Docstoc

Stephen W

Document Sample
Stephen W Powered By Docstoc
					              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 6407              2. Date:
                                                                                  10/30/2010

3. Requested action:
                X    New Course
                     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                                                                             Expected
  Proposed Delivery                                                                      Future Delivery
  Method(s):                                                                             Method(s):
       X         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:
    The clinical health concentration of the PhD program in Health Psychology is preparing
    for accreditation review by the American Psychological Association. One of the APA
    guidelines is that students receive training in multicultural differences. We propose this
    new course to ensure full compliance with this guideline. Also, an assessment by the
    graduate faculty has determined that a course that provides students with a foundation
    in cultural psychology would be helpful for the MA program in School Psychology and
    the other PhD concentrations.

6. Course description exactly as it should appear in the next catalog:
    PSYC 6407. Cultural Psychology (3)
           P: Consent of chair. Current theories, concepts, and issues associated with
           cultural psychology, including cultural processes, structures, and differences.

7. If this is a course revision, briefly describe the requested change:



8. Graduate catalog page number from current (.pdf) graduate catalog:               p. 112
9. Course credit:
    Lecture Hours       3    Weekly     OR            Per Term     Credit Hours      3       s.h.
    Lab                      Weekly     OR            Per Term     Credit Hours              s.h.


Revised 09-16-09
    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                                                                 3    s.h.

10. Anticipated annual student enrollment:              20

11. Affected degrees or academic programs:
    Degree(s)/Program(s)              Current Catalog Page        Changes in Degree Hours
    Health Psychology Ph.D.               Page 110                0
    Program

    MA in Clinical Psychology             Page 109                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
                 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):


       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):

Revised 09-16-09
       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
     REQUIRED READINGS (subject to change)

    1. Markus, H.R. (2008). Pride, prejudice, and ambivalence: Toward a unified theory of
    race and ethnicity. American Psychologist, 63, 651-670.

    2. Taras, V., Kirkman, B. L., and Steel, P. (2010). Examining the impact of ‘culture’s
    consequences.’ Journal of Applied Psychology, 95, 405-439.

    3. Brewer, M. B., and Chen, Y. R. (2007). Where (who) are collectives in collectivism?
    Toward conceptual clarification of individualism and collectivism. Psychological
    Review, 114, 133-151.

    4. Oyserman, D., and Lee, S. W. (2008). Does culture influence what and how we
    think? Effects of priming individualism and collectivism. Psychological Bulletin, 134,
    311-342.

    5. Way, B. M., and Lieberman, M. D. (2010). Is there a genetic contribution to cultural
    differences? Collectivism, individualism, and genetic markers of social sensitivity.
    Social, Cognitive, and Affective Neuroscience, 5, 203-211.

    6. Markus, H.R., and Kitayama, S. (2010). Culture and selves. Perspectives on
    Psychological Science, 5, 420-430.

    7. Kitayama, S., and Park, J. (2010). Cultural neuroscience of the self: Understanding
    the social grounding of the brain. Social, Cognitive, and Affective Neuroscience, 5,
    111-129.

    8. Ketay, S., Aron, A., and Hedden, T. (2009). Culture and attention. Progress in Brain
    Research, 178, 79-82.

    9. Gutchess, A. H., and Indeck, A. (2009). Cultural influences on memory. Progress in
    Brain Research, 178, 137-150.

    10. Hong, Y-y., Morris, M. W., Chiu, C-y., & Benet-Martinez, V. (2000). Multicultural
    minds. American Psychologist, 55 (7), 709-720.


Revised 09-16-09
    11. Nisbett, R. E., and Miyamoto, Y. (2005). The influence of culture: Holistic vs.
    analytic perception. Trends in Cognitive Sciences, 10, 467-473.


    12. Mason, M. F., and Morris, M. W. (2010). Culture, attribution, and automaticity.
    Social, Cognitive, and Affective Neuroscience, 5, 292-306.

    13. Varnum, M. E., Grossman, I., Kitayama, S., and Nisbett, R. E. (2010). The origin of
    cultural differences in cognition. Current Directions in Psychological Science, 1, 9-13.

    14. Bowman, N. A., Kitayama, S., and Nisbett, R. E. (2009). Social class differences in
    self, attribution, and attention. Perspectives in Social Psychology Bulletin, 7, 880-893.

