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Academic NotesFEBRUARY 18, 2008 AN 2007-2008

ACADEMIC NOTES PUBLICATION SCHEDULEFOR SPRING 2008

Below is the circulation schedule for the electronic copy of Academic Notes through May 5, 2008. All submissions for inclusion in Academic Notes are due in the Office of Academic Affairs no later than 10:00 a.m. on the Wednesday prior to the distribution of Academic Notes on the following Monday. Submissions must be in hard copy along with an e-mail, disk, or CD with the same information. The electronic version must be formatted either in Word with pages with signatures scanned and inserted as a picture OR PDF saved as text and image. (Do NOT send PDF just saved as an image.) Information submitted to Academic Notes that is not accompanied by an electronic version or that is incomplete or unusable will be returned to the appropriate office. Academic Notes is available using Acrobat Reader at http://www.indstate.edu/acad-aff/79.html

ACADEMIC NOTES PUBLICATION SCHEDULEFOR SPRING 2008

Deadline for Items Issue Date

February 20 February 25February 27 March 3March 5 March 10March 12 March 17March 19 March 24March 26 March 31April 2 April 7April 9 April 14April 16 April 21April 23 April 28April 30 May 5

THESES, DISSERTATIONS, AND RESEARCH PROJECTS

COLLEGE OF ARTS AND SCIENCES: Psychology

Academic Notes 1 February 18, 2008

Jaclyn Green will defend her dissertation entitled The Relationship Between Cognition and Self-injury Among Women with Borderline Personality Disorder, on Friday, February 29, 2008, at 8:00 a.m., in ROOT B-141. Members of her committee are: Dr. June Sprock, Chairperson; Dr. Veanne Anderson and Dr. Jennifer Boothby.

COLLEGE OF EDUCATION: Educational Leadership, Administration, and Foundations

Tonya Balch will defend her dissertation entitled Identification of Key Counseling Skills for Highly Effective School Administrators, on Friday, February 29, 2008, at 9:00 a.m. in College of Education, room 1514. NOT on February 28, 2008 at 10:00 a.m. in Room 1214. Members of her committee are: Dr. Steve Gruenert, Chairperson; Dr. Robert Boyd and Dr. Peggy Hines.

August Deneal will defend her dissertation entitled African American Women Doctoral Education Experiences (Persistence)”, on Thursday, February 28, 2008 at 10:00 a.m., in the College of Education, Room 1214. Members of her committee are: Dr. Mary Howard Hamilton, Chairperson; Dr. Kandace Hinton and Dr. LaVada Brandon.

CURRICULUMINDEXItem Page #

PSYCHOLOGY AND SOCIOLOGY DEPARTMENT MERGE....................................................3

Undergraduate ProposalsNew Courses

ECOL 110....................................................................................................................................5 ECOL 110L, ELED 220, 425.........................................................................................................6

Course RevisionsCRIM 499.....................................................................................................................................6ELED 110, 432, 449......................................................................................................................7

Course EliminationsELED 315, 320..............................................................................................................................8

New ProgramsCivic Leadership Minor.................................................................................................................8Early Childhood Minor................................................................................................................11

Program RevisionsBachelor of Science Studio Major................................................................................................12Language Specialist Honors Certificate........................................................................................14Associate of Science in General Aviation Flight Technology........................................................15Career and Technical Education (Teaching Specialization)...........................................................15

Program ReactivationsMiddle School Mathematics Endorsement of Licensure................................................................17

Program EliminationsBachelor of Arts—Art History Emphasis.....................................................................................18Career and Technical Education (Non-Teaching Specialization)...................................................18Interdisciplinary Cooperative Education Endorsement..................................................................18Cooperative Coordinator Endorsement.........................................................................................19

Graduate ProposalsCourse RevisionsAcademic Notes 2 February 18, 2008

SPSY 667, 678............................................................................................................................19SPSY 685, 686............................................................................................................................20

Program RevisionsEd.S. Degree Program in School Psychology....................................................................20Ph.D. Degree Program in Guidance and Psychological Services--School Psychology.......25Master of Science in Nursing............................................................................................30Post-Master’s, Non-Degree Certification Program—Family Nurse Practitioner................32Post-Master’s FNP Certificate...........................................................................................33Post-Master’s Certificate in Nursing Education.................................................................33

Undergraduate ApprovalsCourse Revisions

ITE 470, MCT 295......................................................................................................................33

DEPARTMENT MERGE

COLLEGE OF ARTS AND SCIENCES

Merge Department of Sociology and Department of Psychology

Brief Summary:

Change in departments’ organization only.

