
Introduction to Psychology
Introduction to Developmental Psychology
Psychosocial Influences on Child Development
Introductory Statistics in Psychology
4
Prerequisites
-------------
PSYC 230
Research Methods in Psychology
100, 220
Upper-Division Core Courses (3 units each = 21 units)
PSYC 330
PSYC 348
PSYC 310
PSYC 395
CHAD 370
CHAD 496
CHAD 491
Developmental Psychology: Infancy/Childhood
Developmental Psychology: Adolescence
Theories of Developmental Psychology
Laboratory in Developmental Psychology
Risk and Resiliency in Childhood/Adolescence
Observation and Assessment Laboratory
Children, Adolescents and Social Policy
LDGE Area D
LDGE Area D
100, 210, 215
100, 220, 230, and 330 or 348
100, 330, 348 & Cluster A course
100, 220, 230, 330, 348, 395
100, 220, 215, 330, 348, 395
SUMMARY OF COURSE DEVELOPMENT TIMELINE FOR
CORE (REQUIRED) COURSES
Courses currently available—lower division preparation for the major
PSYC 100
Introduction to Psychology
PSYC 210
Introduction to Developmental Psychology
PSYC 215
Psychosocial Influences on Child Development
PSYC 220
Introduction to Statistics in Psychology
PSYC 230
Research Methods in Psychology
No new lower-division courses are planned
Courses currently available—upper division core courses
PSYC 330
Developmental Psychology: Infancy/Childhood
PSYC 348
Developmental Psychology: Adolescence
PSYC 395
Laboratory in Developmental Psychology
New CORE (required) courses to be offered
Fall 2012
PSYC 310
Fall 2013
CHAD 370
CHAD 496
Spring 2014
CHAD 491
Theories of Developmental Psychology
(Core)
Risk and Resiliency in Childhood/Adolescence
Observation and Assessment Laboratory
(Core)
(Core)
Children, Adolescents, and Social Policy
(Core)
No additional core courses are anticipated after Spring 2011
See Course List and Implementation Plan for details on curriculum -Appendix A
Note: Because we are anticipating a large number of transfer students, the
vast majority of the courses would need to be available in the first two
years. In the case where courses can be chosen from a menu (i.e., within
each of the 5 upper division areas), as long as there is at least one course
available in the cluster, transfer students will be able to graduate by the
end of their second year.
5
f. List elective courses, by catalog number, title, and units of credit,
which can be used to satisfy requirements for the major. Identify those
new courses which are 1) needed to initiate the program and 2)
needed during the first two years after implementation. Include
proposed catalog description of all new courses.
OVERVIEW OF ELECTIVE COURSES FOR CHAD MAJOR
Upper-Division Area Specific Courses (One from each cluster—15 units—all are 3 credits)
Prerequisites
Cluster A
PSYC 328
CHAD 339
Atypical Child Development
Developmental Psychopathology
Exceptional Children and Adolescents
Cluster B
PSYC 341
PSYC 343
CHAD 345
CHAD 347
Contexts of Child and Adolescent Development
Multicultural Perspectives
LDGE Area D
Psychology of Work & the Family
LDGE Area D
Perspectives on Child Rearing
LDGE Area D
Peer Relationships in Childhood & Adolescence LDGE Area D
Cluster C
PSYC 332
PSYC 342
PSYC 428
Understanding Others
Social Psychology
Group Dynamics
Community Psychology
100
LDGE Area D
100 + 3 units UD psyc
Cluster D
PSYC 334
PSYC 360
PSYC 362
CHAD 365
Intrapersonal Development
Personality
Biopsychology
Cognitive Processes
Socioemotional Development
100
100 or Bio 211
100
100
Cluster E
PSYC 340
PSYC 354
PSYC 495
CHAD 450
PSYC 498
PSYC 499
Researching/Working with Children and Adolescents
Survey of Clinical Psychology
100 and 336 (Abnormal) or 328
Educational Psychology
100
Field Experience
9 units UD psyc + consent
Practicum in Early Child Education
Consent of instructor
Independent Study
Consent of instructor
Independent Research
395 + consent
100, 210 or 100, 330 and 348
100, 210 or 100, 330 and 348
SUMMARY OF TIMELINE FOR AREA-SPECIFIC COURSES
Courses currently available—area-specific clusters (students take one course from each
cluster)
Cluster A: Atypical Development
PSYC 328
Developmental Psychopathology
Cluster B: Contexts of Development
PSYC 341
Multicultural Perspectives
PSYC 343
Psychology of Work and the Family
Cluster C: Understanding Others
PSYC 332
Social Psychology
PSYC 342
Group Dynamics
PSYC 428
Community Psychology
6
Cluster D: Intrapersonal Processes
PSYC 334
Personality
PSYC 360
Biopsychology
PSYC 362
Cognitive Processes
Cluster E: Researching/Working with Children and Adolescents
PSYC 340
Survey of Clinical Psychology
PSYC 354
Educational Psychology
PSYC 495
Field Experience
PSYC 498
Independent Study
PSYC 499
Independent Research
New area-specific courses to be added to clusters (all 3 units)
Fall 2013
CHAD 345
Spring 2014
CHAD 450
Fall 2014
CHAD 347
CHAD 365
Spring 2015
CHAD 339
Perspectives on Child Rearing
(Cluster B)
Practicum in Early Childhood Education
(Cluster E)
Peer Relationships in Childhood and Adolescence
Socioemotional Development
(Cluster B)
(Cluster D)
Exceptional Children and Adolescents
(Cluster A)
See Course List and Implementation Plan for details on curriculum -Appendix A
g.
If any formal options, concentration, or special emphases are
planned under the proposed major, explain fully.
Not applicable
h.
Course prerequisites and other criteria for admissions of students
to the proposed degree major program, and for their continuation in
it.
i.
Explanation of special characteristics of the proposed degree major
program, e.g., in terminology, units of credit required, types of
course work, etc.3
The purpose of the CHAD degree is to educate students broadly in the
study of Child and Adolescent Development; it is NOT a degree that is
designed to prepare students for work in a specific industry. Therefore,
although the CHAD program will provide some of the courses that can
count toward the Child Care Permit (for students planning to work in the
early child care and education field), students wishing to obtain this permit
will need to complete additional coursework at the Community Colleges.
As of this writing, the State of California only requires a child care permit
for teaching in state-subsidized childcare facilities. Not all childcare
3
This section may not be applicable to some proposals.
7
facilities are state subsidized; thus, the child care permit is not mandatory.
Most childcare programs require caregivers/teachers to have at least 6
units of child development coursework and this requirement will be met
through two of the lower-division courses (Psyc 210 and Psyc 215). This
permit is the only special characteristic of the program and the permit is
NOT required for the degree. Students wanting the permit will have to take
courses at a community college and complete the necessary paperwork for
the permit.
j.
For undergraduate programs, provisions for articulation of the
proposed major with community college programs.4
This degree has been developed with input from our local feeder
community colleges. A summit was held May 18, 2006 and was followed
up by 4 workgroup meetings held in the 06-07 academic year and
supported through funds from the North County Higher Education Alliance
(NCHEA ) in which representatives from the local community colleges and
other appropriate agencies (e.g., San Diego County Office of Education)
served as active participants.
After obtaining information from these agencies/institutions, we developed
a draft curriculum that incorporated what we had learned. A first draft of
the proposed curriculum was presented at the first workgroup meeting.
Revisions to the curriculum (based on feedback from community colleges)
and course articulation were the focus of the second workgroup meeting.
We discussed the new Child Care Center and examined issues raised
regarding the Center at the third workgroup meeting (e.g., fingerprinting,
who should be allowed access to the children, and how laboratory courses
would use the Child Care Center). A final curriculum proposal was
presented at the last workgroup meeting. Plans were made for follow-up
with community colleges so that they would be aware of the progress of
the CHAD proposal through the appropriate channels at the university and
Chancellor’s Office.
The five lower-division courses necessary for preparation of the major that
transfer from the community colleges are listed on the Lower-Division
Transfer Pattern documents (see Appendix B: Systemwide LDTP
document). Psyc 210 and Psyc 215 are the identical courses for the LDTP
across all CSUs. Nine of the 15 “local units” from the LDTP that make up
the balance of the 60 units that students can transfer to a CSU are also
required lower-division courses for the major (these nine units come from
Psyc 100, Psyc 220 and Psyc 230; see Appendix C: Local 15 LDTP
4
Undergraduate majors should take into consideration any Lower Division Transfer Patterns (LDTPs) that
have been adopted by the CSU system for this major: http://www.calstate.edu/AcadAff/agreements.shtml.
See Enrollment Management Services for assistance in completing this section.
8
document). The additional 6 units can be from any lower-division elective
courses.
Letters of support for this draft curriculum and the LDTP were submitted by
representatives from Palomar, Mira Costa, and San Jacinto community
colleges.
See letters of support for CHAD program – Appendix D
k.
Provision for meeting accreditation requirements, where applicable,
and anticipated date of accreditation request.
Not applicable
2.
Need for the Proposed Degree Major Program
a.
List of other California State University campuses currently offering
or projecting the proposed degree major program; list of
neighboring institutions, public or private, currently offering the
proposed degree major program.
Child and Adolescent Development B.A. (CSUN)
Child and Adolescent Development B.A. Concentration in Research/Public Policy
(SFSU)
Child and Adolescent Development B.A. Concentration in School Age
Child/Family (SFSU)
Child and Adolescent Development B.A. Concentration in Young Child and Family
(SFSU)
Child and Adolescent Development B.A. Concentration in Youth and Family
(SFSU)
Child and Adolescent Development B.S. (CSUFULL)
Child Development B.A. (CSUC, CSULA, CSUS, CSUSTAN, SJSU)
Child Development B.A. Concentration in Programs Track (CSUSTAN)
Child Development B.A. Concentration in Research Track (CSUSTAN)
Child Development B.A. Concentration in Services Track (CSUSTAN)
Child Development B.A. with Blended Option (CSULA)
Child Development B.A. with Elementary Subject Matter Option (CSULA)
Child Development B.A. with General Option (CSULA)
Child Development B.S. (CPSLO, CSUFRES, SDSU)
Child Development B.S. with Child Practitioner Option (CSUFRES)
Child, Adolescent, and Family Studies B.A. (CSUB)
Family and Consumer Sciences B.A. Child and Family Sciences Emphasis
(CSUFRES)
Family and Consumer Sciences B.S. Family Studies Option (CSUN)
9
Family and Consumer Sciences: Child Development and Family Studies
B.A. (CSULB)
Human Development - Child Development Track I - B.A. (CSUSB)
Human Development - Child Development Track II - B.A. (CSUSB)
Human Development - Life-Span Development Track - B.A. (CSUSB)
Human Development B.A. (CSUEB, CSULB, CSUSM, SSU)
Human Development B.A. Concentration in Children's Services (CSUSM)
Neighboring institutions, public or private, currently offering the
proposed degree major program:
SDSU -- Child Development B.S. (impacted program)
CSUF -- Child and Adolescent Development B.S.
UCSD – Human Development B.A.
UCI – Social Ecology B.A: Specialization in Psychology and
Social Behavior
Pt. Loma University – Child Development BA, Department of Family
and Consumer Sciences
b.
Differences between the proposed program and programs listed in
a. above.
Across the CSU and other public/private institutions, the study of children
and adolescents can be found in a variety of departments from Child and
Adolescent Development to Human Development to Family and Consumer
Sciences. Some of these programs emphasize specialized training for
students (e.g., to obtain Child Care Permits or as teacher preparation);
others focus more heavily on the empirical foundation for understanding
development. The proposed CHAD program will consist of both a research
and experientially based curriculum. Students will be schooled in the
foundations of child and adolescent development. They will gain
knowledge of the history of the field, become skilled in the methods and
design of research to study developmental phenomena, explore current
research on children and adolescents, conduct their own research studies
on developmental phenomena, and observe development as it occurs
through hands-on experiences in the larger community. By emphasizing a
strong empirical understanding of development, students will be able to
capitalize on the field experiences they have as part of their major course
of study. Requiring real-life experience makes the research relevant.
For a discussion of the Human Development major at CSUSM as it
compares to the proposed CHAD degree, see 2c below.
10
c.
List of other curricula currently offered by the campus which are
closely related to the proposed program. Enrollment figures during
the past three years in specified courses or programs closely
related to the proposed degree major program. If a formal minor,
option or concentration is offered in the proposed subject area,
indicate the number of students enrolled.5
The four currently-offered degree programs that are related to the
proposed CHAD degree are Liberal Studies, Psychology, Sociology, and
Human Development. Data are presented for majors and FTES from 05/06
until 09/10Data were obtained from the COAS Dean’s office and the 2008
College Academic Master Plan (CAMP). Note that 2008 and 2009 FTES data
were projections..
Majors and FTES by Undergraduate Majors 2005-2009
05/06
06/07
Fall 2007
2008
2009
Human
Development
majors
FTES
288
73
314
73
326
85
344
84
390
85
Liberal
Studies
Majors
FTES
872
253
792
220
764
231
737
229
744
231
Psychology
majors
FTES
400
393
500
430
526
456
552
451
604
455
Sociology
majors
FTES
244
493
266
584
284
612
259
606
242
610
Liberal Studies:
