CGE Proposal for Revised Graduate Course Approved by CGE 11/03/09 CGE PROPOSAL FOR GRADUATE COURSE CHANGE This proposal includes change(s) to the following item(s) (please check all that apply): ☐ course number X course title X course credits X catalog description ☐ prerequisites/co-requisites ☐ other: _________ CHECKLIST FOR INDIVIDUALS PREPARING PROPOSALS: __Prepare the syllabus and proposal according to CGE guidelines (seek advice from CGE Curriculum Committee if needed). NB: Proposals for changing an existing elective course into a required course must be accompanied by a CGE proposal for Graduate Program Change, explaining how the revised course will be integrated into the overall program structure. Prepare the Course Record Form carefully to ensure that all information is recorded correctly (e.g. exact title of course, grading basis, number of credits, course fee, if any) and matches the contents of the proposal and syllabus. The Registrar’s Office feeds information directly from this form into the University database. Submit the proposal packet (proposal, syllabus, Course Record Form and Signature (Routing) Form) to your department chair for signature. If the proposed course is part of the PEP Unit, submit the proposal packet to PEP-C for review and signature on the Signature (Routing) Form. Once your department chair and (if necessary) PEP-C have signed off, submit the proposal packet to the Assistant Dean for Curriculum, Policy, and Operations, who will track its progress through the remaining steps of the proposal review. Please note that at each step of the review process, the proposal may be returned to you for revisions. Once the proposal reaches CGE, the Assistant Dean will contact you for an electronic version of the most recent syllabus and proposal, to be posted on the CGE website. Please be sure to always include the current date in the filenames of your proposal and syllabus (eg. LIN510_proposal_2-12-08.doc). DEADLINES FOR PROPOSAL SUBMISSIONS TO CGE: The deadline for courses to be offered in the next Academic Year and appear in the course catalog is February 15 of the current year, or the next business day. If you have any questions about the CGE review process, please contact the CGE chair. COURSES WITH ADDITIONAL REQUIREMENTS: Proposals for courses requiring PEP-C review must complete item 15.0 at the end of this proposal form. Proposals for 500-level courses must explicitly address differences in requirements for graduate and undergraduate students wherever relevant (usually items 6.0 - 9.0. 11.0 and 14.0). CGE Proposal for Revised Graduate Course Approved by CGE 11/03/09 CGE COURSE PROPOSAL COMPONENTS: All numbered items below must be addressed for course modification. For items that are not undergoing change, type Not Applicable. Items 1.0 through 6.0 identify components that are binding; that is, once the course is approved, these components can be changed only by submission of a Proposal for Graduate Course Change to the CGE Curriculum Committee. 1.0 Department Psychology 2.0 Course Number 2.1 Specify the current course number (even if it is not being changed). 782 2.2 Specify the revised course number. If the revised number is at a different course level (700-level, 800-level, etc.) than the original, provide a brief rationale for this change. 3.0 Course Title 3.1 Specify the current course title (even if it is not being changed). Clinical Psychology Ethics and Practice II 3.2 Specify the revised course title and provide a brief rationale for this change. Foundations of Clinical Skills 4.0 Course Credits 4.1 List the number of credits that this course currently carries (even if it is not being changed). 2 4.2 Describe the proposed change in credits for this course and provide a brief rationale for this change. Note: The standard computation of credit is one (1) semester-hour per 50 minutes of instruction per week for an equivalent of fifteen (15) course meetings. 3 This course has historically required more time from students than the 2 credits it carried. Assigning 3 credits allows students the time to practice important foundation skills in the applied area of clinical psychology. It will require meeting in class 3 hours per week, plus extensive readings outside of class, viewing of instructional videotapes, and preparation of clinical reports. CGE Proposal for Revised Graduate Course Approved by CGE 11/03/09 4.2 If the modified course will include non-classroom instruction or lab sessions, or if the credit hours vary in some way from the standard, provide an explanation. 4.3 If the modified course will carry variable credit (e.g., 1-3 hours), explain how this will be utilized and determined. 5.0 Formal (Catalog) Description 5.1 Provide the formal description for this course as it appears in the most current Graduate Catalog (even if it is not being changed). This course sequence introduces clinical psychology doctoral students to professional practice in clinical psychology. The two-semester sequence covers ethical and professional expectations and guidelines, legal obligations of psychologists, and an overview of clinical practice settings and the activities of psychologist in these settings and skills fundamental to clinical practice such as clinical observation and interviewing. The first semester focuses primarily on adults, the second on work with children and families. Cross-cultural issues in clinical practice are included in both semesters. 