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Graduate Program Council

November 5, 2012


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

Comments for Psychology’s consideration:

 

  • While Psy 8003 was accepted written as it is, one member of group discussed whether the Psychology faculty was being disrespectful of the group’s charge.  It was also discussed that the email representing the faculty should have come from the psychology faculty rather than having the faculty send the information through the ex officio.
  • Consider why some of the courses are not 5xxx level.  While this is ultimately a program decision, it is important to examine whether some 8xxx classes could not be a 5xxx and admit undergrads.
  • Group noted that the I/O track could benefit from an internship course.

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. [If course is open to graduate students in other programs, note this and indicate that Graduate students in other programs may enroll in the course with instructor consent.]
  • #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.
  • *Look at #4 in all Addendums & #23 for C/C courses to ensure accurate information about SW is reflected there.  (from Nov 1st GPC meeting)

 

PSY 8224

  • #23-see above and also remove info about SW
  • #24- see above
  • #25-see above  and see conceptual outline examples at: http://www.d.umn.edu/cehsp/administrative/aa_council/obj_asses_outline.html
  • Addendum #4: remove info about SW

 

Approved with minor changes.

PSY 8231

 

Approved with minor changes.

PSY 8232

Approved with minor changes.

PSY 8301

  • #1 The short title is too short. This is what will appear on the transcript so you want the short title to better describe the course. Match the principles needed for requirements of LPCC to the title.
  • #22—match rationale with your title and LPCC requirements
  • #23—see above and remove info about SW
  • #24—see above
  • #25--see above and examples of conceptual outlines at http://www.d.umn.edu/cehsp/administrative/aa_council/obj_asses_outline.html
  • #26—are the learning outcomes consistent with 8xxx course. Perhaps include outcomes that are higher level (analysis, synthesis, or more application).
  • Briefly describe performance based assessment in 26D. Demonstrate how it is an application of counseling theory to cross cultural interaction.
  • Overall match your topics in the conceptual outline to outcomes and assessments.

Approved with minor changes.

PSY 8701

  • #5—see above
  • #11—Seminar?
  • #16—advanced undergraduates will take this course? Why is it not a 5xxx class if it is at a level appropriate for advanced undergrads?
  • #23—see above
  • #24—see above
  • #26  Briefly describe the nature of the project in the syllabus (A performance evaluation system) to show how the project requires graduate level thinking (analysis, synthesis, application) beyond demonstrating understanding.

Approved with minor revisions.

PSY 8705

  • #5—see above
  • #23—see above
  • #24—see above
  • #26—briefly describe the assignments identified in the syllabus; differentiate between the group vs individual assignment; show how the learning outcomes are at a graduate level (analysis, synthesis, application for example) and go beyond “identifying”
  • Consider your use of identify and demonstrate in the outcomes. Can they be replaced with higher order thinking verbs like (analyze, explain, compare/contrast).

Approved with minor changes.

PSY 8706

  • #5—see above
  • #23—see above
  • #24—see above
  • #26—brieflydescribe the assignments identified in the syllabus; differentiate between the group vs individual assignment; show how the learning outcomes are at a graduate level (analysis, synthesis, application for example) and go beyond “identifying”.

Approved with minor changes.