“Liberal Studies at Cal State San Marcos emphasizes the value of broad
intellectual development combined with practical training. Liberal Studies
majors explore interdisciplinary and multidisciplinary connections and
appreciate the combination of different academic fields. The goal of Liberal
Studies is to produce graduates who are well-rounded intellectually and
competent in a broad range of analytical skills” (CSUSM Liberal Studies
Homepage). Historically, students who wanted to be elementary school
teachers would major in Liberal Studies and get a multiple-subjects waiver.
5
See Enrollment Management Services to obtain numbers of students with declared majors,
options/concentrations/emphases/tracks/etc., and minors. See Academic Programs to obtain enrollment
histories in specific courses.
11
Currently, future teachers may receive their degree from any major and
then pass the CSET exam.
Psychology: Psychology is the scientific study of human and animal
behavior. Core areas for the science of psychology include studies on the
brain and biology, cognitive processes, social psychology, applied
psychology (e.g., abnormal psychology and counseling), and
developmental psychology.
Sociology:
“Sociology is the study of human societies; of the institutions,
organizations, and groups that compose them; and of the way individuals
and groups relate to one another” (CSUSM General Catalog, 2006-2008, pp.
177). This field of study is relevant to the CHAD degree program because
of its examination of the family, schools and the workplace as influences
on development.
Human Development:
Given that one may question why a CHAD major is being proposed when
CSUSM currently offers a Human Development major, we provide detailed
information on this distinction. Our premise is that the HD program at
CSUSM as currently designed is best classified as a Human Services
program. First, background on the HD program is provided. This is
followed by identification of gaps in the current HD curriculum which
suggest that it is best described as a Human Services major. Finally, we
provide information on how the Chancellor’s office classifies CSUSM’s HD
program.
Background on the HD program. The HD major was designed as an
“interdisciplinary program that focuses on human growth and development
throughout the lifespan, and on the familial, social, cultural and political
networks in which individuals develop” (CSUSM General Catalog, 20062008, pp. 144). The 12 units of preparation for the major consist of one
course in anthropology (ANTH 200 – Cultural Anthropology) and three
courses from Psychology (PSYC 100 – Introduction to Psychology; PSYC
220 – Introductory Statistics; and PSYC 230 – Introduction to Research
Methods). The 18 units of requirements for the major draw predominantly
from HD courses in Administration and Management (HD 300), Field
Studies (HD 495 and HD 497), and a capstone experience in HD (HD 490) in
which students consider a “socially relevant ‘real world’ problem or
situation in human development” from the perspective of several
disciplines (CSUSM General Catalog, 2006-2008, pp. 290). The Theories of
Human Development course (HD 301) surveys theories and research
strategies in human development drawing from the fields of biology,
anthropology, sociology, and psychology. In examining the lower division
prep for the major and the major requirements it is clear the emphasis
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appears to be on services (e.g., HD 300 and HD 495) and research (HD 497)
with very little attention given to Development per se. HD 301 addresses
theories and HD 490 addresses problems, but no coursework specific to
developmental processes is required for all majors.
In addition to the lower division prep and major coursework, HD
majors complete the last 18 units of their degree by selecting one of four
concentrations: Children’s Services, Adult and Gerontology Services,
Counseling Services, or Health Services. It is clear that each of the
concentrations highlight “services” provided to individuals across the life
span and the contexts in which development occurs. In 2005, the Human
Development Task Force (chaired by Dr. Sharon Hamill and for which Dr.
Maureen Fitzpatrick served as a member) undertook an exhaustive
evaluation of the Human Development program, at the request of the
Provost, Dr. Robert Sheath. Through many months of review and
discussion, gaps in the HD curriculum became clear and the Task Force
raised concerns regarding the lack of attention to processes of
development. Specific examples will help to make the point here.
Across all concentrations, HD majors take only one required course
that focuses specifically on the development of human beings: HD 301
Theories of Development. Depending on the concentration, the student
may take a few courses in development, whereas others may not have to
take any more courses in development at all. For example, students taking
the Child Services Concentration must take the Psyc 330 (Infancy and
Childhood) course and a course in human reproduction (BIO 327); all other
courses come from a menu and may or may not include any more classes
on development. Moreover, this curriculum gives scant attention to
adolescence (the years from age 10 to 22), and is only covered if students
choose courses from the menu that address adolescence; failure to
include this significant period of the lifespan is a tremendous deficiency in
a human development curriculum. Students in the Adult and Gerontology
Concentration must take Psyc 356 (Adulthood and Aging), and BIO 321
(Human Physiology); again, all other courses come from a menu and may
or may not include development. These two concentrations have the
greatest number of requirements for developmental classes (2 required
courses); the Counseling Services Concentration and the Health Services
Concentration do not require any more developmental courses, though
students may choose to take them from a menu. Thus, HD majors take a
curriculum that is heavy in its human services orientation and attention to
the contexts in which people live, yet it provides very little in the study of
human development.
We do not intend to disparage the HD degree in this document, nor
do we consider courses in the allied fields (Soc, Bio, Anth and Psyc) to be
deficient. These courses provide excellent information on the contexts of
13
development and in some cases, how we can best serve individuals in our
communities. Our concern is that students who want solid grounding in
child and adolescent development do not receive it in the current human
development curriculum. Moreover, given the heavy curricular emphasis
on human services, we believe that the degree needs to be
reconceptualized in such a way that acknowledges and embraces this
reality.
It was the recommendation of the Task Force (comprised of faculty
from HD, Psyc, Bio, Soc, and HHS) that the HD program needed to have the
multidisciplinary HD steering committee examine HD’s curriculum from the
ground up; in particular, HD needs to close the gaps that allow students to
graduate with an HD with very little coursework actually taken in
development. Unfortunately, this review has not been completed at the
time that this document is being written. Students from our feeder
campuses, as well as our native students, have been asking for a degree
program that puts the development of children and adolescents at its core;
in fact, many of these students are willing to travel further to SDSU to get it
(see Chancellor’s Office View of HD at CSUSM, below). Although the HD
program does provide opportunities for students who want to pursue
service careers the means to do so, the students wanting to pursue
careers in research, pediatric medicine, child advocacy and other careers
that require extensive knowledge about the development of children and
adolescents may find themselves lacking in preparation. This gap will
certainly be filled by the new CHAD degree.
The Chancellor’s Office view of HD at CSUSM. The manner in which
the Chancellor’s Office classifies our current HD program also provides
evidence that it is not recognized as a degree in development but may
actually be a human services degree. Originally, the Chancellor’s Office
gave a program (HEGIS) code designating HD as a Child Development
program. However, faculty at Palomar and Mira Costa did not recognize
our HD degree as a CD degree because they felt it did not offer appropriate
training that would lead students to the kinds of career opportunities they
wanted. This became a major issue a couple of years ago when
attendance boundaries for SDSU and CSUSM were being drawn. Students
north of Highway 56 are considered out of region for SDSU unless they are
applying for a major that CSUSM does not offer. Palomar and Mira Costa
argued that students from their campuses should be allowed to transfer to
SDSU as in-region applicants because our HD degree with a Child Services
concentration was not a CD degree. The Chancellor’s Office agreed that
this was true, and CD majors from the community colleges have been
allowed to attend SDSU as in-region students ever since. Moreover, the
data gathering component of the Academic Blueprint (2003) clearly states
that Child Development is a program that we don’t offer but for which there
is great interest by community college transfer directors, community
14
members, and students who participated in focus groups. Consequently,
despite the HEGIS code designation, our HD degree is not seen as a Child
Development degree, a conclusion with which we agree.
Summary. The current HD major focuses on the contexts of
development and preparation of students to enter human services fields.
Students are prepared for the very specific tasks of working within Human
Services settings (e.g., they take courses in counseling and administration;
they have field experiences in Human Service settings). In contrast, the
proposed Child and Adolescent Development degree focuses on
development as its primary subject matter; contexts are considered as they
impact the biological, cognitive, and psychosocial developmental
trajectories of children and adolescents. The curriculum will be designed
to teach students about how children and adolescents grow and change
with the intent to provide a broad-based understanding of developmental
processes and issues. This training will provide the foundation for
students’ knowledge and ultimate employment in a variety of settings (e.g.,
medicine, family law, mental health fields, research) or preparation for
graduate work in Child Development, Psychology, Medicine, Law, Mental
Health fields, and Education. The degree will offer new opportunities for
students to truly study development across childhood and adolescence.
d.
Results of a formal survey in the geographical area to be served
indicating demand for individuals who have earned the proposed
degree and evidence of serious student interest in majoring in the
proposed program. Justify any discrepancies between
national/statewide/professional manpower surveys and local
findings.6
Currently, students earning AA degrees or certificates in Child
Development from our feeder colleges make up the largest proportion of
students in those colleges (e.g., over the past 6 years, Mira Costa has
issued 2,756 degrees and certificates, of which 520 of them (19%) have
been in the Child Development area). Students from Palomar and Mira
Costa must go out of the area to complete their BA in Child Development.
Additionally, San Diego State’s Child Development program is impacted.
In June 2006, the Preschool for All Initiative was on our California
ballot. Passage of that Proposition (82) would have required ALL preschool
teachers to have a BA degree in Child Development or a related field by
2012. Although the voters did not pass this initiative, our California
legislature is actively pursuing Preschool for All and the educational
6
See the Career Center for assistance in completing this section.
15
requirements for preschool teachers. Therefore, it is expected that the
demand for people with a BA in Child Development will increase greatly. Of
the 23 CSUs, CSUSM is one of four campuses that does not currently offer
a degree in Child and Adolescent Development, and the demand from our
feeder colleges is very strong and growing.
Regional Demand for individuals who have earned this degree:
Job Title
Employment
Outlook
Growth Rate 20022012
Mental Health
Counselors
Stable
8%
Social Worker
Increasing
21%
Child Care Aide/Worker
Increasing
25%
Preschool Teacher
Increasing
15%
Elementary School
Teacher
Stable
14%
Secondary School
Teacher
Increasing
19%
Social Service
Technician (Human
Service Worker)
Increasing
38%
Educational Psychologist
Increasing
16%
These data were obtained from the San Diego Workforce partnership,
2005 Occupational Outlook. Data provided by Sandy Punch, Career
Center, CSUSM.
Student Interest in the Proposed Program:
In addition to the current increasing demands for employees with a
background in CHAD described above, we are anticipating great interest in
this new degree, given the likelihood that some form of the Preschool for
All initiative will pass in the future. Additionally, data gathered for the
CSUSM Academic Blueprint (2003) consistently showed that there is great
interest in developing a CHAD program at CSUSM. Child Development was
listed as (1) a program given on at least 16 other CSU campuses that we
don’t offer; (2) a program that community college transfer directors
recommended we offer; (3) a program in which focus groups indicated they
had a keen interest.
16
e.
For graduate programs, the number of declared undergraduate
majors and the degree production over the preceding three years
for the corresponding baccalaureate program.7
Not applicable
f.
Professional uses of the proposed degree major program.
The emphasis on breadth/depth of knowledge and systematic thinking
inherent in the scientific approach will prepare students well for future
careers. Students graduating with a degree in Child and Adolescent
Development would find their preparation useful in the following career
fields:

Researchers in Childhood and Adolescence

Mental Health Counselors specializing in work with children
and families (e.g., Marriage and Family Therapists)

Social Workers (including Child Protective Services)

Child Care Aide/Worker

Preschool Teacher

Elementary School Teacher

Secondary School Teacher

Social Service Technician (Human Service Worker)

Educational Psychologist, School Psychologist

Health Professionals specializing in Pediatrics (e.g.,
Pediatricians, pediatric dentists, Child Life Specialists)

Lawyers specializing in family law and children’s rights
g.
The expected number of majors in the year of initiation and three
years and five years thereafter. The expected number of
graduates in the year of initiation and three years and five years
thereafter.8
Consultation with appropriate campus administrators and academic offices
(COAS Dean’s Office; Academic Programs) has led us to project 37 majors
when the program launches in 2009. Approximately 215-230 majors are
expected by year 3 and 300 majors by year 5. The resources described in
this proposal were estimated with these numbers in mind.
7
8
See Enrollment Management Services for these data.
See Academic Programs for assistance in estimating the number of majors and graduates.
17
3.
Existing Support Resources for the Proposed Degree Major Program
a.
Faculty members, with rank, appointment status, highest degree
earned, date and field of highest degree, and professional
experience (including publications if the proposal is for a graduate
degree), who would teach in the proposed program.
Primary Developmental Psychology Faculty:
Maureen J. Fitzpatrick, Assistant Professor, tenure track, PhD from UC Irvine
(2001) in Lifespan Human Development. Dr. Fitzpatrick, a lifespan
developmental psychologist, came to CSU San Marcos in the fall of 2000 as a
Visiting Faculty Fellow and joined the faculty full time in fall 2002. Her research
focuses on the socioemotional development of infants and children; effects of
non-parental care; and cross-generational relationships, including parent-child
interactions and grandparent-grandchild relationships. Dr. Fitzpatrick has served
on the Child Care Center Advisory Committee, Child Care Center Planning
Team, Human Development Task Force, and the Program Assessment
Committee, among others. Dr. Fitzpatrick is qualified to teach all courses in
the CHAD degree program.
Sharon B. Hamill, Professor, tenure track, PhD from UC Irvine (1990) in Social
Ecology. Dr. Hamill joined CSUSM in the Fall of 1996 after spending six years
on the faculty of the University of Puget Sound. Dr. Hamill’s specialty is
developmental psychology. Her research interests are multigeneration families
who care for Alzheimer’s patients and the impact that caregiving has on
adolescents in the family. She typically teaches Developmental Psychology:
Infancy through Childhood (PSYC 330), Developmental Psychology:
Adolescence (PSYC 348) and Laboratory in Developmental Psychology (PSYC
395). Dr. Hamill is currently serving as the Department Chair in Psychology.
She has served as the Psychology Department chair, General Education
Committee Chair, General Education Assessment Coordinator, Human
Development Steering Committee member, and chair of the Human
Development Task Force. Dr. Hamill is qualified to teach all courses in the
CHAD degree program.
New Hire, Assistant Professor. Speciality in Developmental Psychopathology.
The new hire will be qualified to teach all courses in the CHAD degree
program.
Other Faculty Teaching in the CHAD program:
Dustin P. Calvillo, Ph.D. (2006, University of California, Santa Barbara). Before
joining CSU San Marcos in the Fall of 2007, Dr. Calvillo was a Visiting Assistant
Professor of Psychology at Ohio University. His area of specialization is cognitive
psychology. Dr. Calvillo's research focuses on a variety of higher-order cognitive
18
processes, including aspects of human reasoning, judgment, and decision
making. Courses to be taught in CHAD program: Cognitive Psychology, Intro
to Research Methods
Nancy Caine, Ph.D. (1980, University of California, Davis). Dr. Caine joined
CSU San Marcos in the Fall of 1992; her area of specialization is comparative
psychology. She completed a postdoctoral traineeship in the Developmental
Psychobiology Research Group at the University of Colorado Health Sciences
Center, and was on the psychology faculty at Bucknell University (Pennsylvania)
from 1981-1991. Her research focuses on antipredator behavior and sensory
adaptations related to vigilance and foraging in nonhuman primates. Dr. Caine is
on sabbatical in Fall 2006. Courses to be taught in CHAD program:
Biopsychology.
Gerardo M. González, Ph.D. (1989, California School of Professional
Psychology, Fresno). Dr. González joined CSU San Marcos in the Fall of 1991;
his area of specialization is clinical psychology. He completed his predoctoral
and postdoctoral clinical training at the University of California, Berkeley and a
clinical-research fellowship at the University of California, San Francisco. Among
his research interests are multicultural mental health issues (particularly for the
Spanish-speaking), computerized clinical assessment, and the cognitive
treatment of depression. Dr. Gonzalez is currently serving as Dean of Graduate
Studies and Associate Vice President for Research. Courses to be taught in
CHAD program: Clinical Psychology, Field Experiences.
Elisa Grant-Vallone, Ph.D. (1998, Claremont Graduate University). Dr. GrantVallone joined the faculty in the fall of 1998 after graduating from Claremont
Graduate University. Dr. Grant-Vallone studies organizational psychology, with
an emphasis on work and family issues, work environments and employee
health and well-being. She is particularly interested in how women make
decisions about their work and family lives, benefit from multiple roles, and
manage conflict and stress. Courses to be taught in CHAD program: Work
and Family; Group Dynamics, Intro to Psychology, Field Experiences.
Russell E. Jackson, Ph.D. (2007, University of Texas, Austin). Dr. Jackson
joined CSU San Marcos in the fall of 2007. His areas of specialization are
evolution, cognition, and perception. His research focuses on the evolution of
spatial perception and navigation and currently includes studies in height
perception, aquatic and terrestrial distance perception, and virtual reality.
Courses to be taught in CHAD program: Intro to Statistics, Cognitive
Psychology.
Heike I.M. Mahler, Ph.D. (1986, University of California, San Diego). Previously
Dr. Mahler was a Visiting Assistant Professor of Psychology at California State
University, Long Beach and a Research Psychologist at the University of
California, San Diego. She joined CSU San Marcos in the Fall of 1990. Her
areas of specialization are health psychology and social psychology. Dr. Mahler's
19
current research programs focus on how various psychosocial factors (e.g.,
coping style, social support) may affect recovery from major surgery, and how
psychological factors affect the adoption of health behaviors. Courses to be
taught in CHAD program: Social Psychology.
Spencer A. McWilliams, Ph.D. (1971, University of Rochester). Prior to joining
the Psychology Department in 2003, Dr. McWilliams served as Dean of the
College of Arts and Sciences at CSU San Marcos. Previously, he served in
faculty and administrative roles at the University of Houston--Clear Lake, Naropa
University, Warren Wilson College, Winthrop University, and the University of
Arizona. His early research considered a variety of issues related to community
mental health and community psychology. His more recent work, within the
context of George Kelly’s Personal Construct Psychology, emphasizes our
personal role in constructing beliefs and understanding. His current research
focuses on the articulating theoretical and applied connections between
Constructivist Psychology and Buddhist Psychology. In particular, his
scholarship emphasizes how we construct a social and personal reality within the
context of the interconditioned, impermanent, and essenceless nature of
phenomena and the liberating potential of Zen meditation practices in helping us
gain awareness of how this process operates and affects our lives. Courses to
be taught in CHAD program: Clinical Psychology, Personality.
Kim Pulvers, PhD, MPH (2006, University of Kansas). Dr. Pulvers is a clinical
psychologist specializing in health behavior change. Before joining the faculty at
CSUSM, Dr. Pulvers was a postdoctoral fellow at the University of California,
San Diego. Her areas of interest are disease prevention and health promotion;
addiction and relapse prevention, particularly smoking cessation, weight
management, and body image; and positive psychology, particularly the study of
hope. Her program of research focuses on how psychological factors impact
health behavior change. Courses to be taught in CHAD program: Community
Psychology, Clinical Psychology
P. Wesley Schultz, Ph.D. (1995, Claremont Graduate University). Dr. Schultz
joined the faculty at CSU San Marcos in 1997 after two years as a Visiting
Assistant Professor of Psychology at St. Lawrence University. His areas of
specialization are social psychology, statistics, and conservation psychology, and
much of his work involves the application of social psychological theories to realworld problems. Across a variety of domains, he has shown the usefulness of
psychological science in designing and evaluating programs, and his work has
been utilized by the U.S. Department of Justice, National Institutes of Health,
Environmental Protection Agency, the California Integrated Waste Management
Board, and the San Diego Zoological Society. Courses to be taught in CHAD
program: Intro to Statistics; Social Psychology.
Miriam W. Schustack, Ph.D. (1981, Carnegie-Mellon University). Prior to joining
CSU San Marcos in the Fall of 1991, Dr. Schustack was an Assistant Professor
of Psychology at Harvard University and a research scientist for the U.S.
20
government. Her areas of specialization are cognitive psychology and
personality. Among Dr. Schustack's research interests are skilled reading and
the development of literacy, reasoning and problem solving, language, and
human-computer interaction. Courses to be taught in CHAD program:
Cognitive Psychology., Personality.
Marie Thomas, Ph.D. (1981, Fordham University). Before joining CSU San
Marcos in 1995, Dr. Thomas was on the faculty at the College of Mount St.
Vincent (New York) and worked as a Personnel Research Psychologist at the
Navy Personnel Research & Development Center in San Diego. Her area of
expertise is psychological tests and measurement, and she has research
interests in the study of individual differences in cognitive abilities and
personality. She has also conducted research on the effectiveness of various
teaching techniques. Dr. Thomas received the 1998-1999 Harry E. Brakebill
Distinguished Professor Award. Courses to be taught in CHAD program: Intro
to Statistics.
Keith Trujillo, Ph.D. (1985, University of California, Irvine). Dr. Trujillo joined
CSU San Marcos in the Fall of 1994. His areas of specialization are
psychopharmacology and neuroscience. His current research focuses on
behavioral and neural effects of psychoactive drugs, including drugs of abuse
(such as opiates, methamphetamine and club drugs) and psychotherapeutic
drugs (such as antidepressants and antipsychotics). In addition to his classroom
teaching and his laboratory research, Dr. Trujillo has strong interests in
increasing diversity in science and academia, and in training the next generation
of scientists. Among the honors he has received are the Cal State San Marcos
President’s Award for Scholarly and Creative Activity (in 2001) and the National
Award of Excellence in Mentorship from the National Hispanic Science Network
(in 2005). Courses to be taught in CHAD program: Intro to Research Methods,
Intro to Statistics.
b.
Space and facilities that would be used in support of the proposed
program. Show how this space is currently used and what
alternate arrangements, if any, will be made for the current
occupants.
The Psychology program has one designated classroom for lecture
courses and two designated computer laboratories. Most of the
Psychology courses are taught in classrooms from the University pool;
CHAD classrooms will also use Psychology’s designated facilities and the
University pool.
The Psychology Department currently has 12 interview rooms (shared with
other Psychology faculty) and one Developmental Psychology research
space in University Hall. There is also Developmental Psychology research
space in Academic Hall. The two Developmental Psychology research
21
spaces are designated for graduate students in the MA program in
Psychology. However, given that graduate students work in these spaces
with undergraduates on projects in developmental psychology,