5.2 Provide the modified description for this course. Formal course descriptions must adhere to length and style characteristics of college catalog listings, including pre-requisites, fees, and any information regarding cross-listings if applicable. The description is to be written in the third person and must appear exactly the same on the course syllabus as it does in the catalog. If the changes to the course description are minimal, you may indicate text to be deleted with strikeouts and text to be added with underlining. This course focuses on clinical observations and interviewing skills, and is an introduction to the practice of psychotherapy. The focus is on building skills for planning, initiating, conducting, and evaluating therapeutic interventions with clients. Students will learn how to: conduct a mental status evaluation; use semi-structured interviews; conduct open-ended interviews with adults and children; and conduct behavioral observations. Emphasis is on the development of skills necessary in the practice of clinical psychology. 6.0 Prerequisites 6.1 List the current prerequisites and/or co-requisites for this course (even if they are not being changed). Enrollment in the clinical psychology doctoral program. List and provide a brief rationale for new prerequisites and/or co-requisites for this course. 6.2 If new prerequisites and/or co-requisites involve other departments of instruction, provide evidence of acknowledgement and cooperation from these departments (eg. letters of support). CGE Proposal for Revised Graduate Course Approved by CGE 11/03/09 7.0 Overlap with existing programs If proposed course modification will lead to actual or apparent overlap with current course offerings or impact other departments, provide evidence of consultation with those departments (eg. letters stating that faculty of the other department has reviewed course content of the proposed course and see no significant overlap). No overlap is present and no other departments are affected by this change at it is solely for student in the doctoral program in clinical psychology. 8.0 Grading System If the grading system for this course is being changed from letter-grade to pass/fail, or vice versa, provide a brief rationale. N/A 9.0 Course Characteristics 9.1 If modification to this course will result in cross-listing (within one department or across more than one department), provide a rationale for doing so and full documentation of steps taken to assure such listings. n/a 9.2 If this course is being modified to allow both undergraduate and graduate students, provide a rationale for doing so and explain any differences in requirements for undergraduate and graduate students. Na/ 9.3 If this course is being changed from an elective course to a required course or vice versa, provide a rationale for doing so. Note: Proposals for changing an existing elective course to a required course must be accompanied by a CGE proposal for Graduate Program Change. n/a 9.4 Describe any shift in student-audience for this course. If substantial numbers of students from outside the department are expected to enroll in this modified course, provide evidence of support and cooperation from these departments in terms of enrollment and compatible scheduling (eg. letters of support). n/a 9.5 What is the anticipated starting date for the modified course? How frequently and in which semester(s) will the modified course be offered in the future? How many sections of this course will typically be offered simultaneously? Fall 2013, offered every fall semester—one section. CGE Proposal for Revised Graduate Course Approved by CGE 11/03/09 Due to changes in course credit hours, students entering in the fall of 2013 will have 1 less credit hour expected in their overall program (100 credit-hours versus 101 currently). 10.0 Instructor 10.1 Briefly describe any modification to instructor competencies and qualifications to teach this course, and provide a brief rationale. No changes 10.2 Explain any modification to the typical arrangements for course instruction. Will the course be taught by one particular faculty member? by various faculty? by a faculty team? by department and/or non-departmental faculty? No changes 11.0 Course Format and Procedures Describe any modifications in how the course will be conducted, in terms of class meetings and teaching procedures. For example, will the course be taught online only, or as a hybrid of online and classroom meetings? Will the course incorporate lectures, discussions, lab sessions, small-group or individualized instruction, practicum or field experiences, student reports or projects, competency-based modules, or other types of instructional procedures? Course will be a small-group class, as it currently is. 12.0 Evaluation of Course and Course Instructor Describe any changes in how course instruction and the course itself will be evaluated, including any long-term strategies for evaluating the course as part of the department offerings. No changes from present. 13.0 Resources Describe any immediate and future impact that modification of this course is likely to have on the department's personnel, physical, and financial resources. No additional resources are needed. 14.0 Alignment of proposed course goals with those of academic program 14.1 Program mission statement The Doctoral Program in Clinical Psychology has as its ultimate mission increasing the number of psychologists with appropriate training in both the practice of psychology and understanding deaf and hard of hearing people and their families. In a unique ASL/English Bilingual setting, our aim is to train psychologists who 1) have an understanding of the science of psychology and its research and analytic methods; 2) are skilled in the theory, methods, and research of practice in clinical psychology; and 3) are knowledgeable about the languages and cultures of deaf, hard CGE Proposal for Revised Graduate Course Approved by CGE 11/03/09 of hearing, and hearing people and appreciate their great diversity. By way of this training, the scientific knowledge base of psychology and Deaf people will expand through the research and scholarly work of graduate students, program graduates, and faculty. 