Reductions in the number of faculty in the Department of Sociology, and recommendations of the program prioritization process have necessitated a realignment of that program and the discontinuation of the Department. Integration of the sociology faculty into the Department of Psychology will allow for opportunities to collaborate on a social psychology research and teaching cluster and to invest additional human capital into high priority undergraduate and graduate programs. Besides maintaining the sociology minor and courses that support General Education, Social Science Education, and other undergraduate programs, sociology faculty will develop and deliver new social psychology programming that draws on the strengths of both disciplines including gerontology and research methods.

Proposed Catalog Copy:

Curriculum should look as follows:

Psychology Major 40-43 semester hours*Complete the following with a minimum grade of C:

PSY 101 - General Psychology : Understanding Human Behavior 3 hours. PSY 150 - Careers in Psychology 1 hour. PSY 201 - Introduction to Research Methods in Psychology 3 hours. PSY 375 - Statistics in Psychology 3 hours. PSY 376 - Advanced Research and Writing 3 hours. Select at least 5 of the following core courses:


PSY 266 - Developmental Psychology 3 hours. PSY 270 - Psychological Orientation to Social Psychology 3 hours. PSY 310 - Learning 3 hours. PSY 342 - Perception 3 hours. PSY 344 - Cognitive Psychology 3 hours. PSY 356 - Physiological Psychology 3 hours. PSY 362 - Psychology of Personality 3 hours. PSY 368 - Introduction to Abnormal Psychology 3 hours. Required Mathematics:

MATH 111 - Intermediate Algebra 3 hours or higher, or appropriate mathematics placement score. Directed Electives (9 hours):

These courses may include any courses offered in the Department of Psychology. Culminating Experience (3 hours):

Complete one of the following courses with a minimum grade of C:

PSY 484 - Field Work in Psychology 3 hours. PSY 486 - Research in Psychology 3 hours. PSY 499T - Honors Thesis 3 hours. Note: At least 18 hours of psychology courses must be taken from Indiana State University.

Psychology Minor (18 semester hours)*Required Psychology (6 hours):

PSY 101 - General Psychology : Understanding Human Behavior 3 hours. PSY 201 - Introduction to Research Methods in Psychology 3 hours. Directed Electives:

12 hours selected in consultation with minor advisor in the Department of Psychology.

Note: *At least 6 hours of psychology courses must be taken from Indiana State University.

Sociology Minor (18 semester hours) Required Sociology: A minimum grade of C must be earned in each of these required courses.

SOC 280 - Principles of Sociology 3 hours. SOC 390 - Social Stratification and Inequality 3 hours. Electives:


12 hours of directed electives in sociology; a minimum of 6 hours of electives must be at the 300/400 level. No cognate course is accepted for the sociology minor.

Psychology for Social Studies LicensureRequired Courses for Teacher Licensing in Psychology (15 hours):

PSY 101 - General Psychology : Understanding Human Behavior 3 hours. PSY 201 - Introduction to Research Methods in Psychology 3 hours. PSY 344 - Cognitive Psychology 3 hours. PSY 362 - Psychology of Personality 3 hours. Electives (3 hours):

Required Course When Psychology is not Selected for Teacher Licensing:

PSY 101 - General Psychology : Understanding Human Behavior 3 hours.

Sociology for Social Studies LicensureRequired Sociology:

SOC 220 - Contemporary Social Problems 3 hours. SOC 280 - Principles of Sociology 3 hours. SOC 390 - Social Stratification and Inequality 3 hours. SOC 499 - Senior Seminar 3 hours. Electives:

3 hours from any Sociology course or another approved elective. Required Course when Sociology is not selected for Teacher Licensing:

Choose one of the following:

SOC 100 - Foundations of Social Life 3 hours. SOC 110 - United States Diversity: Sociological Perspectives 3 hours. SOC 220 - Contemporary Social Problems 3 hours. SOC 240 - Introduction to Social Psychology 3 hours.