undergraduate CHAD majors would have access to these facilities as well.
In addition to the existing observation rooms in University Hall, the new
Center for Children and Families will contain a multi-purpose classroom (to
be utilized by a variety of programs such as CHAD and Education) and will
allow for observation of children at the center.
c.
Library resources to support the program, specified by subject
areas, volume count, periodical holdings, etc.9
An analysis of library holdings is underway, but it should be noted that the
Library is currently supporting the existing developmental psychologists
and the courses that they already teach.
See Appendix E for Yvonne’s Meulemans’ Report
d.
Equipment and other specialized materials currently available.10
IITS is currently reviewing this form and will send information when
complete.
4.
Additional Support Resources Required
a.
Complete Table I, enrollment and faculty positions should be
shown for all discipline categories which will increase because of
the new program and for all discipline categories which will
decrease because of the new program. If faculty positions are to
be transferred into the new program from other areas, the
reductions in faculty positions should be shown in the appropriate
discipline category.11
[David Barsky will provide Table 1 – increases and faculty positions.]
9
See the Library for this report.
See Instructional and Information Technology Services (IITS) for a report addressing information
technology and academic computing resources available to support the program. Programs currently
possessing additional equipment and specialized material not addressed in the IITS report should include
these here.
11 CSUSM proposals replace Table I with equivalent tables constructed from College Academic Master
Plans and the Academic Blueprint. See Academic Programs for these tables.
10
22
b.
Any special characteristics of the additional faculty or staff support
positions needed to implement the proposed program. 12
It is estimated that three new faculty lines will be needed to deliver the
CHAD program over the first three years. At present, there are two
Developmental Psychologists in the Psychology Department. We have had
a history of primarily using adjunct faculty to deliver the developmental
courses due to the high demand for the courses. Of the approximately 1015 sections of Developmental courses routinely being offered in the
Psychology program, only 3 courses are taught by tenure line faculty (Dr.
Hamill is currently serving as GE Assessment Coordinator and this
position has reduced her teaching load by one course per semester). At
present, approximately 15% of the Psychology Department’s entire
curriculum comes from developmental courses. Consequently, the three
faculty lines will address a shortage in Developmental faculty we are
currently dealing with in addition to allowing the department to offer the
new CHAD degree. We anticipate seeking Developmental Psychologists
with backgrounds in (1) social policy affecting children, adolescents and
families; (2) early childhood development; (3) (3) middle childhood and
peer relationships.
c.
The amount of additional lecture and/or laboratory space required
to initiate and sustain the program over the next five years.
Indicate any additional special facilities that will be required. If the
space is under construction, what is the projected occupancy date?
If the space is planned, indicate campuswide priority of the facility,
capital outlay program priority, and projected date of occupancy.13
The Social and Behavioral Sciences Building (expected to open in Fall
2011) will contain a 35-seat Psychology computer lab (as well as four
general-purpose computer labs), a 40-seat computer-less Psychology lab,
four 260-assignable-square-feet Child and Adolescent Development
Research Spaces, a 600 ASF observation room designation for CHAD, a
600 ASF observation room to be jointly shared with other programs, and a
Child and Adolescent Development Storage Space.
d.
Additional library resources needed. Indicate the commitment of
the campus to purchase or borrow through inter-library loan these
additional resources.14
12
Include additional faculty lines needed to support the course offerings indicated in 6c and 6d. Indicate
whether any external funds are expected to support faculty lines.
13 See Planning, Design and Construction for assistance in answering questions about space that is under
construction or being planned. Indicate whether any external funds are expected to support construction of
facilities.
14 This should follow directly from the Library report in 3c.
23
See Appendix E for Yvonne’s Meulemans’ Report
e.
Additional equipment or specialized materials that will be 1) needed
to implement the program and 2) needed during the first two years
after initiation. Indicate source of funds and priority to secure these
resource needs.15
The CHAD program will require some additional video cameras and
playback monitors for observational studies, and transcription equipment
for transcribing audio/video recordings to a written format. It has been
suggested to the program developers that funding for this equipment could
be purchased through a Lottery Grant.
IITS will provide info on computers, video cameras and VCR/DVD players
currently being planned for the new building (report will be forwarded
when we receive it).
5.
Abstract of the Proposal and Proposed Catalog Description16
Program Description:
The Child and Adolescent Development (CHAD) major focuses on the
developmental processes that occur from conception through the end of
adolescence. Students gain a comprehensive overview of typical and
atypical development through exploration of empirically-derived milestones
across biological, cognitive, and psychosocial developmental domains.
Course topics focus on developmental trajectories, theories,
developmental research methods, ethics, and contexts of development.
Throughout the curriculum, special emphasis is placed on the interaction
of the individual and environment in the unfolding of development.
Students acquire knowledge through exposure to relevant scientific
literature, research projects, observations, and fieldwork. The curriculum
provides students with a variety of tools to acquire, communicate, and
disseminate information so that they may develop a lifelong pursuit of
developmental inquiry. Majors receive an excellent foundation for
subsequent careers working with children and adolescents in various
fields including research, education, health care, public policy and
advocacy, the law, and counseling.
Career Opportunities
15
Information technology and academic computing needs should follow directly from the IITS report in 3d.
Additional specialized equipment and materials that will be needed should be addressed here.
16 Use the format found in the most recent General Catalog.
24
The CHAD undergraduate major provides an excellent preparation for
careers in developmentally-related public organizations, teaching
institutions, service agencies, and mental and physical health facilities.
Our undergraduate program provides appropriate background for graduate
training in developmental psychology, including experimental, applied, and
clinical programs. Coursework in CHAD is also relevant to graduate
training in counseling, teaching, medicine, law, child advocacy, and public
policy relating to children and adolescents.
Preparation
High school students are encouraged to take four years of English and
three years of mathematics (including algebra). Courses in biology and
psychology and the other social and behavioral sciences are
recommended. Knowledge of computers is helpful for many courses.
Community College Transfer Students
A maximum of 15 lower-division semester units of psychology and child
development courses may be applied toward the fifty-one (51) units
required for the CHAD major. The fifteen (15) lower division units must
match the course description requirements listed in this catalog for PSYC
100, 210, 215, 220 and 230, or their equivalent, as approved by the
student’s advisor.
Special Requirements for the Bachelor of Arts in CHAD
All courses counted toward the major must be completed with a grade of C
(2.0) or better. No more than a total of three (3) units of either PSYC 498 or
PSYC 499 may be applied toward the major. No more than three (3) units of
PSYC 495 may be applied toward the major. A minimum of eighteen (18)
units counted toward the CHAD major must have been completed at Cal
State San Marcos. Courses taken at other universities for which the
Department does not have articulation agreements will not be counted
toward the major at Cal State San Marcos without the written permission of
the CHAD Program Director.
6.
Additional CSUSM New Program Requirements
a.
Complete Table II, indicating the courses in which the student learning
outcomes are addressed.17
17
The template for Table II may be downloaded from (fill in URL). See Academic Programs for sample
tables from other program proposals.
25
See Appendix H: Table II: CHAD Competencies by Course Chart (color
coding is explained in 6b)
b. Provide an initial assessment plan for the program. The data collected
via this assessment plan will be the basis of the first program review
(generally scheduled five years after program implementation).18
The Psychology Department will be using a parallel assessment model in
our on-going assessment of the CHAD program. In this model, assessment
is divided into planning, measurement, and action; these three activities
constitute a cycle. Each year, a new cycle begins such that cycle 1 starts
in year 1 and will continue for 3 years; cycle 2 starts in year two and will
continue for three years, etc. In this way, 2-3 SLOs are the focus of a given
cycle and faculty are either planning for an assessment, measuring, or
acting on the information gathered.
See Appendix H: Table ll: CHAD Competencies by Course Chart
For example, in the first year of cycle 1, knowledge SLOs #1 and #2 are
selected for assessment (coded in yellow on the chart). Faculty who teach
courses that address those SLOs highlighted will be involved in the cycle.
We anticipate using embedded assessment (e.g., embedding questions on
existing exams) to address SLOs in this parallel assessment model. The
faculty participating in that cycle will decide the best way to address those
particular SLOs. In the second year of cycle 1, the faculty of the courses
being assessed will embed the assessment in course material at the end of
the term. The program director for CHAD will gather the data from the
faculty and summarize it. Faculty will be presented with findings and
decide the best way to address the results in the third year of the cycle (i.e.,
“closing the loop”).
During year 2 of the first cycle, the second cycle will begin (second cycle is
coded in light blue on the chart). Each subsequent year will address 2-3
learning objectives and continue with the process.
In addition to embedded assessments, the Developmental Psychology lab
class (Psyc 395) will continue using an assessment instrument that has
been in use for the past 5 years. Using a pretest-posttest design, we
collect data on students’ understanding of research methodology and
statistics in Developmental Psychology.
It is anticipated that we will be including a similar assessment in the
Observation and Assessment Lab (CHAD 496). This instrument will be
18
See Academic Strategic Planning and Assessment for assistance in developing an assessment plan.
26
developed in the first year of the program and will be ready for use when
the course is offered for the first time in Fall 2013.
c. (For undergraduate degrees) Attach a sample schedule showing how
a student beginning as a first-time freshman at CSUSM could fulfill all
graduation requirements in four years.19
See Appendix F: Sample Schedule for Native Students
d. Attach a proposed course offering plan for the first three years of
program implementation. Where possible, indicate likely faculty
teaching assignments.
See Appendix G for Proposed Course Offering Plan over the First 3 years
of the CHAD program.
e. Summarize the responses in items 4b-4e by completing the Table III
below.20
Table III.
Necessary Resources
Additional Faculty*
 Tenure-line (3)
 Adjunct (23 sections
by the end of the 3rd
year; no initial
additional adjunct
costs because course
can be taught by new
faculty)
Program Administration:**
Release time for Chair
or Director
 1 course release for
director per
semester
Start-up Costs
On-going Costs
Expected On-going
External Funding
(indicate expected
duration of funding)
$180,000
23 x $5100 =
$117,300
$10,200
$10,200
19
See First Year Programs for assistance in developing detailed graduation road maps for the first two years
of study.
20 See the Office of the Provost for assistance in estimating costs associated with additional faculty
positions.
27