14.2 Program Student Learning Outcomes List the student learning outcomes for your academic program. 1. Graduates will have an understanding of the Science of Psychology and of Research/analytic methods. 1.1 Graduates will be able to demonstrate knowledge of methods & content in core areas of psychology, including human development, biological aspects, social aspects, cognitive, & affective aspects, and the history of the discipline. 1.2 Graduates will demonstrate knowledge of techniques of research and data analysis to be able to critique, to plan, and to conduct research projects. 2. Graduates will be familiar with research, theory, and methods of practice in clinical psychology. 2.1 Graduates will demonstrate knowledge of both normal and pathological development. 2.2 Graduates will demonstrate clinical assessment skills and will be able to apply theoretical, clinical, and research-based information to practical assessment questions. 2.3 Graduates will demonstrate skills in psychotherapy and psychological interventions and be able to apply clinical, theoretical, and research-based knowledge to psychotherapy problems. 2.4 Graduates will demonstrate knowledge of ethical and professional problems and their solutions. 2.5 Graduates will be able to demonstrate knowledge of cultures other than their own and be able to apply clinical information to multicultural settings. 3. Graduates will be competent to work with Deaf and Hard of Hearing as well as hearing clients 3.1 Graduates will demonstrate the communication skills needed for effective clinical services to deaf and hard of hearing clients. 3.2 Graduates will demonstrate an understanding of deaf people and implications for individual, family, and community life. 3.3 Graduates will demonstrate competency in clinical services with both deaf and hearing individuals. 14.3 Course Student Learning Outcomes List the Student Learning Outcomes for the modified course. Then in table format, using the template provided below, list the learning outcomes and show how the course and program SLOs align by placing checks in the appropriate cells. 1. The student will be able to demonstrate introductory level skills in observing behavior in clinical situations or settings. 2. The student will be able to demonstrate skills in designing and conducting clinical interviews, including both structured and unstructured with adults and children. CGE Proposal for Revised Graduate Course Approved by CGE 11/03/09 3. The student will be able to demonstrate skills in reporting (i.e., written and verbal) clinical information obtained during the clinical interview process. 4. The student will be able to demonstrate introductory level competency in therapeutic critical thinking. 5. Develop and demonstrate an introductory understanding of cultural competency, as well as culturally sensitive/appropriate skills and practices for work with diverse populations, particularly Deaf populations. 14.4 Learning Opportunities Briefly describe the Learning Opportunities (e.g., assignments, projects, activities, reports, field experiences, etc.) designed to achieve the course Student Learning Outcomes. List them in table format, using the template provided below, and state how they will be assessed (e.g., what assessment methods will be used?). 14.5 Assessment Methods Attach assessment tools used in this course (include grading scales, rubrics, checklists, etc.) to the syllabi accompanying this proposal. Do not attach them to the proposal itself. Student Learning Outcome Program Outcomes addressed 2.2, 2.3, 3.3 Learning Opportuni ties Assigned readings; in class skills practice; interviews. Assessment of Learning The student will be able to demonstrate skills in designing and conducting clinical interviews, including both structured and unstructured with adults and children. 2.2, 2.3, 3.3 Assigned readings; In-class skills practice; participatio n in class activities, guest speakers, and professiona l trips. Skills-practice rubric; Attendance in class and monitoring of participation. The student will be able to demonstrate skills in reporting (i.e., written and verbal) clinical information obtained during the clinical 3.1 Assigned readings; Class participatio n; two written Written report rubric. The student will be able to demonstrate introductory level skills in observing behavior in clinical situations or settings. Skills practice rubric; Interviews rubric; CGE Proposal for Revised Graduate Course Approved by CGE 11/03/09 reports; interview process. The student will be able to demonstrate introductory level competency in therapeutic critical thinking. 3.1 2.5, 3.3 Develop and demonstrate an introductory understanding of cultural competency, as well as culturally sensitive/appropriate skills and practices for work with diverse populations, particularly Deaf populations. Assigned readings; class participatio n; in-class skills practice; in-class presentatio n Skills-practice rubric; Presentation rubric. Monitoring of class participation. Assigned readings; class participatio n; in-class skills practice; in-class presentatio n Skills-practice rubric; Presentation rubric. Monitoring of class participation.