UNDERGRADUATE PROPOSALS

NEW COURSES

COLLEGE OF ARTS AND SCIENCES: Ecology and Organismal Biology

ECOL 110 Introduction to Environmental Sciences—3 hours. An introductory class that focuses on using the scientific method to understand the impacts of human activities on natural Academic Notes 5 February 18, 2008

processes, both physical and biological. Topics are based on the important environmental issues facing the world today, and are presented through the use of recent news stories and case studies. [GE2000: Scientific and Mathematical Studies-Foundational]Preferred effective term: Fall 2008

ECOL 110L Environmental Sciences: Human and Environmental Change Lab—1 hour. A laboratory that illustrates the concepts of environmental science as presented in Ecology 110. This laboratory course must be taken together with Ecology 110. [GE2000: Scientific and Mathematical Studies-Foundational]Preferred effective term: Fall 2008

COLLEGE OF EDUCATION: Elementary, Early, and Special Education

ELED 220 Integrated Curriculum for Young Children in Pre-K Setting—3 hours. This course focuses on enhancing teacher candidates’ pedagogical content knowledge and skills in planning integrated curriculum for young children three to six years of age with an emphasis on developmentally appropriate and culturally relevant teaching at Pre-K settings. Field experience in a Pre-K setting is required.Preferred effective term: Fall 2008

ELED 425 Early Intervention for Infants and Toddlers with Development Delay—3hours.This course connects learning theories to real-life situation and assists students in the planning and implementation of early intervention strategies for infants (0-3) and young children with special needs. Field experience in infant toddler programs, early intervention or early childhood special education settings is required. Prerequisite: 110.Preferred effective term: Fall 2008

COURSE REVISIONS

COLLEGE OF ARTS AND SCIENCES: Criminology

CRIM 499 Danger and Disorder: Critical Issues in Criminology—3 hours. This course is designed to meet the General Education Capstone Course requirement. This course will examine crime, justice, and civic life from historical, comparative, social science, and contemporary cultural perspectives. Topics will include law and society, violence in America, criminal subcultures, drug policy, essential issues in criminal justice, mass media and crime, and citizen involvement in criminal justice. Prerequisite: at least 78 credit hours and seven of nine required Liberal Studies courses. See the General Education section of the Catalog for a complete description of the capstone requirement. General Education Credits [GE2000: Capstone Course (majors only)]

Change description to:CRIM 499 Danger and Disorder: Critical Issues in Criminology—3 hours. This course is designed to meet the General Education Capstone Course requirement. This course will examine crime, justice, and civic life from historical, comparative, social science, and contemporary cultural perspectives. Topics will include law and society, violence in America, criminal subcultures, drug policy, essential issues in criminal justice, mass media and crime, and citizen involvement in criminal justice. Prerequisite: at least 78 credit hours and seven of nine required Liberal Studies courses. See the General Education section of the Catalog for a Academic Notes 6 February 18, 2008

complete description of the capstone requirement. This course will not be counted toward the nine hours of Criminology and Criminal Justice directed electives. General Education Credits [GE2000: Capstone Course (majors only)]Preferred effective term: Fall 2008


ELED 110 Foundations of Early Childhood Education—3 hours. This course is designed to provide an understanding of the role of the early childhood educator, to develop skills in observing and working with young children, to develop an awareness of the various types of programs serving young children, and to aid the student in developing a professional commitment to the field of study. The goals will be achieved through both observation and seminar sessions. Prerequisites: admission to the early childhood education major and passing the PRAXIS test.

Change description and remove prerequisites to:ELED 110 Foundations of Early Childhood Education—3 hours. This course through observation and seminar provides an understanding of the role of the early childhood educator, develops skills in observing and working with young children, develops an awareness of the various types of programs serving young children, and aids in developing a professional commitment to the field.Preferred effective term: Fall 2008

ELED 432 Early Childhood: Teaching Within a Diverse Society—3 hours. This course focuses on developing and enhancing the knowledge and skills to work with children and families from diverse cultural, racial, and socio-economic backgrounds. This course introduces the conceptual frameworks of multicultural teaching and reviews the current research and practices relevant to teaching-learning solutions. Prerequisite: admission to BCP-I.