1 course release for
Child Center liaison
per semester
$10,200
$10,200
$0
$16,000***
$2000
TBD – see
Librarian’s
report
Appendix E
Group 2 Funds
for new SBSB
to outfit 2
observation
labs.****
COAS O & E
allocation
(typical for all
faculty)
Funding for Child
Center Liaison may
be obtained in part
from external
sources. (Currently
ASI funds this
position)
---
Additional Staff
Library/Collections
Technology:
Special Hardware
and/or Software
None—typical
complement
for new faculty
Other:
Computer and Furniture
Complements,
telephone, equipment,
operating expenses, etc.
Typical
complement
for new faculty
*Based upon information provided in Appendix G, we anticipate adding 41
sections of courses over the first 3 years of the program. This estimate
takes into account growth in both the CHAD and PSYC majors – many of
these courses are used for both degree programs.
We estimate that 3 new faculty lines will be needed to address the
increase in courses that will result when the CHAD major is launched.
Please note that Drs. Hamill, Fitzpatrick and the new hire were not included
in this calculation. Two of these professors are currently teaching in the
Psychology department and are responsible to cover 10 of the ~ 22
courses offered in Developmental Psychology in an academic year. The
new hire will join the Psychology faculty in Fall 2011 and will teach an
additional 6 courses for a total of 16/22 being taught by existing tenure-line
faculty. The remaining courses will be covered by lecturers.
The faculty needed to teach the new/additional sections over the first
3 years of the CHAD program was calculated as follows:
41 courses needed
-18 courses.
23 courses
These remaining 23 courses per year would be covered by lecturers
and non-developmental psychologists already in the department (e.g.,
additional sections of Social Psychology and Group Dynamics would be
taught by the Social Psychologists in the department).
3 new faculty X 6 courses per year =
28
* *The Program Director will need one course release per semester. Duties
in this position will include writing the CHAD part of the schedule (in
coordination with the Psychology Department Chair), conducting
evaluations of adjunct CHAD/Developmental Psych faculty, and
coordinating the program assessment process. The Center for Children
and Families Faculty Liaison may be funded by an external source (e.g.,
ASI) but that is still unclear. This person is responsible for coordinating
scheduling for the use of the Center classroom and observational visits by
students. The Liaison will work with the program director to monitor
student background checks and TB shots (i.e., state requirements for
working with children).
***The Psychology Department currently has 1 full-time Administrative
Coordinator and 1 half-time time Administrative Assistant. It is anticipated
that in the first year or two of the program, the Psychology department will
be able to absorb the additional workload with the current level of staffing.
However, it is important that at the point the COAS Dean’s office
determines that we have met the FTES threshold for additional staff, the ½
time staff person will become full-time.
**** Group 2 funds have been requested to provide video and audio
equipment for two observation labs designated for the CHAD program.
LIST OF APPENDIXES AND APPENDED TABLES
P-Form Reference
Appendix A
Course List, Description of New
Courses, Status, and Proposed
Implementation Plan
1e&f
Appendix B
LDTP – System-wide
1j
Appendix C
LDTP – Local 15
1j
Appendix D
Letters of Support
1j
Appendix E
Librarian’s Report
3c
29
Appendix F
Sample Schedule for Native Students
6c
Appendix G
Proposed Course Offering Plan
For First Three Years
6d
From P-Form
6a&b
Table II
IIa. Competencies/Student Learning
Outcomes of Core Courses with Assessment
Plan
IIb. Competencies/Student Learning
Outcomes of Cluster Courses with Assessment
Plan
30
APPENDIX A
Child and Adolescent Development Degree
Course List, Description of New Courses, Status, and Proposed Implementation
Course
Number
Course Name
* = GE course
Units
Lower Division Preparation for the Major
PSYC 100 Introduction to Psychology
PSYC 210 Intro to Developmental Psychology
PSYC 215 Psychosocial Influences on Child
PSYC 220 Intro to Statistics in Psychology
PSYC 230 Research Methods in Psychology
Upper Division Core Courses (required)
PSYC 330 Developmental Psychology:
Infancy and Childhood *
PSYC 348 Developmental Psychology:
Adolescence *
PSYC 395 Laboratory in Developmental
Psychology
CHAD
Risk and Resiliency in Childhood
370
and Adolescence
3
3
3
3
3
3
3
3
3
PSYC 310
Theories of Developmental
Psychology
3
CHAD
496
Observation and Assessment
Laboratory
3
31
Course Description for New
Courses
Prerequisites: Psyc 100, 220
Prerequisites: satisfaction of LDGE in
Area D
Prerequisites: satisfaction of LDGE in
Area D
Prerequisites: Psyc 100, 220, 230, 330
or 348
This course explores the stressful life
events experienced by children and
adolescents and the ways in which they
cope. The course begins with
consideration of theoretical models of
stress and coping. These models are
used to address various topics
including child abuse, marital
dissolution, poverty, homelessness,
natural disasters, teen pregnancy,
depression, war, and death.
Additionally, positive aspects of stress
are considered. Students gain handson experience working in settings that
contain children and adolescents
dealing with major life stressors.
Prerequisites: Psyc 100, 330, 348, &
Cluster A course
This course provides an overview of
theories of child and adolescent
development and examines the ways
in which theory informs research
and practice. Examines application
of the major theories, discusses
strengths and weaknesses of each,
and places their development in
historical and cultural contexts.
Prerequisites: Psyc 100, 210, 215
Advanced research methods course
covering assessments used in research
on infants, children, and adolescents,
Status
(existing
or new
course)
Need in
first two
years?
(date
expected)
E
E
E
E
E
Y
Y
Y
Y
Y
E
Y
E
Y
E
Y
N
Y
Fall
2013
N
Y
Fall
2012
N
Y
Fall
2013
CHAD
491
Children, Adolescents, and Social
Policy
3
including observation, event- and timesampling, and standardized tests of
social, emotional, physical, and
cognitive development. Course will
culminate in a written research report
on the student’s own empirical study.
Prerequisites: Psyc 100, 220, 230, 330,
348, & 395
This course explores the role of social
policy in children’s and adolescents’
lives. A main goal for the course is to
promote students’ understanding of
how social policies shape development
and how the current state of families
influence policy. Topics to be covered
include child care, education, family
values, work and family, legal policies
affecting children and adolescents,
welfare reform, sexuality issues (e.g.,
teen pregnancy and sex education) and
family violence. The impact of
policies on disadvantaged groups and
diverse family types will also be
explored. Prerequisites: Completion of
one laboratory course and senior
standing.
N
Y
Spring
2014
Upper Division Area-Specific Courses (One from each cluster)
Cluster A: Atypical Child Development
PSYC 328 Developmental Psychopathology
CHAD
339
Exceptional Children and
Adolescents
32
3
Causes and effects of various
psychological disorders of childhood
and adolescence are examined from an
integrative perspective that addresses
biological, genetic, family, social, and
cultural influences as well as individual
processes including cognition,
emotion, attachment, moral
development, gender, and sexuality.
Treatments and interventions are
covered as well as comorbidities and
developmental norms.
Prerequisites: Psyc 100 & 210 or 330
and 348
N
Y
Fall
2008
3
This course examines the
developmental trajectories of
exceptional children and adolescents in
the contexts of the family, school, and
community. The focus is on disabling
conditions and diversity in young
people including the causes and
characteristics of physical and mental
disabilities and giftedness, the
identification of individuals as
exceptional, and interventions
provided for these individuals. The
N
Y
Spring
2014
course includes examination of
discrimination and the efforts
undertaken to protect the rights of
exceptional children and adolescents.
Prerequisites: Psyc 100 & 210 or 330
and 348
Cluster B: Contexts of Child and Adolescent
Development
PSYC 343 Psychology of Work and the
Family *
3
This course focuses on the impact of
parental employment on the physical,
cognitive, and socioemotional
development of children and
adolescents. Topics will include
parental labor force participation,
work/family conflict and balance,
effects of employment and daycare,
and cross-cultural, ethnic, and social
class differences. Additionally, the
course will address "family friendly
organizations" and how businesses are
responding to work-family issues.
Prerequisites: Satisfacton of LDGE in
Area D.
N
Y
Fall
2012
Child rearing takes many different
forms depending on the unique
characteristics of the children, the
parents, and their environments. In
this course we examine these
different perspectives on child
rearing, focusing on parenting over
the life span, cultural aspects of
parenting, child rearing in special
circumstances, nonparental care,
parents and children with special
needs, and the role of the entire
family in child rearing.
Prerequisites: satisfaction of LDGE in
Area D
This course considers the reciprocal
relationship between children’s and
adolescent’s peer interactions and their
individual development. Topics to be
covered include how individual
characteristics (e.g., temperament,
personality, gender), social behaviors
(e.g., prosocial behaviors, aggression),
and peer networks interact.
Additionally, the course will
investigate the roles that families,
schools, culture play. Consideration is
also given to the development and
effects of normal and abnormal peer
interactions.
Prerequisites: satisfaction of LDGE in
N
Y
Fall
2013
N
Y
Fall
2014
CHAD
345
Perspectives on Child Rearing *
3
CHAD
347
Peer Relationships in Childhood
and Adolescence *
3
33
PSYC 341
Multicultural Psychology *
3
Cluster C: Understanding Other Adults
PSYC 332 Social Psychology
PSYC 342 Group Dynamics *
3
3
PSYC 428
3
Community Psych
Cluster D: Intrapersonal Development
CHAD 365 Socioemotional Development
3
PSYC 334
PSYC 360
PSYC 362
3
3
3
Personality
Biopsychology
Cognitive Processes
Area D
Prerequisites: satisfaction of LDGE in
Area D
E
Y
Prerequisites: Psyc 100
Prerequisites: satisfaction of LDGE in
Area D
Prereqs: Psyc 100 and 3 units of UD
Psychology courses
E
E
Y
Y
E
Y
The study of socioemotional
development from birth through
adolescence viewed through a
biosocial perspective. Includes
philosophical, historical, evolutionary,
psychobiological, and psychological
perspectives on the development of
emotions, emotion regulation,
understanding self and others,
empathy, peer relationships, identity,
and emotional competence.
Prerequisites: Psyc 100, 210, 215
Prerequisites: Psyc 100
Prerequisites: Psyc 100 or Bio 211
Prerequisites: Psyc 100
N
Y
Fall
2014
E
E
E
Y
Y
Y
Cluster E: Researching/Working with
Children and Adolescents
PSYC 354
Educational Psychology
PSYC 340
Survey of Clinical Psychology
3
3
Prerequisites: Psyc 100
Prerequisites: Psyc 100 and 336 or
Psyc 328
E
E
Y
Y
PSYC 495
Field Experiences in Psychology
3
Prerequisites: 9 units of UD Psyc
courses + consent of instructor
E
Y
PSYC 498
PSYC 499
Independent Study
Independent Research
3
3
E
E
Y
Y
CHAD 450
Practicum in Early Childhood
Education
3
Prerequisites: Consent of instructor
Prerequisites: Completion of one
laboratory course + consent of
instructor
Examines caregiving and educational
support settings for infants, toddlers,
preschoolers, and their families,
focusing on developmentallyappropriate practices, ethical issues,
and legal requirements as they pertain
to young children. Students will work
at least 45 hours in an appropriate
educational setting serving young
children and their families. This work
will be supplemented by course
readings, class discussions, and
reflection papers. Prerequisites:
Consent of instructor
N
Y
Spring
2014
34
APPENDIX B
Note: FCS 14 is CSUSM’s Psyc 210: Introduction to Developmental Psychology
FCS 24 is CSUSM’s Psyc 215: Psychosocial Influences on Child Development
35
APPENDIX C
LOWER DIVISION TRANSFER PATTERN (LDTP)
California State University San Marcos
Local 15 Units
If not taken as part of the statewide 45-unit LDTP requirements, select from the following
coursework to bring the total to 60 transferable semester units for completion of the
LDTP agreement.
(1)
Introduction to Psychology
(must articulate with CSUSM Psyc 100)
3 units
(2)
Introductory Statistics in Psychology
(must articulate with CSUSM Psyc 220)
3 units
(3)
Research Methods in Psychology
(must articulate with CSUSM Psyc 230)
3 units
(4)
Elective
3 units
(5)
Elective
3 units
Total
36
15 units
APPENDIX D
37
38
39
40
APPENDIX E
Child and Adolescent Development Program Proposal
P-form Library Response
The Library is pleased to provide input regarding the impact of the proposed Child and
Adolescent Development program (CHAD) to the Library. Program proposers Hamill and
Fitzpatrick have provided much information about the program and specific courses. This
information has been invaluable in assessing the existing library collection, considering
library materials still needed, and librarian support available.
Library collections
The Library currently provides support for the Psychology Program, Human Development
Program, College of Education, and School of Nursing. Portions of these programs’
curriculums focus on child and adolescent development. As such, the Library does have a
collection of materials on child/adolescent development and some materials more specific
issues within the CHAD field of study.
Determining if this existing collection is sufficient to support the students and faculty of
an entire program that focuses on this wide-ranging field of study is difficult. A count of
monographs or list of periodical titles can provide indicators, but will not provide the
information needed to make a conclusive statement.
The library’s periodical holdings indicate that we do have ongoing subscriptions to key,
respected professional journals in this field of study. Further, the Library does have
subscriptions to the primary databases of professional literature for this field of study. All
databases link users to the full-text of articles if available or the request page to acquire
the article from another institution. See below for a listing the CHAD related literature
databases.
Database
Coverage
Scholarly
PsycINFO (contains PsycARTICLES)
A comprehensive international database of psychology,
covering the academic, research, and practice literature in
psychology from over 45 countries in more than 30
languages.
1887→current
all
ERIC
A national database of education literature, including
reports and journal articles.
1966→current
some
Sociological Abstracts
Provides access to the latest international findings in
theoretical and applied sociology, social science, and
political science.
1963→current
all
1980→current
Social Services Abstracts
Abstracts of current research focused on social work,
human services, and related areas, including social welfare,
social policy, and community development.
all
41
CINAHL Plus with Full Text
Provides abstracts for articles from 1,700 journals in the
fields of nursing and allied health.
1982→current
most
PubMed @ CSUSM
The premier database of world biomedical literature on
clinical medicine and preclinical research. Medline provides a
more user-friendly interface, but less updated content.
1966→current
all
Searches for monographs in CSUSM Library on subjects to be covered in the curriculum
reveals a basic trend: the Library holds a few, current items on most subjects, but these
holdings are most likely not sufficient to support the amount of use by students that could
be reasonably predicted by having a degree program in this field of study. The chart
below provides some examples. This selective analysis shows that additional materials to
improve the currency of the collection would be advisable.
Selected Subject Headings and CSUSM Library Holdings:
Indicators of holdings sufficiency and currency
Holdings
Holdings from
2002-current?
Infants--Development
26
4
Adolescent Psychology
51
10
Family Policy--United States
46
8
Parenting
48
12
Motor ability in children
7
1
Puberty
12
3
Subject Heading
Librarian support
The Library recently split the previous Science Librarian position into two, full-time,
tenure track Librarian positions: the Natural Sciences Librarian (NSL) and the Behavioral
Sciences and Health Librarian (BSHL.) The BSHL position currently works with the
Human Development, Kinesiology, and Psychology Departments as well as the School of
Nursing to provide research assistance, information literacy instruction, and collection
development efforts. Previously, the Science Librarian worked with all departments in the
sciences (this included Psychology and Human Development.) With this new position,
the librarian will be able to provide full support to CHAD. The more narrow range of
disciplines that the librarian will be supporting is hoped to provide a greater opportunity
42
for the development of more specialized knowledge on the needs of students and faculty
in these fields of study.
Recommendations
The data provided indicates that some additional, ongoing monies for library collections
would be advisable to ensure that library holdings can support student and faculty work in
this major. Previously, the library has received, for proposed programs that included some
existing courses as well as new courses, approximately $2000 in funds to purchase library
materials. This would allow for gross deficiencies to be addressed and weak areas of the
collection to be strengthened.
Further details about library resources needed for new programs are often only
determined as the curriculum is finalized, faculty are hired, and students begin take
courses. As such, the Library will be happy to provide further information about needed
resources as the CHAD program moves forward.
43
APPENDIX F
Child and Adolescent Development Degree
Sample Schedule for Full-Time Native Students(1)
YEAR ONE
Fall
Spring
Psyc 100 Introduction to Psychology
Psyc 220 Intro to Statistics
LDGE
Psyc 210 Intro to Dev Psyc (LDGE-D7)
LDGE
LDGE
LDGE
LDGE
LDGE
LDGE
________________________________________________________________________________________
YEAR TWO
Fall
Spring
Psyc 215 Psychosocial Influences (LDGE-D)
LDGE
Psyc 230 Research Methods
LDGE
LDGE
LDGE
LDGE
Elective
LDGE
Elective
________________________________________________________________________________________
YEAR THREE
Fall
Spring
Psyc 330 Infancy & Childhood
Psyc 348 Adolescence
Cluster B: Contexts of Development
Psyc 395 Laboratory in Dev Psyc
Cluster C: Understanding Other Adults
Cluster D: Intrapersonal Processes
PSYC 310 Theories in Dev Psyc
Cluster A: Atypical Development
UDGE(2)
UDGE(2)
________________________________________________________________________________________
YEAR FOUR
Fall
CHAD 370 Risk & Resiliency
Cluster E: Researching/Working w/Children
UDGE(2)
Elective
Elective
(1)All
Spring
CHAD 496 Observation & Assessment Lab
CHAD 491 Child., Adoles., & Social Policy
Elective
Elective
Elective
courses in the major must be completed with a C or better
(2)Nine
upper-division GE units are required to graduate—these courses cannot be taken from CHAD or PSYC
44
APPENDIX G
Proposed Course Offering Plan for the First Three Years of the CHAD Program
Fall 2012
Lower
Division Prep
for the Major
Psyc 100
Psyc 210
Psyc 215
Psyc 220
Psyc 230
Totals


