undergraduate curriculum change memo · 2019. 3. 5. · undergraduate curriculum change memo date:...

Undergraduate Curriculum Change Memo

Date: April 6, 2018 From: Jennifer Eno Louden, Department of Psychology Through: Eddie Castaneda, Department Chair, Psychology Through: Steve Crites, Interim Dean of Liberal Arts To: Chair, Undergraduate Curriculum Committee Subject: New Undergraduate Courses and Degree Corrections There are two changes associated with this proposal. The first is the addition of three new undergraduate courses: Physical & Cognitive Aging, Adolescent Development, and Psychology of Criminal Behavior. Each of these courses has been taught successfully at least once under the generic “Seminar in Psychology” (PSYC 4345) title; we seek to recognize each of these as standalone courses. Each of these courses fulfills the Psychology Department’s goal of offering more advanced undergraduate courses that build upon basic concepts in the field. Specifically, the first two courses present advanced concepts in developmental psychology, and the third course presents advanced concepts in legal psychology. The second change requested in this proposal involves minor corrections to the BA and BS degree plans. First, the course Language and Cognition (PSYC 4316) should have been removed from the list of required courses for the major for both the BA and the BS when this course was made a liberal arts block elective. The Psychology Department does not count block electives towards the required major courses because block electives do not have General Experimental Psychology (PSYC 3101/3201) as a prerequisite. All required major courses are intended to have General Experimental as a prerequisite. As such, PSYC 4316 should be removed from the list of required major courses (but should remain as a major elective. In addition, the three courses being added with this proposal should be added to the BA and BS degree plans as options for the major required courses and major elective options. Finally, the course Introduction to Neuroscience (PSYC 2324) was added last year but does not appear in our degree plans. This course should be added as an elective. These additions do not equate to substantive changes to our degree programs, but rather add additional courses to the lists of required and elective courses from which students can choose.

Degree Plan: Psychology BS Psychology Major Required Courses: PSYC 1301 Introduction to Psychology (C) C 3 PSYC 1303 Statistical Methods C 3 PSYC 3101 Lab for Gen Exper Psyc 1 PSYC 3102 Professional Development 1 PSYC 3201 Gen Experimental Psychology 2 PSYC 4317 Advanced Statistics 3 Major Electives Select three courses from: PSYC 3320 Learning & Memory PSYC 3330 Sensation and Perception PSYC 3331 Cross-Cultural Psychology PSYC 3346 Drugs of Abuse and Behavior PSYC 3347 Behavior Modification PSYC 3348 Cognitive Psychology PSYC 3350 Health Psychology PSYC 4301 Psychological Testing PSYC 4310 Adolescent Development PSYC 4311 Advanced Topics Dev Psyc PSYC 4312 Advanced Abnormal Psychology PSYC 4313 Physical & Cognitive Aging PSYC 4315 Psych of Criminal Behavior PSYC 4321 Judgment and Decision Making PSYC 4324 Psychobiology PSYC 4341 Motivation & Emotion PSYC 4345 Seminar in Psychology Select six hours of upper division PSYC: 6 PSYC 3315 Psychology and the Law PSYC 3320 Learning & Memory PSYC 3330 Sensation and Perception PSYC 3331 Cross-Cultural Psychology PSYC 3346 Drugs of Abuse and Behavior PSYC 3347 Behavior Modification PSYC 3348 Cognitive Psychology PSYC 3350 Health Psychology PSYC 4301 Psychological Testing PSYC 4309 History & Systems Psychology PSYC 4310 Adolescent Development PSYC 4311 Advanced Topics Dev Psyc PSYC 4312 Advanced Abnormal Psychology

Jennifer Eno Louden� 4/6/2018 2:59 PMDeleted: PSYC 4316Jennifer Eno Louden� 4/6/2018 2:59 PMDeleted: Language and Cognition

PSYC 4313 Physical & Cognitive Aging PSYC 4315 Psych of Criminal Behavior PSYC 4321 Judgment and Decision Making PSYC 4324 Psychobiology PSYC 4341 Motivation & Emotion PSYC 4343 Seminar in Meta-Analysis PSYC 4345 Seminar in Psychology PSYC 4352 Independent Research PSYC 4353 Honors Thesis Select nine additional hours of PSYC at any level: 9 PSYC 2302 Social Psychology PSYC 2305 Psychology of Human Sexuality PSYC 2306 Psychology of Personality PSYC 2310 Life Cycle Development PSYC 2312 Intro to Abnormal Psychology PSYC 2324 Introductory Neuroscience PSYC 3315 Psychology and the Law PSYC 3320 Learning & Memory PSYC 3330 Sensation and Perception PSYC 3331 Cross-Cultural Psychology PSYC 3346 Drugs of Abuse and Behavior PSYC 3347 Behavior Modification PSYC 3348 Cognitive Psychology PSYC 3350 Health Psychology PSYC 4301 Psychological Testing PSYC 4309 History & Systems Psychology PSYC 4311 Advanced Topics Dev Psyc PSYC 4312 Advanced Abnormal Psychology PSYC 4316 Language and Cognition PSYC 4321 Judgment and Decision Making PSYC 4324 Psychobiology PSYC 4341 Motivation & Emotion PSYC 4343 Seminar in Meta-Analysis PSYC 4345 Seminar in Psychology PSYC 4352 Independent Research PSYC 4353 Honors Thesis Total Hours 74