Delete prerequisiteELED 432 Early Childhood: Teaching Within a Diverse Society—3 hours. This course focuses on developing and enhancing the knowledge and skills to work with children and families from diverse cultural, racial, and socio-economic backgrounds. This course introduces the conceptual frameworks of multicultural teaching and reviews the current research and practices relevant to teaching-learning solutions.Preferred effective term: Fall 2008

ELED 449 Early Childhood: Family, School, and Community Relationships—3 hours. This course focuses on building family, school, and community partnerships. Teacher education students learn techniques such as organizing parent conferences, home visits, parent meetings, and the process of implementing a parent involvement program. The course also addresses the cross-cultural issues in families and school and community linkage. Prerequisites: complete Cluster III courses with chairperson’s permission.

Delete prerequisitesELED 449 Early Childhood: Family, School, and Community Relationships—3 hours. This course focuses on building family, school, and community partnerships. Teacher education students learn techniques such as organizing parent conferences, home visits, parent meetings, and the process of implementing a parent involvement program. The course also addresses the cross-cultural issues in families and school and community linkage.Preferred effective term: Fall 2008


COURSE ELIMINATIONS


ELED 315ELED 320Preferred effective term: Fall 2008

NEW PROGRAMS

COLLEGE OF ARTS AND SCIENCES: Political Science

Civic Leadership Minor (24 semester hours)CIP Code: Minor Code:

Brief Summary:

The guiding framework for the minor in Civic Leadership grows out of one of the central elements of the University's mission, which is to "educate students to be productive citizens." The Civic Leadership minor addresses all of the key components of that mission, providing a rich academic environment, a focus on the meaning of citizenship in action, and an emphasis on enhancing the efficacy and productiveness of ISU student-citizens by assisting in the development of their civic competencies and leadership capacities.

Guiding Framework Statements:

Civic action and citizenship require broad and deep involvement in the full life of the community. It includes participation in traditional political processes and an informed understanding of the social, economic, and cultural structures which shape people's lives.

Civic leadership begins with a commitment to serving the community, but also requires knowledge of the structures, policies, and laws which undergird societal problems and challenges. Civic leaders work to change the circumstances which created problems, not merely alleviate the symptoms.

Civic leaders and effective citizenship are action oriented.

Civic leaders are guided by an ethic of care. As such, they work to facilitate the democratic and organizational capacity of all community members.

Civic leadership is complex and multidimensional. Understanding civic leadership, and implementing a civic leadership program, require interdisciplinary study.

Civic leaders are social entrepreneurs who are motivated not just by a social desire to help others


but also to develop innovative ways of addressing complex social problems.

Civic leaders understand that thoughtful and well-intentioned people hold diverse opinions about complex issues; and, as a result, model civility by seeking to understand opposing viewpoints and where possible establishing common ground.

All courses in this minor are currently being taught so the addition of the minor would not add any new courses, faculty or resources.

Student Learning:

This is a new program, therefore, this question is not applicable. However student outcomes, which we will assess annually, include:

Discuss the history of civic engagement in higher education Explain forms of civic engagement Articulate the principal characteristics of servant-leadership Discuss the role of citizen leadership in a democratic society Analyze community needs and assets related to a civic issue Identify and describe the role of key stakeholders related to a given civic issue Describe the need for human service systems in meeting the needs of local communities Organize a group to engage in civic action Demonstrate effective public speaking skill Communicate the importance of a civic issue through written communication Utilize cross-cultural communication skills Develop positive working relationships with community and campus leaders Demonstrate the ability to resolve conflicts Demonstrate consensus-building skills in a group setting Demonstrate commitment/ability to create inclusive communities and organizations Demonstrate ability to apply scientific research methods to understanding community

issues Demonstrate a sophisticated understanding of diversify that includes, but is not limited to

gender, ethnicity, race, disability, sexual orientation, socio-economic status, family status, and age.