Year 1: Number of Majors ~ 40
Spring 2013
# sections
# of additional
# of sections
currently
sections
currently
offered
needed
offered
7
0
7
2
0
2
1
0
1
4
0
4
4
0
4
18
0
18
# of additional
sections
needed
0
0
0
0
0
0
We assumed that there would be 20 native students and 20 transfer students in the first
year. The 20 native students needing to fulfill the lower division prep for the major
could be absorbed into the existing LD courses being offered for Psychology and other
majors (e.g., HD, nursing). Consequently, no additional sections of these courses would
be needed in the first year.
FTES for Psychology and CHAD majors are all listed under Psychology; consequently,
the number of sections described in this table are estimates of the number of sections that
will be needed to accommodate both Psychology and CHAD majors.
Fall 2012
Core
Psyc 330
Psyc 348
Psyc 395
PSYC 310 Theories* (Fall)
CHAD 370 Risk and
Resiliency
CHAD 491 Social Policy
CHAD 496 Obs & Assess
Lab
Totals
# sections
currently
offered
4
1
2
---
# of
additional
sections
needed due
to CHAD
0
1
0
1
--
--7
* new CHAD course introduced
-- new course not introduced yet
45
Spring 2013
# of sections
currently
offered
4
2
2
1
--
# of
additional
sections
needed due
to CHAD
0
0
1
---
---
---
---
2
8
1
Fall 2012
Clusters
Spring 2013
# of sections
currently
offered
# sections
currently
offered
# of
additional
sections
needed
1
0
1
0
--
--
--
--
1
--
0
1
1
1
0
0
CHAD 345 Child Rearing
CHAD 347 Peer Relationships
Cluster C: Adults
Psyc 332 Social
Psyc 342 Grp Dynamics
Psyc 428 Community
Psychology
---
---
---
---
2
1
1
0
0
0
2
1
1
0
0
0
CHAD 365 Socioemotional
Development
--
--
--
--
Psyc 334 Personality
Psyc 360 Biopsych
Psyc 362 Cognitive Processes
2
1
2
0
0
0
2
1
2
0
0
0
Cluster E: Research/Work
Psyc 340 Clinical Psyc
Psyc 354: Ed Psyc
Psyc 495 Field Exp
CHAD 450 ECE Practicum
1
1
1
--
0
0
0
---
1
0
0
---
0
0
0
---
13
0
Cluster A: Atypical Dev
PSYC 328 Dev Psychopath *
# of
additional
sections
needed
(available Fall 2012)
CHAD 339 Exceptional Child
Cluster B: Contexts
Psyc 341 Multicultural Psyc
Psyc 343 Work and Family*
(Fall)
Cluster D: Intrapersonal
Total
13
1
Note: Psyc 498/499 are by consent of instructor, not full courses
First Year summary:
LD Prep: No new courses or additional sections.
Core: 2 additional sections of existing courses; 1 new course introduced in Spring 2010
Clusters: 1 new course introduced in Fall 2012
46
Fall 2013
Lower
Division Prep
for the Major
Psyc 100
Psyc 210
Psyc 215
Psyc 220
Psyc 230
Totals