Degree Plan: Psychology BA

Psychology Major Required Courses: PSYC 1301 Introduction to Psychology (C) C 3 PSYC 1303 Statistical Methods 3 PSYC 3101 Lab for Gen Exper Psyc 1 PSYC 3102 Professional Development 1 PSYC 3201 Gen Experimental Psychology 2 PSYC Elective: Select one of the following courses: 3 PSYC 3320 Learning & Memory PSYC 3330 Sensation and Perception PSYC 3331 Cross-Cultural Psychology PSYC 3346 Drugs of Abuse and Behavior PSYC 3347 Behavior Modification PSYC 3348 Cognitive Psychology PSYC 3350 Health Psychology PSYC 4301 Psychological Testing PSYC 4310 Adolescent Development PSYC 4311 Advanced Topics Dev Psyc PSYC 4312 Advanced Abnormal Psychology PSYC 4313 Physical & Cognitive Aging PSYC 4315 Psych of Criminal Behavior PSYC 4324 Psychobiology PSYC 4341 Motivation & Emotion PSYC 4345 Seminar in Psychology Select eighteen hours of the following, with at least twelve being upper-division: 18 PSYC 2302 Social Psychology PSYC 2305 Psychology of Human Sexuality PSYC 2306 Psychology of Personality PSYC 2310 Life Cycle Development PSYC 2312 Intro to Abnormal Psychology PSYC 2324 Introductory Neuroscience PSYC 3315 Psychology and the Law PSYC 3320 Learning & Memory PSYC 3330 Sensation and Perception PSYC 3331 Cross-Cultural Psychology PSYC 3346 Drugs of Abuse and Behavior PSYC 3347 Behavior Modification PSYC 3348 Cognitive Psychology PSYC 3350 Health Psychology PSYC 4301 Psychological Testing

Jennifer Eno Louden� 4/6/2018 3:04 PMFormatted Table

Jennifer Eno Louden� 4/6/2018 3:04 PMDeleted: PSYC 4316

Jennifer Eno Louden� 4/6/2018 3:04 PMDeleted: Language and CognitionJennifer Eno Louden� 4/6/2018 3:05 PMDeleted: PSYC 4321Jennifer Eno Louden� 4/6/2018 3:05 PMDeleted: Judgment and Decision Making

PSYC 4309 History & Systems Psychology PSYC 4310 Adolescent Development PSYC 4311 Advanced Topics Dev Psyc PSYC 4312 Advanced Abnormal Psychology PSYC 4313 Physical & Cognitive Aging PSYC 4315 Psych of Criminal Behavior PSYC 4317 Advanced Statistics PSYC 4321 Judgment and Decision Making PSYC 4324 Psychobiology PSYC 4341 Motivation & Emotion PSYC 4343 Seminar in Meta-Analysis PSYC 4345 Seminar in Psychology PSYC 4352 Independent Research PSYC 4353 Honors Thesis


COURSE ADD All fields below are required College : Liberal Arts Department : Psychology Rationale for adding the course: The Psychology department is working towards improving its undergraduate curriculum by providing students with deeper knowledge in core concepts. To do this, the department is adding courses that build upon introductory concepts in the field and allow students to delve deeper into more advanced material. This course will build upon our introductory development course and provide students with exposure to advanced concepts in developmental psychology. All fields below are required Subject Prefix and # PSYC 4310 Title (29 characters or fewer): Adolescent Development Dept. Administrative Code :

CIP Code

Departmental Approval Required Yes No Course Level UG GR DR SP Course will be taught: Face-to-Face Online Hybrid How many times may the course be taken for credit? (Please indicate 1-9 times): 1 Should the course be exempt from the “Three Repeat Rule?” Yes No Grading Mode: Standard Pass/Fail Audit Description (600 characters maximum): This course will teach students the fundamentals of psychological development during adolescence, particularly in areas of biological, cognitive, and social development. Throughout the course, students will think critically about whether current policies and practices treat adolescents in ways that are developmentally appropriate. Students will gain experience reading, interpreting, and applying developmental research and will learn how to communicate research findings to others effectively. Contact Hours (per week): 3 Lecture Hours

