Graduate Curriculum Committee Course Proposal Form
For Courses Numbered 6000 and Higher
Note: Before completing this form, please carefully read the accompanying instructions.
1. Course prefix and number:
PSYC 7503
2. Date:
10/8/2010
3. Requested action:
New Course
X
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from
to
#
#
4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected
future delivery methods within the next three years):
Current or
Proposed Delivery
Method(s):
X
Expected
Future Delivery
Method(s):
On-campus (face to face)
X
Distance Course (face to face off campus)
Online (delivery of 50% or more of the instruction is offered online)
5. Justification (must cite accreditation and/or assessment by the graduate faculty) for new course
or course revision or course renumbering:
This course has been developed in support of the proposed Occupational Health
Psychology concentration in the Health Psychology Doctoral program. This
concentration contributes to ECU’s strategic goal of Health Care and Medical Innovation
with its focus on the psychological wellness of individuals and organizations – a portion
of which comes from appropriate professional guidance regarding individual growth.
Additionally, this proposed course supports the Industrial/Organizational Psychology
concentration in the MA in General-Theoretic Psychology by partially fulfilling the content
guidelines for both a master’s degree and Ph.D. in Industrial and Organizational
Psychology proposed by the primary professional association for the field – APA Division
14, the Society for Industrial and Organizational Psychology (SIOP). The graduate
faculty of the Department of Psychology have discussed and approved the creation of
this course.
6. Course description exactly as it should appear in the next catalog:
PSYC 7503. Career Development and Executive Coaching (3)
P: Consent of chair. Current theories, concepts, and issues associated with the
application of psychology to employee career progression and one-on-one
leadership development.
7. If this is a course revision, briefly describe the requested change:
p. 114
Revised 09-16-09
8. Graduate catalog page number from current (.pdf) graduate catalog:
9. Course credit:
Lecture Hours
3
3
Weekly
OR
Per Term
Credit Hours
Lab
Weekly
OR
Per Term
Credit Hours
s.h.
Studio
Weekly
OR
Per Term
Credit Hours
s.h.
Practicum
Weekly
OR
Per Term
Credit Hours
s.h.
Internship
Weekly
OR
Per Term
Credit Hours
s.h.
Other (e.g., independent study) Please explain.
Total Credit Hours
10. Anticipated annual student enrollment:
3
s.h.
10
11. Affected degrees or academic programs:
Degree(s)/Program(s)
Current Catalog Page
Health Psychology Ph.D.
Program/Occupational Health
Psychology Concentration;
MA in General-Theoretic
Psychology/IndustrialOrganizational Concentration
s.h.
p. 110
Changes in Degree Hours
0; 0
12. Overlapping or duplication with affected units or programs:
Not applicable
X
Notification & response from affected units is attached
13. Council for Teacher Education (CTE) approval (for courses affecting teacher education):
X
Not applicable
Applicable and CTE has given their approval.
14. Service-Learning Advisory Committee (SLAC) approval
X
Not applicable
Applicable and SLAC has given their approval.
15. Statements of support:
a. Staff
X Current staff is adequate See cover memo.
Additional staff is needed (describe needs in the box below):
b. Facilities
X Current facilities are adequate
Additional facilities are needed (describe needs in the box below):
c. Library
X Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and an
estimate for the cost of acquisition of required initial resources):
Revised 09-16-09
d. Unit computer resources
X Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a brief
explanation and an estimate for the cost of acquisition):
e. ITCS resources
X ITCS resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached
16. Course information (see: Graduate Curriculum and Program Development Manual for
instructions):
a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and
city/state/country
Niles, S. G., & Harris-Bowlsbey, J. G (2009). Career development interventions in the
21st century. Upper Saddle River, New Jersey: Prentice Hall.
Fitzgerald, C., & Berger, J. G. (2002). Executive coaching: Practices and perspectives.
Mountain View, California: Davies-Black Publishing.
*Additional readings will be drawn from published journal articles. These materials are
accessible via the current holdings of the ECU library.
b. Course objectives for the course (student – centered, behavioral focus)
After completing this course, students should be:
1. Fluent with the major theories and practices of career development and planning
a. Critically evaluate and distinguish the theories of career development
b. Outline career paths within organizations
c. Integrate career development plans with organizational systems
d. Develop individualized career planning interventions
e. Facilitate career planning sessions
2. Fluent with the major theories and practices of executive coaching
a. Critically evaluate the principles and guidelines for executive coaching
b. Interpret assessment reports to identify an individual’s strengths and
weaknesses
c. Develop integrated and practical coaching plans
d. Facilitate individual developmental feedback sessions
e. Identify the need for making referrals to other professionals
c. Course topic outline
I. Introduction
II. Career development and planning
a. Traditional theories of career development
b. Modern theories of career development
Revised 09-16-09
c. Designing career development interventions
d. Deploying career development interventions
e. Ethical issues in career development
III. Executive coaching
a. Theories of executive coaching
b. The process of giving feedback
c. The psychology of feedback acceptance
d. Conducting coaching sessions
e. Ethical issues in executive coaching
d. List of course assignment, weighting of each assignment, and grading/evaluation system
for determining a grade
Assignments and evaluations
1. Each student will be expected to be adequately
prepared for every class meeting and to actively
participate in class discussions.
2. Each student will be expected to facilitate class
discussion with another student at least once during the
semester.
3. Each student will be expected to facilitate class
discussion alone at least once during the semester.
4. Midterm exam
Primary topic: Career development
5. Final exam
Primary topic: Executive coaching
6. Individual career development project
At the end of the semester each student will submit
a career development project detailing the plans for
the professional growth of an individual who has
undergone through leadership assessments.
7. Oral presentation of career development project
8. Research proposal
At the end of the semester each student will submit
a feasible research proposal that addresses a novel
issue regarding career development and/or
executive coaching.
9. Oral presentation of research proposal
The final letter grade will be determined by the following formula:
A: 90% – 100% of total points
B: 80% – 89%
C: 70% – 79%
F: below 70%
Revised 09-16-09
Master’s
Student
Doctoral
Student
10%
10%
10%
10%
25%
25%
25%
25%
25%
5%
25%
5%