Year 2: Number of Majors ~ 100
Spring 2014
# sections
# of additional
# of sections
currently
sections
currently
offered
needed
offered
7
1
8
2
1
3
1
1
2
4
1
5
4
0
4
18
4
22
# of additional
sections
needed
0
0
0
0
1
1
We assumed that there would be an increase of 60 majors; 30 native students and 30
transfer students in the second year.
FTES for Psychology and CHAD majors are all listed under Psychology; consequently,
the number of sections described in this table are estimates the number of sections that
will be needed to accommodate both Psychology and CHAD majors.
Fall 2013
Core
Psyc 330
Psyc 348
Psyc 395
PSYC 310 Theories
CHAD 370 Risk and
Resiliency* (Fall)
CHAD 491 Social Policy*
# sections
currently
offered
4
2
3
1
0
# of
additional
sections
needed due
to CHAD
1
1
0
0
1
--
Spring 2014
# of sections
currently
offered
5
3
3
1
1
# of
additional
sections
needed due
to CHAD
1
0
1
0
0
--
--
1
0
1
1
0
7
4
14
3
(Spring)
CHAD 496 Obs & Assess
Lab* (Fall)
Totals
* new CHAD course introduced
-- new course not introduced yet
47
Fall 2013
Clusters
Spring 2014
# of sections
currently
offered
# sections
currently
offered
# of
additional
sections
needed
1
--
1
--
2
--
0
--
1
1
0
--
1
0
1
--
2
1
1
--
0
0
1
--
2
1
1
1
1
0
3
2
1
0
0
0
--
--
--
--
2
1
2
1
0
1
3
1
3
0
0
0
Cluster E: Settings
Psyc 340 Clinical Psyc
Psyc 354: Ed Psyc
Psyc 495: Field Exp
1
1
1
0
0
0
1
1
0
1
0
0
CHAD 450 ECE Practicum*
--
---
0
1
Cluster A: Atypical Dev
PSYC 328 Dev Psychopath
CHAD 339 Exceptional
Child
Cluster B: Contexts
Psyc 341 Multicultural Psyc
Psyc 343 Work and Family
CHAD 345 Child Rearing*
CHAD 347 Peer
Relationships
Cluster C: Adults
Psyc 332 Social
Psyc 342 Grp Dynamics
Psyc 428 Community
Psychology
CHAD 365 Socioemotional
Development
# of
additional
sections
needed
Cluster D: Intrapersonal
Psyc 334 Personality
Psyc 360 Biopsych
Psyc 362 Cognitive
Processes
(Spring)
Total
15
7
21
3
Second Year summary:
LD Prep for major: 5 additional sections of existing courses to accommodate growth.
Core: 4 additional sections of existing courses; 2 sections of new courses introduced in
Fall 2013 and one section of a new course introduced in Spring 2014.
Clusters: 8 additional sections of existing courses introduced in Fall 2013; one section
of a new course introduced in Fall 2013 and one section of a new course introduced in
Spring 2014.
48
Fall 2014
Lower
Division Prep
for the Major
Psyc 100
Psyc 210
Psyc 215
Psyc 220
Psyc 230
Totals