Lab Hours

Other Types of Instruction (Schedule Type): Select all that apply

A Lecture H Thesis B Laboratory I Dissertation C Practicum K Lecture/Lab Combined D Seminar O Discussion or Review (Study Skills) E Independent Study P Specialized Instruction

X

X

X

X

X

X

F Private Lesson Q Student Teaching Fields below if applicable If course is taught during a part of term in addition to a full 16-week term please indicate the length of the course (ex., 8 weeks):

TCCN (Use for lower division courses) :

Prerequisite(s):

Course Number/ Placement Test

Minimum Grade Required/ Test Scores

Concurrent Enrollment Permitted? (Y/N)

PSYC 2310

C N

PSYC 3101 C N

PSYC 3201

C N

Equivalent Course(s):

Restrictions:

Corequisite Course(s):

Classification

Major

This course will cover the fundamentals of psychological development during adolescence. We will cover topics in the areas of biological, cognitive, and social development, as well as the development of the self, identity, and relationships. By the end of this course you should have an understanding of behavioral aspects of adolescent development and of how research can be used to inform practical problems of a developmental nature. Class time will be devoted largely to lecture and discussion of readings, supplemented by videos and guest presentations. By the end of this course, you should be able to:

• Identify the major features of psychological development during the adolescent years

• Analyze and evaluate research findings related to adolescent development

• Understand social policies affecting adolescents in light of the scientific evidence about the period

• Communicate your understanding of research with others, both orally and in written form

• Critically evaluate popular beliefs about adolescence and dispel myths using evidence from research

What will you learn in this class?

Adolescent Development PSYCH 4313 SPRING 2018

COURSE INFORMATION Days: Mon/Wed Time: 3:00 – 4:20 PM Location: Liberal Arts Building, room 323 PROFESSOR Dr. April Gile Thomas Office: Psychology Building, room 107 Office Hours: Mon/Wed 2:00-3:00 PM *By appointment only E-mail: [email protected] TEACHING ASSISTANT TBD Office: Office Hours: E-mail:

REQUIRED MATERIALS Steinberg, L. (2017). Adolescence. (11th edition). New York: McGraw-Hill.

Please note that this syllabus is subject to change based on the needs of the class. Please check it regularly.

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GRADING Your grade for the course will be based on exams, assignments, attendance, and participation.

A = 90 - 100 B = 80 - 89 C = 70 – 79 D = 60 – 69 F = 59 and below

EXAMINATIONS (40%) There will be four examinations (each worth 100 points). These will include a combination of multiple choice, essay, and short answer questions. Exam material will cover reading assignments, lectures, and class discussions. Study guides will be posted on Blackboard and a review session will be held in the class session before each exam. ASSIGNMENTS (40%) 1) Write a letter to your congressman regarding “Raising the Age” of juvenile court jurisdiction in Texas. Use research on adolescent development to support your position, either for or against the bill. (100 points) This assignment must be typed and turned in by the end of class time (time stamp: 4:20

PM). After the 4:20 PM time stamp, they will be considered late. In addition to submitting a paper copy in class, an electronic version must also be submitted to SafeAssign on Blackboard. Papers turned in late will be marked down 1 half-letter grade for each day they are late. 2) TED Talk – Present a 5-minute mini-lecture to the class on a course topic you select (potential topics will be listed on Blackboard). (50 points)

How will your grade be determined?

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ATTENDANCE & PARTICIPATION (20%) iClicker REEF Polling will be used to electronically monitor students’ attendance and participation. Students can access the REEF system using a laptop, tablet, or smartphone. **If students do not have access to one of these devices, they are available for checkout in the UTEP library. Please see the Student Setup document on Blackboard for instructions on how to create an account and use the REEF polling system. Students will be given 2 free passes for absences. All other absences must be excused (see policy) or will result in loss of points. Activities

1. “Getting to Know You” survey (10 points): Complete a brief survey to help me get to know you and learn about your needs for this course.

2. Basic psychology pre-test (10 points): Complete a mini-quiz on Blackboard to check your retention of concepts from Introduction to Psychology. This quiz is meant to determine which concepts need to be revisited in the course. You should not “study” for this test. You will have the opportunity to make up points missed on the pretest; this will be discussed in class.

3. Study guide questions (10 points per review, 40 points total): Write 2 practice essay questions for each exam review session.

4. Quizlet flashcards (10 points per section): Go to https://quizlet.com/join/43nYydx63 to create and use study tools.

5. In-class discussions and activities (30 points): Points will be distributed throughout the semester when I notice students’ participation in class activities and discussions.

