PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
SUFFOLK COUNTY COMMUNITY COLLEGE
NEW-COURSE PROPOSAL FORM
ORIGINATING CAMPUS: ( X ) Ammerman ( X ) Eastern
( X ) Grant
Date Submitted to Curriculum Committee: _____3/11_____
To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider
issues arising from elements of cultural diversity in areas of textbook choice, selection of library and
audio-visual materials, and teaching methodology.
PROPOSER E-MAILS ENTIRE COURSE PROPOSAL PACKET TO THE
APPROPRIATE CURRICULUM COMMITTEE CHAIR AS A WORD DOCUMENT.
Proposal Checklist
Proposer records appropriate departmental votes here and checks to be sure all the documents are
contained within the packet.
( X ) Electronic Letter-of-Intent
( X ) Electronic Letter-of-Support from Executive Dean(s)
( X ) Vote(s) of Department:
Name of Department: Social Science/Ammerman
For: 24
Against: 1
Abstentions: 0
Date of Vote: 3/15/11
Proposer's Initials: NSM
Select One: Approved X Not approved_____
Name of Department: Social Science/Grant
For: 10
Against: 0
Abstentions: 0
Date of Vote: 3/8/11 Proposer's Initials: LLM
Select One: Approved X Not approved_____
Name of Department: Social Science and Visual Arts/Eastern
For: 12
Against: 0
Abstentions: 0
Date of Vote:3/24/11
Proposer's Initials: FL
Select One: Approved_____ Not approved_____
( X ) Campus Dean Final-Approval Form(s)
(Proposer completes form to this line before sending entire proposal packet to the
appropriate Curriculum Committee Chair)
-------------------------------------------------------------------------------------cc:
Dr. Candice Foley, College Associate Dean for Curriculum Development
Dr. Tina Good, Chair of College Curriculum Committee
Academic Chairs of affected departments
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
Curriculum Committee Chair completes form below this line and, upon
approval, the Curriculum Committee Chair e-mails the entire proposal
packet to the College Associate Dean for Curriculum Development, with
electronic copies to the appropriate Executive Deans and the College
Curriculum Committee Chair. (If the proposal is not approved, the Curriculum
Committee Chair e-mails proposer and explains why proposal was not approved and
sends an electronic copy of explanation to the College Curriculum Chair and the
College Associate Dean for Curriculum Development.)
******************************************************************
( )
Vote of Curriculum Committee
Name of Committee:_______________________________
For: _____ Against: _____
Abstentions: _____
Date of Vote: __________
Select One: Approved_____ Not approved_____
( )
Vote of Ammerman Faculty Senate (if appropriate)
For: _____ Against: _____
Abstentions: _____
Date of Vote: __________
Select One: Approved_____ Not approved_____
Abstention_____
( )
Vote of East Congress (if appropriate)
For: _____ Against: _____
Abstentions: _____
Date of Vote: __________
Select One: Approved_____ Not approved_____
Abstention_____
( )
Vote of Grant Assembly (if appropriate)
For: _____ Against: _____
Abstentions: _____
Date of Vote: __________
Select One: Approved_____ Not approved_____
Abstention_____
******************************************************************
Proposal is _____Approved
_____Not Approved
Date________________________________________
Comments:
2
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
NAME OF PROPOSAL: PSY217 ADOLESCENT PSYCHOLOGY
DEPARTMENT/DISCIPLINE: SOCIAL SCIENCE/PSYCHOLOGY
I.
CATALOG DESCRIPTION:
An examination of the changes of the period between childhood and
adulthood in its social, historical and cultural context. Emphasis will be
placed on the physical, cognitive, social and emotional changes as well as the
influence of family, peers and the broader culture. Topics include; puberty
and growth, identity formation, moral reasoning, value clarification, gender
and intimacy issues, peer pressure, media influences, coping skills and
substance abuse.
II.