Year 3: Number of Majors ~ 160
Spring 2015
# sections
# of additional
# of sections
currently
sections
currently
offered
needed
offered
8
1
9
3
1
4
2
1
3
5
1
6
5
0
5
23
4
27
# of additional
sections
needed
0
0
0
0
1
1
We assumed that there would be an increase of 60 majors; 30 native students and 30
transfer students in the second year.
FTES for Psychology and CHAD majors are all listed under Psychology; consequently,
the number of sections described in this table are estimates the number of sections that
will be needed to accommodate both Psychology and CHAD majors.
Fall 2014
Core
Psyc 330
Psyc 348
Psyc 395
PSYC 310 Theories
CHAD 370 Risk and
Resiliency
CHAD 491 Social Policy
CHAD 496 Obs & Assess
lab
Totals
# sections
currently
offered
6
3
4
1
1
# of
additional
sections
needed due
to CHAD
1
0
0
0
0
1
1
17
* new CHAD course introduced
-- new course not introduced yet
49
Spring 2015
# of sections
currently
offered
7
3
4
1
1
# of
additional
sections
needed due
to CHAD
0
0
0
0
0
0
1
1
2
0
0
2
19
0
Fall 2014
Clusters
Spring 2015
# of sections
currently
offered
# sections
currently
offered
# of
additional
sections
needed
2
--
0
--
2
0
0
1
2
1
1
0
0
1
0
1
2
2
1
1
0
0
0
0
3
2
1
0
0
0
3
2
1
0
0
0
Psyc 334 Personality
3
0
3
1
Psyc 360 Biopsych
Psyc 362 Cognitive
Processes
1
3
0
0
1
3
1
1
CHAD 365 Socioemotional
Development* (Fall)
0
1
1
0
Cluster E: Settings
Psyc 340 Clinical Psyc
2
0
1
1
Psyc 354: Ed Psyc
Psyc 495 Field Exp
CHAD 450 ECE Practicum
2
2
1
0
0
0
1
0
1
0
0
0
Total
25
3
25
5
Cluster A: Atypical Dev
CHAD 328 Dev Psychopath
CHAD 339 Exceptional
Child * (Spring)
Cluster B: Contexts
Psyc 341 Multicultural Psyc
Psyc 343 Work and Family
CHAD 345 Child Rearing
CHAD 347 Peer
Relationships* (Fall)
Cluster C: Adults
Psyc 332 Social
Psyc 342 Grp Dynamics
Psyc 428 Community
Psychology
# of
additional
sections
needed
Cluster D: Intrapersonal
Third Year summary:
LD Prep for major: 5 additional sections of existing courses to accommodate growth.
Core: 2 additional sections of existing courses; no new courses introduced.
Clusters: 1 additional section of an existing course introduced in Fall 2014; 4 sections of
an existing course and one section of a new course introduced in spring 2015.
By Spring 2015, the full curriculum will be offered
50