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WHAT DOES SUCCESS LOOK LIKE? This class will require more than mere memorization. My goal is to teach you how to apply the information you have learned. To be successful in this course, you not only need to know the material, but must also be able to integrate it into a broader framework and use it in different situations. I will try to not just teach you about adolescent development, but to THINK scientifically about it. EXPECTATIONS Attendance and Participation Not all course material will be covered in the readings; therefore, attending lectures and participating in class discussions will be vital to gaining a full understanding of the course material. Readings should be completed before the class for which they are assigned, and you should come to class prepared to discuss them; you may be called upon. In preparing for each class, take the time to think critically about each reading and take notes on your reflections.

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Missed Class If you are unable to attend class, please do the following: (1) If possible, get a copy of the lecture notes from a friend or classmate. (2) Carefully read and study the chapter associated with the lecture you missed. (3) After reading and studying the chapter, check the questions from the class outline posted on the website and make sure you can answer all of them. (4) If there are any questions that you can’t answer – or if you have any questions about anything you read in the chapter or saw in the notes – please come see the TA or myself during office hours and we would be happy to go over any material you have questions about. Make-up Exams Each student in this course is allowed to miss one exam, no questions asked. Make-up exams must be completed within 1 week of the original exam date. You MUST notify me in advance if you would like to schedule a make-up exam.

1. Attend lecture and pay attention (it does you no good to show up and sleep or surf the web).

2. ASK QUESTIONS – in class, after class, through email, in office hours, etc.

3. Do the reading prior to class without highlighting the book (just read the first time through).

4. After lecture, go back to the readings to compare what your lecture notes say with what the readings say. That is when you should highlight.

5. Focus on understanding what is written rather than memorizing. The best way to know you’ve mastered the material is to try to teach this information to someone else.

Tips for Success

How

to be successful in this course:

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TARDINESS Please be courteous to others and arrive to class on time. If you must be late, please sit in the back of the room and come in quietly. CELL PHONES Students must silence cellular phones during class as well as any other electronic device (e.g., the volume on your laptop) that may ring or otherwise disrupt class. RECORDING OF CLASSES No student may record any classroom activity without express written consent from me. If you have (or think you may have) a disability such that you need to record or tape classroom activities, please contact the Center for Accommodations and Support Services. LAPTOPS Students are permitted to bring laptops to class in order to take or refer to notes; however, I ask that you refrain from using your computer to check email and surf the Internet while the class is underway, as this is inconsiderate to those around you. Please note, if laptops become too distracting during class, they will no longer be permitted. EMAIL I will do my best to respond to emails in a timely manner during business hours. If you are emailing me over the weekend or during the evening, please allow a 48 hour response time. For tips on how to email your professor: http://www.wikihow.com/Email-a-Professor COPYRIGHT STATEMENT The materials used in this course are copyrighted. This includes, but is not limited to, syllabi, exams, in-class activities, review sheets, homework, solutions, class notes, supplemental materials. You do not have the right to copy or distribute these items, unless I specifically grant you permission.

DISCUSSION GROUND RULES

1. Respect Each Other. In order to create a climate for open and honest dialogue and to encourage the broadest range of viewpoints, it is important for class participants to treat each other with respect. Name calling, accusations, verbal attacks, sarcasm, and other negative exchanges are counter productive to successful teaching and learning about topics.

2. Discuss with the Purpose of Generating Greater Understanding. The purpose of class discussions is to generate greater understanding about different topics. The expression of the broadest range of ideas, including dissenting views, accomplishes this goal. However, in expressing viewpoints, students should try to raise questions and comments in way that will promote learning, rather than defensiveness and conflict in other students.

3. Don’t Personalize the Dialogue. Keep the discussion and comments on the topic, not on the individual. Don’t personalize the dialogue. Rather than personalizing the dialogue, please direct challenging comments or questions to the instructor or the entire class.

4. Agree to Disagree. Remember that it is OK to disagree with each other. The purpose of dialogue and discussion is not to reach a consensus, nor to convince each other of different viewpoints. Rather, the purpose of dialogue in the classroom is to reach higher levels of learning by examining different viewpoints and opinions.

5. Participate and Share. Everyone is expected to share. Keep in mind that the role of the instructor is to make sure that everyone’s voice is heard in class.

CLASSROOM ETIQUETTE

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UTEP POLICIES

Incompletes and Add/Drop Incompletes will not be given in this course except under extremely rare circumstances that require documentation and adherence to University policies. The FINAL drop date without the Deans’ approval is March 29th. Students will not be able to drop the course after this date without the Dean’s approval.

Academic Integrity and Scholastic Dishonesty It is the official policy of the university that all suspected cases or acts of alleged scholastic dishonesty must be referred to the Dean of Students for investigation and appropriate disposition. Any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes, but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. Cheating or plagiarism in this class will result in penalties that may include a letter in the student’s file as well as failing the course. The academic honesty code is available online at: http://sa.utep.edu/osccr/academic-integrity/ Excused Absences for University-Recognized Activities, Military Leave, and Religious Holy Days. Students who will be absent from class due to the aforementioned reasons may be excused and will not be penalized, provided they provide documentation of their absence according to the university policies listed in the student handbook. **For 5 extra credit points, please email me a cartoon about adolescence.

