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Graduate Program Council

November 1, 2012


Present: Julie Ernst, Bob Lloyd, Mike Raschick, Diane Rauschenfels (provided written feedback), Fay Maas (ex officio)

Comments for Psychology’s consideration:

 

  • Will resources become an issue with GSC or others for the 8xxx level courses? The enrollments will be small.  Will all classes be able to be offered every year? Given the class size will be relatively small, GSC or other reviewers may view it as low enrollment and not sustainable to offer every year.
  • Examine the use Seminar for course component (#11).  Seminar it implies low enrollment and discussion of research.  The definition of seminar according to VCAA is:  Small group of students doing original research and exchanging results through reports and discussion.

See: http://www.d.umn.edu/vcaa/semester_curric/curriculum/crse_comp.html

Discussion of research should be reflected in catalog description and outcomes and assessment.

  • *Look at #4 in all Addendums & #23 for C/C courses to ensure accurate information about SW is reflected there.

OVERALL ISSUES: apply across proposals being reviewed (from 10.30.12 GPC mtg)

            

  • #1&2 Improve the consistency in titles: Using the term Advanced in 5xxx courses not consistent. Examine whether the use of Advanced applies only to courses that have an undergraduate counterpart
  • #5 Look at catalog descriptions for model: make descriptions more consistent across proposals for program continuity
  • #23 This course will be part of the proposed graduate program. The content of the course is specific to graduate study in psychology and thus will not impact other programs.  Adding this class will not significantly impact the undergraduate Psychology program.  Sufficient sections of undergraduate courses will exist and upper division undergrads will be able to enroll in this course.
  • #24 The course will be assigned into existing faculty workload though the course scheduling modifications described in the program proposal.
  • #25 Improve consistency in conceptual outlines. Suggest creating brief outlines so that concepts and outcomes are readily identifiable.

 

PSY 5621

  • Is seminar the appropriate course component?
  • #5 see above
  • #23 see above
  • #24 see above

Approved with minor changes.

PSY 5701

  • Is seminar the appropriate course component?
  • #23 see above; also may want to reference that this could be taken by grad students in business and refer to the support letter from business school.
  • #24 see above
  • #25/26 Tie how these outcomes are related to Guidelines for Ed in Master’s Level in I/O to show that they are graduate level thinking/learning.

Approved with minor changes.

PSY 5702

  • Is seminar the appropriate course component?
  • #1&2 See above: Advanced?
  • #22 change course to seminar if seminar
  • #23 see above; also may want to reference that this could be taken by grad students in business and refer to the support letter from business school.
  • #24 see above
  • #25/26 Tie how these outcomes are related to Guidelines for Ed in Master’s Level in I/O to show that they are graduate level thinking/learning. Also  application is emphasized in #5. Application should be better represented  outcomes/assessments

Approved with minor changes.

PSY 8003

Reconsider having this abe a 0 credit course.  If keep as 0 CH consider paring the course back to eliminate the amount of work students must do and redistribute some of the requirements to other courses.

Alternatively, complete the necessary paperwork and petition to go one credit over the limit and keep course as is.

In proposal, it states that the DGS would teach this course as part of the contact hours. If this is the case #13 & 14 should be 0 because the DGS gets release time for the course.

Course is approved pending the above considerations.


PSY 8021

  • #5 see above
  • #23: see above ; also include that graduate students from other programs may enroll in the course; mention letters of support from those other UMD programs
  • #24: see above
  • #25 &26  Match conceptual outline with outcomes and assessments. Not all concepts are listed as outcomes (e.g., Qualitative research design; Program evaluation) or mentioned in the assessments.

Approved with changes.

PSY 8052

Suggest changing title of 5052 to Advanced Stats 1 to match 8052 Advanced Stats 11. Also course numbering on Grid given to GPC is correct.

  • #5 see above
  • #23: see above ; also include that graduate students from other programs may enroll in the course; mention letters of support from those other UMD programs
  • #24: see above
  • #26 C & D: remove modifiers competently and correctly. Also in 26 C consider including that students will use statistical software to conduct statistical techniques covered in the course.

Approved with minor changes.

PSY 8221

  • #23 Remove reference to SW as discussed in 10.23.12 GPC meeting.  Incorporate recommended language for #23 above. Also include that graduate students from other programs may enroll in the course; mention letters of support from those other UMD programs
  • Addendum #4  Delete info about MSW.
  • #24 see above
  • #25–see above
  • #26-In responding to question 26, my point is that the Learning Outcomes
  • and the Assessment methods should, to a greater degree, reflect
  • "application" of knowledge (versus, for instance, mere
  • "understanding"). The 8223 proposal could be a model for this.

Approved with minor changes.

PSY 8223

  • #23 see above. Keep reference to other grad students being able to apply. Refer to letters of support from those departments.
  • #24 see above
  • #25 see above
  • Addendum: Suggest deleting first sentence referencing SW.

Approved with minor changes.