STATEMENT OF LEARNING OUTCOMES
(Course outcomes should be stated in the form of what students will be expected to learn in
the course precise, e.g., “Upon successful completion of this course, students will be able to
demonstrate . . . . ”)
Upon completion of this course, students will be able to:
A. Demonstrate knowledge of how scientific methodology is applied to the
study of adolescent psychology
B. Critically analyze major theories which attempt to explain adolescent
behavior
C. Analyze and evaluate current findings and latest research related to
adolescent psychology
D. Identify and discuss the roles of families, peers, schools and culture in
adolescent behavior
E. Communicate the understanding of how psychological principles can be
applied to practical issues faced during adolescence
F. Understand the relations between social settings and adolescent behavior
G. Describe the relevance of racism, sexism and other prejudice on
adolescent development
H. Demonstrate an understanding of research techniques used to address
questions in adolescence
I. Demonstrate an understanding of the effects of cognitive development
on adolescent behavior
J. Analyze social factors influencing interpersonal attraction and sexual
behavior in adolescence
K. Analyze the impact of an individual’s unique culture on adolescent
development
III.
RELATIONSHIP TO STUDENTS
3
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
A.
Credits and Contact Hours
(Provide a rationale for proposed credits and contact hours. See the formula for credit
hours and contact hours on the Curriculum Website.)
Credit Hours: 3
Lecture: 3
B.
Contact Hours_____
Lab_____
Studio_____
Internship_____
Course Fees
(Will the student be charged additional fees for this course?)
Lab Fees__________
NO
Course Fees__________
Please explain as necessary:_________________________________
C.
Required/Elective/Restricted Elective
(Will this be a required course? If so, for which curricula? Provide a rationale as to
why this course should be required. If this is proposed as an elective or restricted
elective course, state what elective category it will fulfill and why it is appropriate for
that elective category.)
In June 2010 the Teacher Education Transfer Template for SUNY
determined that this course would be the appropriate course for
optimal transfer as part of a course requirement in Adolescent
Education programs. Within the next year, these programs will be
submitted for change and this course will be added.
D.
Prerequisites/Co-requisites
(What prerequisites or co-requisites will be required for this course? Provide a
rationale for these requirements.)
Prerequisite: PSY101
E.
Transferability
(Would this course transfer to any other institutions? If so, give examples of transfer
institutions/departments who would accept this course. Give the name(s) of the
courses it would transfer as. Demonstrate how transferability was determined.)
In June 2010 the Teacher Education Transfer Template for SUNY
determined that this course would be the appropriate course for
optimal transfer as part of a course requirement in Adolescent
Education programs.
Similar course offered at other institutions are:

SUNY, Onondaga Community College, PSY207 Adolescent
Psychology, 3 credits
4
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant









F.
SUNY, Cayuga Community College, PSY216 Adolescent
Psychology, 3 credits
SUNY, Cortland, PSY232 Adolescent Psychology, 3 credits
SUNY, Cobleskill, PSY222 Adolescent Psychology, 3 credits
SUNY, Ulster, PSY206 Adolescent Psychology, 3 credits
SUNY, Oswego, PSY323 Adolescent Psychology, 3 credits
SUNY, Dutchess Community College, PSY204 Adolescent
Psychology, 3 credits
SUNY, Delhi, PSYC240 Adolescent Psychology, 3 credits
SUNY, Rockland Community College, PSY213 Adolescent
Psychology, 3 credits
SUNY, New Paltz, PSY204 Adolescent Psychology, 3 credits
Master Schedule
(How would this course fit into the Master Schedule? How often would it be offered?
Would it be offered in the Fall? Spring? Summer? Winter?)
Offered every fall and spring semester.
G.
Estimate of student enrollment
(How many students are anticipated to initially enroll in this course per
semester? Per year? How were these enrollment figures determined?)
A minimal of one section of 33 on each campus each semester
H.
Class Size
(What is the maximum number of students that should be allowed to enroll in one
section of this course? Provide a rationale for this class size. Should the class size be
forcible?)
33; same as all PSY courses. Forcible.
IV.
RELATIONSHIP TO FACULTY
A.
Number of current faculty available to teach proposed course and
number of additional faculty required.
When this course is added to the schedule, PSY214 Child and
Adolescent Psychology will no longer be a course offering. The faculty
(full-time and adjunct) who teach that course could be certified to
teach this course. No additional faculty required.
B.
Number of other staff positions required.
None
C.
Discipline(s) required and/or minimum preparation in order to teach
the course.
5
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
Psychology with emphasis on adolescence
V.
RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS
Is this course being proposed as a SUNY General Education Course. If so,
A.
Identify which of the ten SUNY knowledge and skills areas the course
would fulfill.
*The ten SUNY knowledge and skill areas are Mathematics, Natural Sciences,
Social Sciences, American History, Western Civilization, Other World
Civilizations, Humanities, The Arts, Foreign Language, Basic Communication.
Social Sciences
B.
Demonstrate how the course outcomes map to the SUNY Learning
Outcomes for the knowledge and skills areas you have identified. (See
the Curriculum Website for further details about the required
outcomes.)
Students will be examining the major theories of adolescence and the
research methods underlying them. They will examine the body of
empirical evidence which supports our contemporary understanding of
adolescence in our culture as well as the processes of normal and
abnormal development during this stage of life. The role of normative
data and the use of statistics for both description and inference will be
introduced.
C.
How does this course incorporate the SUNY infused competencies of
Critical Thinking and Information Management? (See the Curriculum
Website for further details about the required outcomes for
Information Management and Critical Thinking.)
Students will compare and contrast major theories of adolescent
development. They will critically evaluate the empirical basis of these
theories as they apply to our contemporary understanding of
adolescence as a life stage. Students will employ technology as they
gather information from a variety of sources for their own research
and communicate the results of their efforts in formal writing.
D.
Do the faculty within the department/discipline agree to assess this
course according to the approved *SUNY General Education
Assessment Plan, using assessment measures, i.e., instruments that
measure the attainment of student learning outcomes as described in
the plan?
*Be sure to see if the original assessment plan has been updated either
through the strengthened campus-based assessment plan or through a closingthe-loop process. Contact Dr. Allen Jacobs, College Associate Dean for
Assessment of Academic and Student Affairs for further information.
6
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
Yes
VI.
COSTS
List costs and space requirements.
No extra costs or space requirements
VII.
COURSE SYLLABUS
(See Appendix Below.)
7
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
SUFFOLK COUNTY COMMUNITY COLLEGE
COLLEGE COURSE SYLLABUS FORM
To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider
issues arising from elements of cultural diversity in areas of textbook choice, selection of library and
audio-visual materials, and teaching methodology. (Please note that a course syllabus is not the same
as a course outline. A course syllabus outlines the general requirements for a course. A course
outline is the specific document created by the individual faculty member to distribute to a specific
course section. Please see the Faculty Handbook for further details as to what to include in a course
outline. A SAMPLE course outline should be attached below.)
I.
Course Number and Title:
(Be sure to consider whether this course is a 100- or 200-level course and give a rationale for
the decision.)
PSY217 Adolescent Psychology
II.
Catalog Description:
An examination of the changes of the period between childhood and
adulthood in its social, historical and cultural context. Emphasis will be
placed on the physical, cognitive, social and emotional changes as well as the
influence of family, peers and the broader culture. Topics may include;
puberty and growth, identity formation, moral reasoning, value clarification,
gender and intimacy issues, peer pressure, media influences, coping skills
and substance abuse.
III.
Learning Outcomes: (Main concepts, principles, and skills you want students to learn
from this course)
Upon completion of this course, students will be able to:
A. Demonstrate knowledge of how scientific methodology is applied to the
study of adolescent psychology
B. Critically analyze major theories which attempt to explain adolescent
behavior
C. Analyze and evaluate current findings and latest research related to
adolescent psychology
D. Identify and discuss the roles of families, peers, schools and culture in
adolescent behavior
E. Communicate the understanding of how psychological principles can be
applied to practical issues faced during adolescence
F. Understand the relations between social settings and adolescent behavior
G. Describe the relevance of racism, sexism and other prejudice on
adolescent development
H. Demonstrate an understanding of research techniques used to address
questions in adolescence
8
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
I.
Demonstrate an understanding of the effects of cognitive development
on adolescent behavior
J. Analyze social factors influencing interpersonal attraction and sexual
behavior in adolescence
K. Analyze the impact of an individual’s unique culture on adolescent
development
V.
Programs that Require this Course: (List or indicate none.)
In June 2010 the Teacher Education Transfer Template for SUNY determined
that this course would be the appropriate course for optimal transfer as part
of a course requirement in Adolescent Education programs. Within the next
year, these programs will be submitted for change and this course will be
added in all the Adolescent Education programs.