IF YOU NEED HELP:

Classroom Accommodations If you have a documented disability that requires assistance, please contact the Center for Accommodations and Support Services (CASS) by phone at 747-5148 or by email at [email protected] or visit their office located in UTEP Union East, Room 106. For additional information, please visit the CASS website at www.sa.utep.edu/cass. Student Support Services http://studentaffairs.utep.edu/Default.aspx?tabid=73311 University Writing Center http://uwc.utep.edu Financial Resources (including emergency loans to purchase textbooks): http://academics.utep.edu/Default.aspx?alias=academics.utep.edu/payingforcollege Technology Support http://admin.utep.edu/Default.aspx?tabid=74092 Counseling Services http://sa.utep.edu/counsel/

COURSE ADD All fields below are required College : Liberal Arts Department : Psychology Rationale for adding the course: The Psychology department is working towards improving its undergraduate curriculum by providing students with deeper knowledge in core concepts. To do this, the department is adding courses that build upon introductory concepts in the field and allow students to delve deeper into more advanced material. This course will build upon our introductory development course and provide students with exposure to advanced concepts in developmental psychology. All fields below are required Subject Prefix and # PSYC 4313 Title (29 characters or fewer): Physical & Cognitive Aging Dept. Administrative Code :

CIP Code

Departmental Approval Required Yes No Course Level UG GR DR SP Course will be taught: Face-to-Face Online Hybrid How many times may the course be taken for credit? (Please indicate 1-9 times): 1 Should the course be exempt from the “Three Repeat Rule?” Yes No Grading Mode: Standard Pass/Fail Audit Description (600 characters maximum): This course will focus on structural changes that occur in human sensory, muscular, and neural systems with age, and the impact these have on functional motor control and cognition. The course will also address physical and cognitive theories of aging as well as factors that may mitigate age-related declines. Students will develop an understanding of the physical and cognitive consequences of aging and their practical impacts on quality of life in older adulthood. Students will be expected to demonstrate critical thinking and effective communication skills through multiple class activities. Contact Hours (per week): 3 Lecture Hours

Lab Hours


A Lecture H Thesis B Laboratory I Dissertation C Practicum K Lecture/Lab Combined D Seminar O Discussion or Review (Study Skills)

X

X

X

X

X

X

E Independent Study P Specialized Instruction F Private Lesson Q Student Teaching

Fields below if applicable If course is taught during a part of term in addition to a full 16-week term please indicate the length of the course (ex., 8 weeks):


Prerequisite(s):




PSYC 2310

C N

PSYC 3101 C N

PSYC 3201

C N



Restrictions: Classification

Major

Psyc 4313: Physical & Cognitive Aging

Instructor: Dr. Ashley Bangert Office: Prospect Hall 215 Office Phone: 747-8987 Email: [email protected] (This is the preferred way to contact me.) Office Hours: M 2:00 PM – 5:00 PM and by appointment Office Hours: My office hours will be held Mondays from 2:00 – 5:00 PM in Prospect Hall Room 215. If you need to meet with me but cannot attend my established office hour times, please e-mail me to set up an alternative time. Class Schedule: MW 10:30-11:50 AM Health Sciences/School of Nursing Room 211 Course Description: This class will focus on the structural changes that occur in human sensory, muscular, and neural systems with age, and the impact that these have on functional motor control and cognition. We will cover a wide variety of topics, including both physical and cognitive theories of aging, changes that occur in the sensory, skeletal and muscular systems with age and how these changes impact coordination, movement and learning. We will also discuss changes that occur in different cognitive processes, including processing speed, attention and memory as well as factors that may mediate age-related declines in these systems. By the end of the course, students should have a comprehensive understanding of the physical and cognitive consequences of aging and consider how these changes may have practical impacts on the quality of life in older adulthood. Course Objectives: • Articulate the common changes that occur in human sensory, muscular, neural, and cognitive

systems with age. • Evaluate current empirical research in this field. • Asses the effectiveness of treatment programs and training protocols designed to offset or

reduce deficits associated with aging and age-related diseases. • Hone critical thinking and writing skills through class participation, ready-for-class

assignments, and a final research paper/proposal. Course Readings: Readings consist of selected book chapters and scholarly publications. Readings will be made available through the course’s blackboard site. A reading schedule is included at the end of this syllabus. Readings should be considered background material for the lectures. It is in the students’ interest to complete readings during the week they are assigned to facilitate understanding of lecture material and enable students to participate fully in class discussions and activities. Also, there are some cases where a particular reading is not required, but has been included to give you more in-depth information about a particular topic area. These readings are labeled “EXTRA” in your course outline. Course Evaluation:

Class participation/discussion 100 pts Ready-for-class Assignments 80 pts (20 pts. each) Movement Observation Assignment 30 pts Exam I 100 pts Exam II 100 pts Article presentation 70 pts* Term paper (research proposal for graduate students) 120 pts Total 600 pts *For graduate students, the presentation of an assigned article from the course readings will be worth 20 points, while the presentation of the article for their proposal will be worth 50 points.

