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					              Graduate Curriculum Committee Course Proposal Form
             For Courses Numbered 6000 and Higher
           Note: Before completing this form, please carefully read the accompanying instructions.

                                           PSYC 7502                              10/8/2010
1. Course prefix and number:                                      2. Date:
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:
    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 via successful organizational leadership. 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 7502. Leadership Assessment (3)
           P: PSYC 6423 or consent of chair. Current theories, concepts, and issues
           associated with leader evaluation and assessment methods.

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



8. Graduate catalog page number from current (.pdf) graduate catalog:               p. 114

9. Course credit:

Revised 09-16-09
    Lecture Hours       3     Weekly     OR           Per Term   Credit Hours          3    s.h.
    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                                                                 3    s.h.
                                                        10
10. Anticipated annual student enrollment:
11. Affected degrees or academic programs:
    Degree(s)/Program(s)              Current Catalog Page        Changes in Degree Hours
    Health Psychology Ph.D.               p. 110                  0; 0
    Program/Occupational Health
    Psychology Concentration;
    MA in General-Theoretic
    Psychology/Industrial-
    Organizational Concentration

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):


       d. Unit computer resources


Revised 09-16-09
            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
     Jackson, D. J. R., Lance, C. E., & Hoffman, B. J. (in press). The psychology of
              assessment centers. New York, New York: Psychology Press.

    Thornton, G. C. (2004). Developing organizational simulations. New York, New York:
           Lawrence Erlbaum Associates.

    Additional readings will be drawn from published journal articles. These materials are
    accessible via the current holdings of the ECU library. For example:

    Jackson, D. J., Stillman, J. A., & Atkins, S. G. (2005). Rating task versus dimensions
          in assessment centers: A psychometric comparison. Human Performance, 18,
          213-241.

    Lance, C. E. (2008). Why assessment centers do not work the way they are supposed
           to. Industrial and Organizational Psychology: Perspectives on Science and
           Practice, 1, 84-97.
       b. Course objectives for the course (student – centered, behavioral focus)
    After completing this course, students will be:
    1. Fluent with the scientific foundation of assessment centers
            a. Diagram assessment center functioning
            b. Discriminate between successful and unsuccessful assessment center
               practices
            c. Propose new strategies for evaluating assessment center functioning
            d. Integrate traditional training theories with the applied training of assessment
               center raters
            e. Display verbal fluency regarding performance appraisal
    2. Fluent with the practical application of assessment centers
            a. Discriminate levels of performance on assessment center dimensions
            b. Evaluate individual performance during assessment center exercises
            c. Design assessment center exercises
            d. Organize and conduct consensus meetings
            e. Construct performance feedback reports

Revised 09-16-09
        c. Course topic outline
    I. Introduction
    II. The science of assessment centers
             a. Assessment center design
             b. Content-, criterion-, and construct-related validity of assessment centers
             c. Evaluating assessment center functioning
             d. Frame-of-reference training and rater errors
    III. The practice of assessment centers
             a. Dimensions of behavior and behavioral observations
             b. In-basket exercises
             c. Leaderless group discussions
             d. One-on-one role-play exercises
             e. Presentations and case studies
             f. Consensus meetings
             g. Preparing feedback reports
    IV. Integrating science with practice
      d. List of course assignment, weighting of each assignment, and grading/evaluation system
      for determining a grade

                                                                       Master’s    Doctoral
    Assignments and evaluations
                                                                       Student     Student
      1. Each student will be expected to be adequately
         prepared for every class meeting and to actively                10%         10%
         participate in class discussions.
      2. Each student will be expected to facilitate class
         discussion with another student at least once during the        10%
         semester.
      3. Each student will be expected to facilitate class
                                                                                     10%
         discussion alone at least once during the semester.
      4. Assessment center exercise development
              Students will work in groups to develop a novel            25%
              assessment center exercise.
      5. Assessment center exercise development
              Students will work alone to develop a novel                            25%
              assessment center exercise.
      6. Assessment center participation
              Students will participate in the assessment of             30%
              multiple individuals as assessors and role players.
      7. Assessment center management
              Students will organize and facilitate the assessment                   30%
              of multiple individuals.
      8. Feedback report generation
              Each student will generate feedback reports
                                                                         25%
              detailing the performance of the individuals who
              were assessed.
      9. Feedback report editing
              Each student will generate feedback reports
                                                                                     25%
              detailing the performance of the individuals who
              were assessed.




Revised 09-16-09
   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

				
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