VI.
Major Topics Required:
A. Study of Adolescent Development
1. Multidisciplinary approach to adolescence
2. Theoretical perspectives
3. Stereotypes versus scientific study
B. Fundamental Changes of Adolescence
1. Biological transitions
2. Cognitive transitions
3. Social transitions
C. Contexts of Adolescence
1. Families
2. Peer groups
3. Schools
4. Work, leisure and the mass media
D. Psychosocial Development during Adolescence
1. Identity
2. Autonomy
3. Intimacy
4. Sexuality
5. Achievement
E. Psychosocial Problems in Adolescence
1. Substance Use and Abuse
2. Externalizing Problems
3. Internalizing Problems
4. Stress and Coping
VI.
Special Instructions:
A.
Prerequisite(s) to this Course: (List or indicate none)
PSY101 Introduction to Psychology
9
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
B. Course(s) that Require this Course as a Prerequisite:
(List courses or indicate none)
None
C.
External Jurisdiction: (List credentialing organization/association if
appropriate or indicate none.)
None
VII.
Supporting Information: (Examples – newspapers, journals,
Internet resources, CD-ROMS, Videos, other teaching materials, textbooks, etc.)
VIII. Optional Topics: (List or indicate none)
IX.
Evaluation of Student Performance:
List possible methods to be used for evaluating students’ achievement of the
course’s learning outcomes.
X.
Sample Course Outline
(See Faculty Handbook online at http://depthome.sunysuffolk.edu/FacultyHandbook/
for guidelines.)
SUFFOLK COUNTY COMMUNITY COLLEGE
Course: PSY217 Adolescent Psychology
Textbook: Adolescence by Laurence Steinberg
Course Objectives:
1. Demonstrate knowledge of how scientific methodology is applied to the study of
adolescent psychology
2. Critically analyze major theories which attempt to explain adolescent behavior
3. Analyze and evaluate current findings and latest research related to adolescent
psychology
4. Identify and discuss the roles of families, peers, schools and culture in adolescent
behavior
5. Communicate the understanding of how psychological principles can be applied to
practical issues faced during adolescence
6. Understand the relations between social settings and adolescent behavior
7. Describe the relevance of racism, sexism and other prejudice on adolescent development
10
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
8. Demonstrate an understanding of research techniques used to address questions in
adolescence
9. Demonstrate an understanding of the effects of cognitive development on adolescent
behavior
10. Analyze social factors influencing interpersonal attraction and sexual behavior in
adolescence
11. Analyze the impact of an individual’s unique culture on adolescent development
Procedures for Accomplishing Course Objectives and Meeting Requirements:
1. Textbook and outside reading assignments
2. Course lectures, exercises, and discussions
3. Audio-visual presentations
Student Requirements for Completion of the Course:
1. Students are expected to read the assigned chapters in the test before the classroom
presentation of the topic.
2. Students are expected to participate in class discussions and take every examination.
3. Students are expected to attend class and must notify the professor if unable to be present.
More than two absences may result in an unsatisfactory evaluation or being dropped from
the course.
4. Students are responsible for all that transpires in class even when not in attendance.
5. Students should familiarize themselves with the student absences guidelines in the SCCC
catalog. In addition, any student with more than two absences can be dropped from the
course.
6. Students who arrive late to class will be considered by the professor as an absence.
7. Active cell phones will not be permitted in class. If found using one for text message, the
student will be charged with one absence.
8. There are no make-up examinations.
9. Any student caught with academic dishonestly on an examination, written assignment, or any
other assignment, will automatically fail that assignment.