1) Class Participation/Discussion: Throughout the term, students will be asked to complete in-class activities and to participate in small-group discussions. Students are expected to actively participate in these discussions and to ask questions. Moreover, they are expected to demonstrate knowledge of the required readings during these discussions. Since the benefit of this class (as well as a large portion of your grade) is reliant on class participation, class attendance is mandatory.

2) Ready-for-class Assignments: Every few weeks, students will be asked to complete a

ready-for-class assignment which will consist of thought questions about the readings as well as critical thinking activities intended to help students make connections between the course readings and lectures and help them consider the practical applications of this knowledge to current issues faced by older adults as well the development of tools or programs intended to help older adults maintain functionality. Instructions for each ready-for-class assignment will be posted on the class blackboard website at least one week in advance of the due date. These assignments are due at the beginning of class on the due date shown in the course outline. Please either type or print your assignment legibly and turn them in at the start of class.

3) Movement Observation Assignment: Students will be asked to observe older adults moving in a naturalistic setting and comment on what they observe about their movements, how they interact with people and objects around them, etc. More details about this assignment will be given during the fourth week of class. This assignment will be due to the class blackboard site by 5 PM on the due date mentioned in the course outline.

4) Exams: The two exams may consist of multiple choice, short answer, and essay

questions. Any graduate students in class will be expected to provide more in-depth answers to the essay questions, citing references discussed in class.

5) Article Presentation: In the latter half of the course, each student will be responsible for presenting an article to the class. The article should be one you are using as a reference for your term paper or research proposal. Presentations should make use of power point and be designed to facilitate class discussion. You should also summarize your paper topic. In addition to this article presentation, graduate students will be

asked to sign up to present one of the assigned articles from the course readings at some point in the semester. More details about the article presentation requirements will be provided in class.

6) Term Paper/Research Proposal: Students will select a topic of interest related to the course for the term paper. Papers must be submitted on the course blackboard site by NOON on the date listed in the class schedule (there will not be a final exam). Graduate students are required to write a research grant proposal rather than a term paper. Undergraduate students with an interest in research are welcome to select the research proposal option. The papers are expected to follow APA style guidelines and be supported by at least 15 scientific citations. Mid-way through the course students will be asked to turn in a short proposal outlining their topic and mentioning at least 3 sources they think they will use for their paper. More details about this assignment will be provided in class.

7) Late Assignments: Late assignments will be docked 10% of the total possible grade for that assignment for each 24 hour period that it is late.

Grading: The percentage-score-to-letter-grade conversion for this course is as follows: A = 90% or higher B = 80-89% C = 70-79% D = 60-69% F = below 60%

Make-up Work: Make-up work will only be given for 2 reasons, 1) absence due to a university-sanctioned activity (e.g. away games for athletes, research conferences) or 2) serious medical circumstances. You must give the professor prior notification of your absence AT LEAST 48 HOURS IN ADVANCE of the due date shown on the class schedule so that appropriate accommodations can be made. If prior notification due to medical circumstances cannot be given, you must contact your instructor WITHIN 24 HOURS AFTER the due date or have someone else make contact on your behalf. Contact can be made via the instructor e-mail listed at the top of the syllabus. Documentation of your absence must be presented in writing along with any supporting material (e.g., a doctor’s note). If you become seriously ill during the semester or have other unforeseeable events that will cause you to miss several class sessions or assignments, it is your responsibility to drop the course in order to save your grade point average. If you start having problems, you need to contact your instructor as soon as possible so that they can work with you to devise a plan to help you succeed in the course. Do not wait to contact your instructor, because at that point it might be too late to do anything. It is very rare for the supervising professor to grant an “incomplete” in this lab course. Blackboard: I will use the course blackboard website to post course readings and information about assignments. Before each lecture, I will post a version of the lecture notes or Powerpoint slides on this website for you to view or print. The notes are not meant to be complete or to serve as a substitute for attending class. Instead, they should be used as a study guide and to provide structure for taking and interpreting your own notes. It is important that you know that there will