Demonstrate skills and strategies to navigate processes by which public policies are promulgated and implemented

Analyze individual leadership capacity Assess individual civic competencies capacity


Civic Leadership Minor (24 semester hours)CIP Code: Minor Code:

The Civic Leadership Minor prepares active, engaged citizens who devise and implement responses to complex contemporary issues through grassroots activism and leadership in political, philanthropic, and business sectors. The program is intellectually and experientially based, giving balanced attention to theoretical understanding and civic capacity building.


Civic Leadership Minor (24 semester hours)

Required (15 semester hours):

Leadership, Engagement, Activism, and Democracy Learning Community:

PHIL 201 Ethics and the Good Life—3 hrs; PSCI 107 United States Diversity: Contemporary American Issues—3 hrs.; 201 American Government—3 hrs.; 330 Introduction to Public Administration—3 hrs.; WS 450 Student Activism in Theory and Practice—3 hrs (prerequisite at least 78 hours earned and 7 of 9 required liberal studies courses completed).

Electives (total of 9 semester hours between the two categories):

Internship or Fieldwork or RCSM 485 Alternative Spring Break 3 AND Approved electives 3 - 6 hrs.

Students who take 6 hours of Internship/Fieldwork/RCSM 485 will take 3 hours of approved electives; students who take 3 hours of Internship/Fieldwork/RCSM 485 will take 6 hours of approved electives.

Approved Electives Open to Any Major:

Communication311 Interpersonal Communication--3 hours312 Introduction to Persuausion Theory--3 hours416 Cross Cultural Communication--3 hours455 Organizational Communication--3 hours469 Public Relations Case Studies--3 hours470 Public Relations Campaign Planning--3 hours (prerequisite COMM 329)483 Gender Communication--3 hours

Criminology222 Police-Community Relations—3 hours

Geography356 Water and Environmental Health--3 hours411 Conservation--3 hours431 Urban Geography--3 hours432 Political Geography--3 hours

History404 Internship is Public History—3 hours (prerequisite: departmental approval)

Philosophy306 Business Ethics--3 hours

Political Science305 State and Local Government--3 hours


308 The Judicial Process--3 hours495 Internship in Political Science (prerequisite: departmental approval)--3-9 hours497 Field Work in Political Science (prerequisite: departmental approval)--1-6 hours

Psychology270 Psychological Orientation to Social Psychology--3 hours340 Cognition in Everyday Life--3 hours

Social Work130 Introduction to the Fields of Social Welfare--3 hours 240 Family and Child Welfare--3 hours

Women's Studies200 Introduction to Women's Studies--3 hours475 Field Work in Women's Studies (prerequisite: program approval)--3 hours

Counseling415 Group Dynamics Laboratory--3 hours

Educational Leadership, Administration, and Foundations200 Education and Community--3 hours

Health, Safety, and Environmental Health Sciences210 Principles of Environmental Health--3 hours352 Environmental Laws and Administration--3 hours

Recreation and Sport Management150 Introduction to Nonprofit Management--3 hours462 American Humanics Management Institute--3 hours

Students may petition for courses not listed above to count for approved elective credit.Preferred effective term: Fall 2008


Early Childhood Minor (15 hours)CIP Code: 131204 Minor Code: _______________

Brief Summary:

The Early Childhood Education minor is being recommended as a way to add another content area and setting to the elementary teaching license.

Student Learning:

This is a proposal for a new minor that would replace the Early Childhood major. The assessment that necessitated this proposal was the Program Prioritization Process. The program had few students and was unable to offer the necessary courses to complete a major.



Early Childhood Minor (15 hours)CIP Code: 131204 Minor Code: _______________

This minor may be added to any program. Adding it to the Elementary Education or Special Education major will allow for the preschool setting and the preschool generalist content area to be added to the instructional license. This minor cannot be used as an initial instructional license.

Required courses: Elementary Education 110--3 hrs.; 220--3 hrs.; 425--3 hrs.; 432---3 hrs.; 449--3 hrs.