    15. Heine, S. J., and Buchtel, E. E. (2009). Personality: The universal and the
    culturally specific. Annual Review of Psychology, 60, 369-394.

    16. Sosik, J. J., and Jung, D.I. (2002). Work-group characteristics and performance in
    collectivistic and individualistic cultures. Journal of Social Psychology, 142, 5-23.

    17. Ramesh, A., and Gelgand, M. J. (2010). Will they stay or will they go? The role of
    job embeddedness in predicting turnover in individualistic and collectivistic cultures.
    Journal of Applied Psychology, 95, 807-823.

    18. Mesquita, B. (2001). Emotions in collectivist and individualist contexts. Journal of
    Personality & Social Psychology, 80 (1), 68-74.

    19. Landrine, H., & Klonoff, E. A. (2004). Culture change and ethnic-minority health
    behavior. Journal of Behavioral Medicine, 27 (6), 527-555.

    20. Landrine, H., & Klonoff, E. A. (2001). Cultural diversity and health psychology. In
    A. Baum, J. Singer, & T. Revenson (Eds.), Handbook of Health Psychology (pp. 855-
    895). Mahwah, NJ: Erlbaum.

    21. Shavers, V. L., Bakos, A., and Sheppard, V. B. (2010). Race, ethnicity, and pain
    among the U.S. adult population. Journal of Healthcare for the Poor and Underserved,
    21, 177-220.

    22. Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her
    American doctors, and the collision of two cultures. New York: The Noonday Press.

    23. Lam, A. & Zane, N. W. (2004). Ethnic differences in coping with interpersonal
    stressors. Journal of Cross-Cultural Psychology, 35, 446-459.

    24. Greenfield, P.M., Keller, H., Fuligni, A., & Maynard, A. (2003). Cultural pathways
    through universal development. Annual Review of Psychology, 45, 461-490.

    25. Hall, G. C. N. (2001). Psychotherapy research with ethnic minorities: Empirical,
    ethical, and conceptual issues. Journal of Consulting & Clinical Psychology, 69 (3),
    502-510.

    26. Snowden, L. R. (2003). Bias in mental health assessment and intervention.
    American Journal of Public Health, 93 (2), 239-243.


Revised 09-16-09
    27. Sue, S., Zane, N., Hall, G. C., and Berger, L. K. (2009). The case for cultural
    competency in psychotherapeutic interventions. Annual Review of Psychology, 60,
    525-548.

    28. Alegria, M., Chatterji, P., Wells, K., Chen, C. N., Takeuchi, D. et al (2008).
    Disparity in depression treatment among racial and ethnic minority populations in the
    U.S. Psychiatric Services, 11, 1264-1272.

       b. Course objectives for the course (student – centered, behavioral focus)
    After completing this course, students will be fluent with the major theories of cultural
    psychology and be able to:
            1. Produce culturally-sensitive research hypotheses
            2. Critically evaluate existing data using a culturally-sensitive lens
            3. Design culturally-informed research that utilizes cultural psychology’s
               experimental designs and data-analytic strategies (particularly with respect
               to measurement invariance)
            4. Develop culturally-appropriate and culturally-tailored assessments and
               interventions in schools, organizations, and clinical settings.

      c. Course topic outline
    1. Introduction & Overview
           a. History of Cultural Psychology
           b. Culture, Cultural Practices, and Acculturation
           c. Types of Cultures
    2. Culture & Social-Personality Psychology
           a. Individualism-Collectivism & the Self
           b. Control & Attribution Processes
           c. Emotion
    3. Culture, Cognitive and Developmental Psychology
    4. Culture & Experimental Psychology: Experimental Designs & Data Analysis
    5. Culture and Applied Psychology
           a. Clinical Psychology
           b. School Psychology
           c. Industrial/Organizational Psychology
    6. Culture & Health Psychology/Behavioral Medicine




      d. List of course assignment, weighting of each assignment, and grading/evaluation system
      for determining a grade
    Assignments and evaluation of students:

Revised 09-16-09
    Exam 1: 33%
    Exam 2: 33%
    Exam 3: 34%

    *Each exam is cumulative such that the third exam is a comprehensive, final exam.
    Exams consist of short essays that entail defining and then applying cultural-
    psychology constructs to applied and research problems.

    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

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:0
posted:2/15/2012
language:
pages:6