be information presented in lecture that may not be found in your readings. Therefore, it is important that you be in class to get this information. I will also use the blackboard site to post your ready-for-class assignment questions at least one week before they are due. Also, you will submit your movement observation assignment and final paper via blackboard. Academic Integrity: Each student has a responsibility to understand, accept, and comply with the University’s standards of academic conduct (http://sa.utep.edu/osccr/academic-integrity/). All graded work (e.g. ready for class assignments, tests, papers, etc.) that you produce for the course is to be completed independently and should reflect your own ideas and effort. You may not present as your own any materials that are the work of another. These include but are not limited to work produced by another student, materials printed in books or articles, and materials published on the web. Academic dishonesty includes but is not limited to the following:

o cheating – use or attempted use of unauthorized materials, student aids or information in any academic exercise

o fabrication – falsifying or inventing information or data in an academic assignment o collusion – aid or attempt to aid another student in committing academic misconduct o plagiarism – use of ideas, words or statement of another person without giving credit

to that person

Students who are uncertain as to what constitutes academic dishonesty should consult the instructor. Note that if I find evidence of academic dishonesty or any other violation of the Standards of Conduct I am required to report it to the Office of Student Conduct and Conflict Resolution. Accommodations For Students With Disabilities: If you feel that you may have a disability that requires accommodation, contact the Center for Accommodations and Support Services Office at 747-5184, go to Room 106E Union, or email [email protected]. If you need accommodations for a disability, please let me know by the end of the second week of classes. Some aspects of this course, the assignments, the in-class activities, or the way I teach may be modified to facilitate your participation and progress. Feedback: During the term, you may have feedback about how the course is being conducted. Please feel free to either e-mail me your concerns or set a time to meet with me so that we can talk about them. Alternatively, if you feel more comfortable giving anonymous feedback, you can put a note in my mailbox in in the psychology building.

COURSE ADD All fields below are required College : Liberal Arts Department : Psychology Rationale for adding the course: The Psychology department is working towards improving its undergraduate curriculum by providing students with deeper knowledge in core concepts. To do this, the department is adding courses that build upon introductory concepts in the field and allow students to delve deeper into more advanced material. This course will build upon our undergraduate course in Psychology and the Legal System and provide students with exposure to advanced concepts in legal psychology. All fields below are required Subject Prefix and # PSYC 4315 Title (29 characters or fewer): Psych of Criminal Behavior Dept. Administrative Code :

CIP Code

Departmental Approval Required Yes No Course Level UG GR DR SP Course will be taught: Face-to-Face Online Hybrid How many times may the course be taken for credit? (Please indicate 1-9 times): 1 Should the course be exempt from the “Three Repeat Rule?” Yes No Grading Mode: Standard Pass/Fail Audit Description (600 characters maximum): This course will focus on the application of psychological theory and practice to the societal problem of criminal behavior. Students will critically examine research on the extent to which theories from biological, sociological, and psychological perspectives adequately explain criminal behavior within and across individuals. Best practices for the assessment and treatment of criminal behavior will be discussed within the framework of correctional psychology. Contact Hours (per week): 3 Lecture Hours

Lab Hours


A Lecture H Thesis B Laboratory I Dissertation C Practicum K Lecture/Lab Combined D Seminar O Discussion or Review (Study Skills) E Independent Study P Specialized Instruction F Private Lesson Q Student Teaching

X

X

X

X

X

X

Fields below if applicable If course is taught during a part of term in addition to a full 16-week term please indicate the length of the course (ex., 8 weeks):


Prerequisite(s):




PSYC 3315

C N

PSYC 3101 C N

PSYC 3201

C N


Restrictions: Classification


Instructor: Dr. Jennifer Eno Louden E-mail: [email protected] Office: Vowell Hall room 204 Office hours: Tuesday and Thursday 10:30-11:30 or by appointment If you need to make an appointment, please email me with at least 3 specific times you can meet during the week and give at least 24 hours notice so I can set a time for you. Note: my office is located in a building that is not ADA accessible. If you need to meet in a different location, please let me know. COURSE TIME AND LOCATION Tuesdays and Thursdays 9:00-10:20, Psychology building room 307 REQUIRED TEXTS Bonta, J. & Andrews, D. A. (2017). The psychology of criminal conduct (6th Ed.). New York: Routledge. Additional readings will be posted to Blackboard. COURSE DESCRIPTION This course will provide students with an overview of research on the extent to which theories of human behavior adequately explain offending with a particular emphasis on psychological theories. The application of theoretical understandings of crime to criminal justice practice will be discussed. As an upper division course intended for students in Psychology and Criminal Justice, it is expected that students will have a range of knowledge in psychology and research methods; as such, some time may be spent reviewing basic research methodology and psychological theories. LEARNING OUTCOMES At the end of this course, you should be able to:

1. Critically evaluate research on criminal risk factors and interventions. 2. Describe the major theories of crime. 3. Describe the General Personality and Cognitive Social Learning Approach to criminal

behavior. 4. Describe the Risk Need Responsivity model of correctional supervision.