Grading:
Examinations and Quizzes: 75%
Assignments: 10%
Term Project: 15%
Tentative Weekly Schedule:
Week One
Introduction to Adolescent Development
Week Two
Fundamental Changes: Biological Transitions
Week Three
Fundamental Changes: Cognitive Transitions
Week Four
Fundamental Changes: Social Transitions
Week Five
Contexts of Adolescence: Families
Week Six
Contexts of Adolescence: Peer Groups
Week Seven
Contexts of Adolescence: Schools
Week Eight
Contexts of Adolescence: Work, Leisure and the Mass Media
Week Nine
Psychosocial Development: Identity
11
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
Week Ten
Week Eleven
Week Twelve
Week Thirteen
Week Fourteen
Week Fifteen
Psychosocial Development: Autonomy
Psychosocial Development: Intimacy
Psychosocial Development: Sexuality
Psychosocial Development: Achievement
Psychosocial Problems
Final Exam
12
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
SUFFOLK COUNTY COMMUNITY COLLEGE
LETTER-OF-INTENT TO EXECUTIVE DEAN(S)
PROPOSER E-MAILS LETTER-OF-INTENT AS WORD DOCUMENT TO DR.
CANDICE FOLEY, COLLEGE ASSOCIATE DEAN FOR CURRICULUM
DEVELOPMENT. Dr. Foley determines which campuses are affected by proposal
and forwards the Letter-of-Intent to the appropriate Executive Dean(s) for Lettersof- Support.
Proposer: Thomas Coleman, Lynn Liebert-Marx, Faye Lourenso
Campus: A: X
E: X
G: X
Department/Discipline: Social Science/Psychology
Telephone: 451-4497, 851-6548, 548-2591
E-mail: colemat@sunysuffolk.edu, lieberl@sunysuffolk.edu,
lourenf@sunysuffolk.edu
Name of Curriculum/Course Proposal: PSY217 Adolescent Psychology
Proposer attaches a brief description and rationale for the proposal on a separate page.
Date: November 9, 2010
College Associate Dean for Curriculum Development completes form below this line.
******************************************************************
Type of Proposal
Course
New______________X___________________
Revised_______________________________
Adoption______________________________
Curriculum
New__________________________
A.A._____ A.S. _____ A.A.S _____
Revised________________________
Certificate
Expedited Revision_______________
This proposal requires the following approval(s)
13
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
Single Campus _____
*College__X___
*College approval is required when the proposal has an
impact on more than one campus.
It was determined at the June 23, 2010, Teacher Education Transfer
Template (TETT) meeting with Dr. P. Sandoval, SUNY Office of the Provost,
that PSY214: Child and Adolescent Psychology needs to be changed to two
distinct courses – PSY212 Child Psychology and PSY217 Adolescent
Psychology. This letter of intent is to create a new course PSY217 Adolescent
Psychology that will fulfill this SUNY request.
14
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
SUFFOLK COUNTY COMMUNITY COLLEGE
LETTER-OF-SUPPORT FROM CAMPUS DEAN(S)
EXECUTIVE DEAN(S) E-MAILS LETTER-OF-SUPPORT TO THE FACULTY
MEMBER INITIATING THE LETTER OF INTENT. (Dr. Candice Foley, College
Associate Dean for Curriculum Development, receives an electronic copy of Letterof-Support sent to proposer.)
******************************************************************
TO:
Thomas Coleman, Lynn Liebert-Marx, Faye Lourenso
FROM:
Evon Walters
DATE:
November 9, 2010
***********************************************************
Comments:
I write in support of creating this new course, PSY 217.
cc:
Dr. Candice Foley, College Associate Dean for Curriculum Development
15
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
SUFFOLK COUNTY COMMUNITY COLLEGE
LETTER-OF-SUPPORT FROM CAMPUS DEAN(S)
EXECUTIVE DEAN(S) E-MAILS LETTER-OF-SUPPORT TO THE FACULTY
MEMBER INITIATING THE LETTER OF INTENT. (Dr. Candice Foley, College
Associate Dean for Curriculum Development, receives an electronic copy of Letterof-Support sent to proposer.)
******************************************************************
TO: Thomas Coleman, Lynn Liebert-Marx, Faye Lourenso
FROM: James E. Sherwood
DATE: November 10, 2010
***********************************************************
Comments:
cc:
Dr. Candice Foley, College Associate Dean for Curriculum Development
16
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
SUFFOLK COUNTY COMMUNITY COLLEGE
LETTER-OF-SUPPORT FROM CAMPUS DEAN(S)
EXECUTIVE DEAN(S) E-MAILS LETTER-OF-SUPPORT TO THE FACULTY
MEMBER INITIATING THE LETTER OF INTENT. (Dr. Candice Foley, College
Associate Dean for Curriculum Development, receives an electronic copy of Letterof-Support sent to proposer.)