Preferred effective term: Fall 2008

PROGRAM REVISIONS

COLLEGE OF ARTS AND SCIENCES: Art

Bachelor of Science Studio Major (63 semester hours)CIP Code: 500701 Major Code: 0321

Brief Summary:

Add Art History as a Concentration in the BA/BS Studio major. This action is undertaken based on the results of program prioritization. This proposal also renames the emphases currently in the major as concentrations in order to facilitate their tracking in Banner.Student Learning:

The change from a major to an emphasis in art history begin with Program Prioritization. Art history was targeted as a major that graduated fewer than ten students per year, which was one of the stipulations set forth by the Program Prioritization Task Force. Though occasionally art history classes were canceled due to low enrollment, enrollments in art history classes were not the problem. Additionally, because art history is required for accreditation of the Department of Art by NASAD, the elimination of the art history major gained no monetary savings to the university in the form of faculty salaries, since faculty had to be retained to teach art history courses. In April 2007, the art historians (Cavanaugh, Smithers, and Mayer) were encouraged to vote to essentially eliminate the art history major, and we did so with regret. The art history major in the BA track was therefore changed to an emphasis area in the BS track.


MAJOR AND MINOR REQUIREMENTS

CORE CURRICULUM (18 semester hours)The core curriculum is a prescribed program of study required of all studio art, art history, and art education majors and is basic to a student's choice of an area of concentration. Required courses: Art History 271—3 hrs.; 272—3 hrs. (either 271 or 272 will also count for Academic Notes 12 February 18, 2008

General Education credit under LAPS:E for studio and art education majors) ARTP 170—3 hrs.; ARTS 101—3 hrs.; 102—3 hrs.; 104—3 hrs.

STUDIO ART CURRICULA

Bachelor of Art / Bachelor of Science Studio Major (63 semester hours)CIP Code: 500701 Major Code: ___________

The bachelor of art/bachelor of science degree with a studio concentration is designed for the student who desires a more general education, or a second major. The total studio credit hour requirements are fewer, permitting a larger number of elective credits. This degree is designed for those who might wish subsequently to pursue the master of science or master of arts, or possibly master of fine arts degrees.

Requirements (30 hours): 18 hours of the core curriculum; ARTH 371—3 hrs.; an additional 6 hours of art history; ARTP 499—3 hrs.; and completion of a concentration, listed below. Interdisciplinary study in studio art may also be earned under the direction of a faculty advisor by combining courses in different studio concentrations.

Assessment Information: Students with a concentration in studio in the their last semester shall present a representative example of their work (one-two pieces) in an approved gallery setting. The work presented will be evaluated by the studio faculty of the students’ area of Concentration and will be photographically documented. Students with a Concentration in Art History will submit a paper.

2-Dimensional Arts Concentration (33 hours)Required: ARTS 215—3 hrs.; 230—3 hrs.; 235—3 hrs.; 240—3 hrs.; 251—3 hrs.; 400 (D, E or I)—3 hrs.

Select 12 credit hours from among the following courses: ARTS 316—3 hrs.; 317—3 hrs.; 331—3 hrs.; 336—3 hrs.; 341—3 hrs.; 351—3 hrs.; 415—3 hrs.; 430—3 hrs.; 435—3 hrs.; 440—3 hrs.; 443—3 hrs.; 451 –3 hrs.

Select one from the following: ARTS 210—3 hrs.; 245—3 hrs.; 255—3 hrs.

3-Dimensional Arts Concentration (33 hours)Required: ARTS 210—3 hrs.; 215—3 hrs.; 245—3 hrs.; 255—3 hrs; 400 (A,F, or G)—3 hrs.Select 15 credit hours from among the following courses: ARTS 311—3 hrs.; 346—3 hrs.; 356—3 hrs.; 357—3 hrs.; 410—3 hrs.; 413—3 hrs.; 414—3 hrs.; 445—3 hrs.; 450—3 hrs.; 455—3 hrs.; 456—3 hrs.; 457—3 hrs.

Select one from the following: ARTS 230—3 hrs.; 235—3 hrs.; 240—3 hrs.; 251—3 hrs.

Graphic Design Concentration (33 hours)Required: ARTD 220—3 hrs.; 321—3 hrs.; 322—3 hrs.; 323—3 hrs.;; 420—3 hrs.; 421—3 hrs.; 423—3 hrs.; 490—3 hrs.; ARTS 215—3 hrs.; 235—3 hrs.; 316—3 hrs.

Art History Concentration (33 hours)


Required Art History courses (15 hours): courses from each of the historical periods offered.