COMMUNICATION Email is the best way to communicate with me. I will do my best to respond to your messages within 24 hours, but it may take longer for me to respond on weekends and holiday breaks. Please include your full name in all messages you send me, and please put “PSYC 4345” in the subject line so I will know the message is from a student. BLACKBOARD I will make announcements regarding the course via Blackboard periodically, so please check Blackboard daily. Blackboard is also where you will find supplementary materials relevant to the

Psychology of Criminal Behavior PSYC 4315 The University of Texas at El Paso

course. DISABILITY ACCOMODATIONS If you have a disability and require accommodation, please contact the Center for Accommodations and Support Services at 915-747-5148 or via e-mail ([email protected]) during the first week of the semester. They will help you with the required paperwork necessary to obtain accommodation. ACADEMIC DISHONESTY Academic dishonesty in any form will not be tolerated. Academic dishonesty includes: cheating on exams or assignments, forgery, and plagiarism. If you are caught engaging in academic dishonesty, you will likely receive an “F” for the relevant assignment, and you may receive a final grade of “F” for the course. Please review UTEP’s policy statement on academic dishonesty: http://academics.utep.edu/Default.aspx?tabid=23785

COURSE REQUIREMENTS Attendance and participation, 20% of grade. Each student is expected to come to every class session having read the assigned material for that week and engage meaningfully in the class discussion. Participation should take the form of asking clarifying questions about the readings and offering interpretations of the material being discussed. Students should engage with each other in discussing the material. Students will also be asked to provide peer review for each other on portions of the final project, including the presentation. Written assignments, 30% of grade. Each reading will have a short writing assignment associated with it. Some readings will have specific guiding questions for students to write about. If no guiding questions are indicated for a particular reading, students should provide a one-paragraph summary of the most important points of the reading followed by two high quality discussion questions for class. Assignments are due on Blackboard by 2:00pm on Friday the week before the class discussion on that reading. Final project, 50% of grade. Each student will produce a final project related to the course topics and present this in two ways. The first will be a presentation to the class during the last weeks of the semester. Each student should plan to speak for approximately 10 minutes with accompanying PowerPoint slides to illustrate their ideas and provide at least two questions to guide class discussion and elicit feedback from the rest of the class. The second way the project will be presented will be via a written research paper. Students should plan to incorporate feedback from their presentation into their final paper. We will be spending some portion of class time talking about this project and there will be deadlines related to the project throughout the semester such as bringing drafts of the paper to class for feedback. Detailed instructions for the project and associated deadlines will be posted to Blackboard. GRADING Grades will be based on a traditional grading scale where 90% and up is an A, 80% to 89% is a B, 70% to 79% is a C, 60% to 69% is a D and below 60% is an F. If you have any questions or disputes regarding grades, you must raise these in writing within ten days of the grade being released. Grades will only be changed in cases of error.

COURSE SCHEDULE The following is a tentative list of dates when specific topics will be discussed, although adjustments to this schedule may occur. Adjustments will be announced in class and via Blackboard. Barring any alterations to the course schedule, you should complete the readings by the earliest date listed below. Note that if a topic is marked “skim,” you should quickly read over the chapter and try to get the general points. Other chapters should be read for deeper understanding. You will probably want to read ahead early in the semester so you do not fall behind later on. Week Date

Topic

Readings

1 8/29

8/31

Course introduction

Overview of the PCC

Ch. 1

2 9/5 Research methods review

9/7

3 9/12 Empirical basis of PCC Ch. 2

9/14

4 9/19 Theories of criminal behavior Ch. 3

9/21 One-paragraph summary of project topic due

5 9/26 Biological basis of criminal behavior Ch. 4

9/28 Antisocial personality pattern Ch. 5

6 10/3

10/5 Procriminal associates and attitudes Ch. 6

7 10/10 The person in the social context (skim) Ch. 7

10/12 Substance abuse (skim) Ch. 8

8 10/17 RNR Ch. 9

10/19

10 10/24 Risk assessment Ch. 10

10/26 Outline of paper due

11 10/31 Rehabilitation Ch. 11

11/2 Adherence (skim) Ch. 12

12 11/7 Punishment Ch. 13

11/9 Special populations (skim—additional reading will

be assigned)

Ch. 14

13 11/14

11/16 Conclusions Ch. 15

14 11/21 Peer review of paper draft

11/23 NO CLASS—THANKSGIVING

15 11/28 Student presentations

11/30 Student presentations

16 12/5 Student presentations

12/7 Student presentations

Final papers due 11:59PM

undergraduate curriculum change memo · 2019. 3. 5. · undergraduate curriculum change memo date:...

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