ࡱ> ac` E8bjbj?? $R]],%^^!!qqq,$j...J$L$L$L$L$L$L$&(:L$q. "..2L$!!?a$6@!8qJ$.J$"hYq$00Ju&vvF#6$w$0$V#(( $q$...^ :   General Psychology CN course reflects same pedagological, theoretical and philosophical orientation of discipline of psychology The goals and objectives of the Psychology Program support the SMSU mission and are closely aligned with the American Psychological Associations (APA) Board of Educational Affairs Taskforce guidelines for undergraduate psychology student achievement outlined in Undergraduate Psychology Major Learning Goals and Outcomes: A Report (2002). We have integrated our articulation of Valued Student Learning Outcomes with the APA guidelines, and use these as our main resources for curriculum development and assessment processes. Included below is our mission statement primary learning goals and outcomes. The content of the CN General Psychology course and the multiple methods used to instruct the course are consistent with the mission, goals and learning outcomes described below. Specifically, the process of instructing the CN course includes a substantial emphasis on provision of opportunities---through exams, written assignments, application exercises, and group work----for the acquisition of knowledge about foundational topics in the field of psychology , for strengthening critical thinking capacities, and for application of concepts to life experience and contemporary issues. In addition, the CN course along with all other courses taught in the Psychology Program aims to strengthen students understanding of the academic discipline of psychology as a science, including instruction in the underlying assumptions and methods of research used by the field of psychology. Finally students are required to engage in activities that are directed at enhancing their information literacy skills through instruction in the critical use of online and library resources related to psychology. Mission of SMSU Psychology Program Goals Knowledge base of psychology: Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. Research methods in psychology: Understand and apply research methods in psychology, including research design, data analysis and interpretation. Critical thinking skills in psychology: Respect and use critical thinking, skeptical inquiry, and when possible, the scientific approach to solve problems related to behavior and mental processes. Application of psychology: Understand and apply psychological principles to personal, social and organizational issues. Values in psychology: Value empirical evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a science. Information and technological literacy: Demonstrate information competence and the ability to use computers and other technology for many purposes. Communication skills: Communicate effectively in a variety of formats. Sociocultural and international awareness: Recognize, understand, and respect the complexity of sociocultural and international diversity. Personal development: Develop insight into their own and others behavior and mental processes and apply effective strategies for self-management and self-improvement. Career planning and development: Pursue realistic ideas about how to implement their psychological knowledge, skills, and values in occupational pursuits in a variety of settings. Student satisfaction with the major: Students will express satisfaction with the professional and personal development experiences they have in the psychology major degree program. FACULTY Program policy for hiring adjunct instructors CN instructors are hired by the department after careful review of credentials (including complete transcripts, vitae and reference) by the department chair in consultation with the CN director and the Psychology Program. Please see letter to current instructors below, clarifying our hiring policy. Program criteria for adjunct faculty In hiring CN instructors, preference is given to applicants with a masters degree in Psychology and with teaching experience. Candidates with an undergraduate major in Psychology or substantial coursework in the field may also be considered if they also have considerable teaching experience. As is the case for applicants for on-campus academic appointments, this background in Psychology is considered independently of any degrees in education or pedagogy. Please see letter from Department of Social Sciences to instructors inserted below. TO: All Current Challenge Teachers in Sociology and Psychology FROM: Michael Hofstetter Chair, Department of Social Sciences, ÿմ RE: Renewal of Challenge (College Now) Status Dear Challenge (College Now) Teachers, In light of demands from accrediting bodies, we are currently undergoing a full revision of the College Now (previously, Challenge) program in Psychology and Sociology and are developing clearer standards for CN instructors. Our goal is to have instructors with strong backgrounds in their academic disciplines as well as experience as teachers. Our accrediting bodies want us to be able to demonstrate that our instructors in fact meet our goals. As a consequence, we are reviewing the credentials of all current Challenge instructors in Sociology and Psychology. The goal of the College Now program is to present instruction in specific disciplines at high schools with the same level of rigor as on a college campus. We must keep these goals in mind as we review the credentials of our current CN instructors and process applications for new ones. As a consequence of these goals we must, in reviewing credentials, prefer instructors with a masters degree in the discipline. If this is not present, we at least expect the candidate to have an undergraduate major in the field or substantial coursework in it. As is the case for applicants for on-campus academic appointments, this background in the appropriate disciplines will be evaluated independently of any degrees in education or pedagogy. We realize