Cognate Courses (18 hours): select six hours from the following language courses: FREN 201—3 hrs.; FREN 202—3 hrs.; GERM 201—3 hrs.; GERM 202—3 hrs.; Philosophy 101—3 hrs.; or 404—3 hrs.; 3 hours literary history; 3 hours music history; 3 hours theater history or COMM 445.Preferred effective term: Fall 2008

COLLEGE OF ARTS AND SCIENCES: Languages, Literatures, and Linguistics

Language Specialist Honors Certificate

Brief Summary:

Revisions to the language of the Language Specialist Honors Certificate only.


Language Specialist Honors Certificate

Students earning the Bachelor of Arts in Language Studies may receive the Language Specialist Honors Certificate by fulfilling the following two requirements:

1. Successful completion of an appropriate study abroad experience of at least five weeks in duration or equivalent approved experience.

2. Maintenance of a minimum grade point average of 3.5 in all course work applied to the major or completion of a nationally-recognized language examination in the primary area (e.g., one of those administered by the Goethe Institute in German or the American Association of Teachers of Spanish in Spanish) with a level of performance to be specified by the Department.Preferred effective term: Fall 2008


COLLEGE OF TECHNOLOGY: Aviation Technology

Associate of Science in General Aviation Flight Technology (32 semester hours)CIP Code: 490101 Major Code: D609

Brief Summary:

Program changes were result of external surveys and two external reviews for accreditation.

Student Leaning:

Proposed changes will better prepare students for marketplace.


Associate of Science in General Aviation Flight Technology (32 semester hours)CIP Code: 490101 Major Code: __________

Required courses: Aviation Technology courses (32 semester hours): 130—2 hrs.; 141—6 hrs.; 142—1 hr.; 144—

1 hr.; 205—3 hrs.; 211—3 hrs.; 223—3 hrs.; 241—3 hrs.; 242—1 hr.; 243—3 hrs.; 244—1 hr.; 245—3 hrs.; 342—1 hr.; 344—1 hr.

Directed Basic Studies: Communication 215—3 hrs.

Students must pass each aviation course in the major with a "C" grade or higher.Preferred effective term: Fall 2008

COLLEGE OF TECHNOLOGY: Technology Management

Career and Technical Education (Teaching Specialization) (52 semester hours)CIP Code: 131320 Major Code: E142

Brief Summary:

Due to reorganizations in the College of Technology and increases in demand for post-secondary technical education in career and technical education (CTE) for community college faculty, it is necessary to change course prefixes and allow more program options. Furthermore, the program title has been changed to reflect one degree program; previously the CTE program provided two CTE degrees: teaching and non-teaching. The non-teaching option was almost identical to the Human Resource Development (HRD) program. The new CTE program will have two options: secondary and post-secondary education and none of the options are identical to the HRD program.

Student Learning:

The Student Learning outcomes assessment results, National Council for Accreditation of Teacher Education (NCATE) accreditation standards, and advice from Indiana Professional Standards Board (IPSB) were used to modify the CTE program. As a result, a new option


focusing on post-secondary education has been added to the CTE program. The option focuses on instructors for post-secondary technical institutions.

Specific revisions include: 1) changes of prefixes to existing career and technical education courses (new prefixes with CTE); and

2) Overall credit hour requirement for the Technical Core from 28 hrs to 24 hrs to be more attractive to students and yet provide a solid meaningful set of courses that will enhance a student’s resume and employment opportunities.

Effectiveness: Changes allow more opportunities for students in other majors to take a set of courses that will enhance their resume and afford them more employment opportunities. No additional courses outside the Technology Management department are used for the additional program option. The courses are consistently offered allowing the completion of both options in four years.


Career and Technical Education Major (79 semester hours)CIP Code: 131320 Major Code: __________

Career and Technical Education Professional Core (21 hours): 381—3 hr.; 472—3hrs; 481—3 hrs.; 483—3hrs; Human Resource Development 473—3 hrs; Technology Management 385—3 hrs.; 490—3 hrs.

Technical Core (24 hours): Students must complete an approved technical core or specialization in a technical area, as listed under Occupational Specialist License Titles, Indiana Department of Education. Students may also complete technical electives approved by the advisor, in the same technical area, if needed to equal 24 hours. The Technical Core can include transfer work.