******************************************************************
TO:
Thomas Coleman, Lynn Liebert-Marx, Faye Lourenso
FROM:
James M. Keane
DATE:
November 9, 2010
***********************************************************
Comments:
I write in support of creating this new course, PSY 217.
cc:
Dr. Candice Foley, College Associate Dean for Curriculum Development
17
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
SUFFOLK COUNTY COMMUNITY COLLEGE
CAMPUS DEAN FINAL-APPROVAL FORM
PROPOSER E-MAILS COMPLETED PROPOSAL TO APPROPRIATE EXECUTIVE
DEAN(S) AND REQUESTS A COMPLETED CAMPUS DEAN FINAL-APPROVAL
FORM. The Executive Dean(s) completes this form and returns it to the proposer.
******************************************************************
The Campus Dean Final Approval acknowledges a campus’s ability and
commitment to support a proposal in terms of:
 Academic Merit
 Availability of Personnel
 Adequacy of Facilities
 Budgetary Needs for Supplies and Equipment
******************************************************************
Name of Proposal: PSY217 Adolescent Psychology
Campus:
A__X__
E__X__
G__X___
Type of Proposal:
___New Curriculum ___Curriculum Revision
___Expedited Curriculum Revision
X New Course ___Course Revision ___Inter-Campus Course Adoption
Approved_James E. Sherwood______________________
Not Approved____________________
(Name of Executive Dean)
Date__March 30, 2011__________________________
******************************************************************
Comments:
cc:
Dr. Candice Foley, College Associate Dean for Curriculum Development
18
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
SUFFOLK COUNTY COMMUNITY COLLEGE
CAMPUS DEAN FINAL-APPROVAL FORM
PROPOSER E-MAILS COMPLETED PROPOSAL TO APPROPRIATE EXECUTIVE
DEAN(S) AND REQUESTS A COMPLETED CAMPUS DEAN FINAL-APPROVAL
FORM. The Executive Dean(s) completes this form and returns it to the proposer.
******************************************************************
The Campus Dean Final Approval acknowledges a campus’s ability and
commitment to support a proposal in terms of:
 Academic Merit
 Availability of Personnel
 Adequacy of Facilities
 Budgetary Needs for Supplies and Equipment
******************************************************************
Name of Proposal: PSY217 Adolescent Psychology
Campus:
A__X__
E__X__
G__X___
Type of Proposal:
___New Curriculum ___Curriculum Revision
___Expedited Curriculum Revision
X New Course ___Course Revision ___Inter-Campus Course Adoption
Approved__Evon Walters_________
Not Approved____________________
(Name of Executive Dean)
(Name of Executive Dean)
Date__March 29, 2011__________________________
******************************************************************
Comments: I write in support of this new course.
cc:
Dr. Candice Foley, College Associate Dean for Curriculum Development
19
PSY217 Adolescent Psychology
New Course Proposal
Ammerman-East Grant
SUFFOLK COUNTY COMMUNITY COLLEGE
CAMPUS DEAN FINAL-APPROVAL FORM
PROPOSER E-MAILS COMPLETED PROPOSAL TO APPROPRIATE EXECUTIVE
DEAN(S) AND REQUESTS A COMPLETED CAMPUS DEAN FINAL-APPROVAL
FORM. The Executive Dean(s) completes this form and returns it to the proposer.
******************************************************************
The Campus Dean Final Approval acknowledges a campus’s ability and
commitment to support a proposal in terms of:
 Academic Merit
 Availability of Personnel
 Adequacy of Facilities
 Budgetary Needs for Supplies and Equipment
******************************************************************
Name of Proposal: PSY217 Adolescent Psychology
Campus:
A__X__
E__X__
G__X___
Type of Proposal:
___New Curriculum ___Curriculum Revision
___Expedited Curriculum Revision
X New Course ___Course Revision ___Inter-Campus Course Adoption
Approved___James M. Keane_______
Not Approved____________________
(Name of Executive Dean)
(Name of Executive Dean)
Date______March 31, 2011_________
******************************************************************
Comments:
cc:
Dr. Candice Foley, College Associate Dean for Curriculum Development
20