that this may be a departure from previous practice. This is, however, an unavoidable consequence of the drive to formally accredit all continuing enrollment programs and to insure that they offer the same level of instruction as is offered at our colleges and universities. Over the next few weeks, though, some of you will be asked to submit ones as we cannot locate any for you. In this case, unofficial transcripts will be adequate. Please accept our thanks for your cooperation as we work to improve this program. Description of proposed training agenda Standard F2- Videotaped or printed materials provided to teachers during training/orientation (i.e., description of proposed training/orientation process) Standard F2 Orientation and training agenda Professional Development Materials and Processes To enhance the development of the high school teachers and the experience of their students, the following developmental materials and processes are advocated: MATERIALS Professionally developed DVDs with supplemental video vignettes to illustrate various psychological concepts. Electronic copies of supplemental classroom exercises, surveys, handouts, etc. Something will be provided for each psychological concept covered during the term. Documented exchange of ideas of Best Practices PROCESSES An online classroom via D2L to allow teachers/supervisor to exchange ideas and share electronic copies of materials on an ongoing basis throughout the term. DVDs will be distributed by mail. Initial Orientation for all teachers. The Supervisor will create an asynchronous orientation delivered online via D2L. This will allow teachers to interact with him/her and each other while broadening their knowledge of psychological topics. This delivery method replaces the need for a live seminar, and will be required to be completed within a specified timeframe. Topics included would be: Introduction to the College Now Program Introduction to SMSU Psychology Program such as the program mission, goals, and objectives, along with structural information such as requirements for a major/minor and a list of faculty Introduction of Supervisor & Teachers to each other Introduction to Psychology 101 College Now requirements & expectations Available resources (including relevant online databases for professional journals in psychology available through the SMSU library) Grading & Testing Procedures for Submitting Final Grades Review of Syllabus Idea & Resource Sharing Evaluation of the program Information about relevant professional organizations such as American Psychological Association, American Psychological Society, and the MN Psychological Association Information about the comprehensive American Psychological Associations (APA) Board of Educational Affairs Taskforce guidelines for undergraduate psychology student achievement outlined in Undergraduate Psychology Major Learning Goals and Outcomes: A Report (2002). This website provides excellent guidelines for diverse methods of instruction in psychology and diverse methods of evaluating progress made toward learning outcomes. Seminar/workshops and Instructor testimonials Standard F3 Seminar/workshop announcements, agendas, and attendance records Standard F3 Instructor (attendee) testimonials (at least 3 for each event) Noted above is a tentative outline for processes/topics to be addressed during training and orientation of instructors. A portfolio of videotaped or printed materials provided to teachers during training/orientation, training agendas, seminar/workshop announcements and attendance records will be maintained. In addition, at least three instructor testimonials will be obtained for each orientation and seminar/workshop event. Detailed description of processes used to assure course uniformity AND document confirming course uniformity process implementation Course Uniformity To ensure course uniformity the following actions will be undertaken: Make use of common syllabus for on-campus courses and CollegeNow courses. Make use of uniform grading rubrics for assignments, quizzes, exams, etc. Conduct ongoing orientation & training programs for teachers. Send initial Greeting announcement sent out via e-mail to all teachers at onset of each term. Send initial one-on-one contact via phone &/ or e-mail with each teacher at onset of each term. Conduct one-on-one in person meetings with each teacher during each term. Hopefully completed within 8 weeks of onset of term. When visiting with each teacher the Supervisor will: Observe the teaching Present a topic by teacher request This would rotate from term to term one term observe, next term present. Complete a visit report and submit to Administration Make online D2L course available for ongoing interactions with Supervisor and among teachers. Maintain daily availability of the Supervisor to respond to e-mail and phone requests. Distribute and collect end of course evaluation Conduct ongoing assessment of knowledge and skill level of the teachers via online course room interactions and in-person observations. Request teachers to submit to the Supervisor any requests for deviations from the syllabus The mission of the psychology program at SMSU is to educate students about the science and profession of psychology. We believe that students should be given a broad foundation on the major theories, research methods, and practical applications of psychology. Our primary goal is to prepare our majors for success on whatever paths they choose in life, from a career in human services to postgraduation education. We expect our graduates to use their knowledge of psychology to meet the complex challenges of this century as engaged citizens in their local and global communities. An additional goal is to help all of our students, both majors and non-majors, understand psychology in order to achieve personal growth, satisfaction and well-being in their lives. 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