Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - DEP6607
Tracking Number - 2702
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Current Status:
Approved by SCNS - 2012-05-15
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments: St. Pete approved. To USF Sys 1/18/12. to SCNS 1/26/12. SCNS approved eff 6/1/12
Detail Information
- Date & Time Submitted: 2012-01-09
- Department: Psychology
- College: AP
- Budget Account Number: 125500
- Contact Person: James McHale
- Phone: 7278734969
- Email: jmchale@mail.usf.edu
- Prefix: DEP
- Number: 6607
- Full Title: Typical and Atypical Development
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: Y
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Typical & Atypical Development
- Course Online?: O -
Online (100% online)
- Percentage Online: 0
- Grading Option:
R - Regular
- Prerequisites:
- Corequisites:
- Course Description: Introduction to theory and research on both typical and atypical development of individuals from birth to late life.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for new program/concentration/certificate
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? Required core course for the proposed M.A. program in General Psychology at USFSP.
At USF St. Petersburg, the largest undergraduate major is Psychology. In surveys of our advanced majors, nearly 90% indicate their intention to pursue advanced graduate study in Psychology and other health-related disciplines. No USF System institution offers a terminal master’s program in psychology. USF Tampa’s doctoral programs in Psychology do not have enough seats available to handle demand within the USF system (admitting an average of 10-15 students annually from a wide range of applicants nationally and internationally). Finding few other options in the region, most USFSP graduates look to specialized certificate programs or online Masters degrees. The USF System has historically lost out on the opportunity to provide training for the large cohort of qualified students from both USFSP and other regional universities within and outside the USF system who desire graduate training and would benefit from a masters-level education. The proposed MA in Psychology meets that demand. It also occupies a unique niche in the USF system; there is no terminal Masters in Psychology within the USF System and so no duplication.
While the emphases of the proposed MA in General Psychology at USFSP shares both some similarities and some unique features relative to other programs in the state, perhaps to the point that is that none of the three other terminal MA programs serve the Tampa Bay area. This is particularly relevant because the Tampa Bay area has the second-largest combined population of infants and young children in the state; Risk, Resilience and Prevevention (RRP) was identified as one of the two main tracks to be offered because throrough grounding in research methodology and in health applications equips program graduates with competencies needed by Bay Area health and human agencies that serve children and families (which together with industry and education, are the primary work settings for psychology professions with masters degrees).
With respect to the assumption that students will enroll in the program if offered, our surveys of advanced majors indicate that applications for graduate study will be robust. Our program will offer an option for talented USFSP undergraduate psychology majors identified during their sophomore or junior year to gain early entry into the MA program on a combined program. Admitted USFSP undergraduate students would complete four of the five required Year 1 core courses during their junior and senior years, and will complete th fifth required Year 1 course during the summer following graduation. This will enable them to enter into their second year in the MA program the following fall after graduating with the BA in Psychology. At two Fall 2011 meetings of the USF St. Petersburg Psychological Science Organization, which drew 22 and 35 attendees, respectively, over 90% of those polled indicated that they would find great interest in a combined 3+2 and 4+1 option. For B.A. students admitted to the two-year M.A. program, we would anticipate drawing from USF system schools, Eckerd College, St. Petersburg College, and other area institutions that do not offer a terminal masters degree in Psychology.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Ph.D. or equivalent in developmental, lifespan, or child clinical psychology.
- Objectives: To promote understanding of the theoretical and empirical bases for understanding normal growth and development from conception through adulthood and later life. To promote understanding of what can go wrong at different developmental stages, and why.
- Learning Outcomes: Demonstrations of understanding of prenatal, perinatal, and postnatal risk factors and their effects on child development; of understanding major biological, psychological, and sociocultural theories of human growth and development; of understanding sequences, characteristics, and interrelationships in development across domains; of ability to apply key concepts to expectations for development, development of educational programs, and principles of prevention for children and adults; and of understanding major developmental disabilities and psychological disorders during infancy; childhood and adulthood.
- Major Topics: Concepts of normality and abnormality; theoretical approches; age and stage-related tasks; typical and atypical development from prenatal period through adolescence, with emphases on motor, cognitive, socioemotional and communicative domains; typical and atypical development during adulthood; cognitive functions, personalities, relationships, work and leisure, mental illness; relationships, retirement, successful aging, death and dying; assessment, prevention, and intervention.
- Textbooks:
- Course Readings, Online Resources, and Other Purchases: Other articles and video may be assigned by the instructor.
- Student Expectations/Requirements and Grading Policy: Students are expected to view all modules in sequence and read all assigned chapters and other assigned readings by posted due dates. Grade is based on a written child observation (12.5%), a midterm examination (25%), discussion board posts (12.5%), a research paper (25%), and a final examination (25%). All work must be submitted by posted due dates.
- Assignments, Exams and Tests: Child observation: Running observational record, language and a drawing sample and developmental checklist completed on one typically and one atypically-developing 4-year-old, with summary of the two childrens developmental level in different domains of development; Discussion board posts: After selected modules students will post comments, ideas or questions about what they are reading and replies to at least two posts from other students in the course; Midterm Exam: A multiple-choice licensing exam-style midterm will cover material drawn from the Herbert text and class lectures and powerpoints. Research Paper: The final research paper will require students to describe what is currently known and not known about causes, treatments, and prevention of a childhood or adult disorder of their choosing. Final Exam: multiple choice and written comprehensive final exam.
- Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work: Students are expected to have completed all readings and written work by their assigned date, and be prepared to participate in class discussions and activities. No make-up for mid-term examination. Late submissions for any other assignment will be penalized 10% of the grade for each day late.
Members of the University community support high standards of individual conduct and human relations. Responsibility for one’s own conduct and respect for the rights of others are essential conditions for academic and personal freedom within the University. USF St. Petersburg reserves the right to deny admission or refuse enrollment to students whose actions are contrary to the purposes of the University or impair the welfare or freedom of other members of the University community. Disciplinary procedures are followed when a student fails to exercise responsibility in an acceptable manner or commits an offense as outlined in the Student Conduct Code. Refer to USF 6.0021, Student Code of Conduct at http://generalcounsel.usf.edu/regulations/pdfs/regulation-usf6.0021.pdf
Academic Integrity of Students Reference: USF Regulation USF 3.027 - The following is the portion of the Regulation pertaining to graduate students. To read the entire regulation, go to: http://generalcounsel.usf.edu/regulations/pdfs/regulation-usf3.027.pdf
Academic integrity is the foundation of the University of South Florida system’s (University/USF) commitment to the academic honesty and personal integrity of its University community. Academic integrity is grounded in certain fundamental values, which include honesty, respect and fairness. Broadly defined, academic honesty is the completion of all academic endeavors and claims of scholarly knowledge as representative of one’s own efforts. Knowledge and maintenance of the academic standards of honesty and integrity as set forth by the University are the responsibility of the entire academic community, including the instructional faculty, staff and students.
The following policies and procedures apply to all students, instructional faculty and staff who participate in administration of academic classes, programs and research at the University of South Florida. This regulation asserts fairness in that it requires notice to any student accused of a violation of academic integrity and provides a directive for discussion between the instructor and student to seek a fair and equitable resolution. If a fair resolution is not accomplished in this discussion, this regulation allows the student continued rights of due process under the academic grievance procedures based upon the preponderance of the evidence. The policies described below are the only policies and procedures that govern violations of academic integrity at the University and supersede any previous policies or regulations.
Violations of Academic Integrity: Undergraduate and Graduate
Behaviors that violate academic integrity are listed below, and are not intended to be all inclusive.
(a) Cheating, (b) Plagiarism,(C) Fabrication, Forgery and Obstruction,(d) Multiple Submissions, (e) Complicity, (f) Misconduct in Research and Creative Endeavors, (g) Computer Misuse, (h) Misuse of Intellectual Property
Violations and Sanctions for Graduate Students:
An F or Zero grade on the subject paper, lab report, etc., An F in the course activity in which credit may be earned, An FF in the course (leading to expulsin from the University, Academic dismissal for any violations of academic dishonesty policies or regulations. Possible revocation of the degree or graduate certificate following a thorough investigation.
- Program This Course Supports: Proposed MA in Psychology, USFSP
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.