Students must select one of the following two options:

Option A: Secondary School (34 hours): Technology Education 490—3 hrs.; Please see the Senior High-Junior High/Middle School Professional Education sequence described in the Department of Curriculum, Instruction, and Media Technology (i.e. Phase I, Phase II, and Phase III Professional Education courses). Refer to College of Education Teaching Requirements. Candidates must also complete two years (4,000 clock hours) of successful employment in a recognized technical field or 1,500 hours of supervised work in an approved teacher education program or an equivalent combination.

Option B: Post Secondary School (34 hours): Career and Technical Education 479—3 hrs.; 484—3 hrs.; 485—3 hrs.; 494—3 hrs.; Human Resource Development 489—3 hrs.; Technology Management 351—3 hrs. (take twice for a total of 6 hours); 394—3 hrs.; 430—1 hr.; 492—3 hrs.; 493—3 hrs.; 497—3 hrs.



PROGRAM REACTIVATIONS

COLLEGE OF ARTS AND SCIENCES: Mathematics and Computer Science

Middle School Mathematics Endorsement of Licensure (22 semester hours)CIP Code: ___________

Brief Summary:

The middle school mathematics endorsement is being revamped to better prepare students for licensure. This program allows elementary education students to add a middle school mathematics teaching component to their licenses.

Student Learning:

The State of Indiana has changed the way elementary education majors add middle school mathematics to their licenses. More is being required of middle school mathematics teachers. They must now pass the PRAXIS exam in mathematics and they will teach more algebra than was previously required of middle school teachers. The large numbers of elementary education majors means that students need to distinguish themselves to find employment. This endorsement is a good way to do this. Several elementary school principals have stated that they will only hire students with one of three endorsements, including mathematics. There is also a need nationwide for middle school mathematics teachers, especially those with elementary backgrounds who can help bridge the gap between elementary school and high school. Finally, the emphasis on mathematics in the I-STEP + exams requires middle school mathematics teachers to have a broad, flexible knowledge so they can reach all learners, not solely those who have traditionally been good at mathematics. Therefore, the program must be strengthened to prepare students to meet these challenges. The new program will require 22 hours of coursework as opposed to the 19 semester hours previously. The increase in hours is due to the fact that students now have to pass the PRAXIS exam to be licensed. Students now take Math 131—4 hours instead of Math 301—3 hours to get a stronger grounding in calculus. They also must take Math 492—3 hours for their capstone course and Math 388 Teaching Middle School Mathematics—2 hours. Finally after an internal audit we are adding Math 308 to cover topics that are taught in middle school but that are spread throughout our curriculum for secondary majors.


Middle School Mathematics Endorsement for Licensure (22 semester hours)

Required Mathematics: 122—4 hrs.; 131—4 hrs.; 241—3 hrs.; 308—3 hrs.; 323—3 hrs.; 388—2 hrs.; 492—3 hrs.



PROGRAM ELIMINATIONS

COLLEGE OF ARTS AND SCIENCES: Art

Bachelor of Arts—Art History Emphasis (57 semester hours)CIP Code: 500701 Major Code: 0325

Brief Summary:

Eliminate the stand alone major in Art History. This action is undertaken based on the results of program prioritization. Art History will be added as a track in the BA/BS Art Studio major.

Propose Catalog Copy:

NonePreferred effective term: Fall 2008


Career and Technical Education (Non-Teaching Specialization) (52 semester hours)CIP Code: 131320 Major Code: E143

Brief Summary:

This program is being blended together with the current Career and Technical Education (teaching) program.

Proposed Catalog Copy: None.Preferred effective term: Fall 2008


Interdisciplinary Cooperative Education Endorsement (20semester hours)

Brief Summary:

The term endorsement is no longer recognized by the State of Indiana. This endorsement no longer exists.


None.Preferred effective term: Fall 2008



Cooperative Coordinator Endorsement (14 semester hours)

Brief Summary:

The term endorsement is no longer recognized by the State of Indiana. This endorsement no longer exists.


None.Preferred effective term: Fall 2008

GRADUATE PROPOSALS

COURSE REVISIONS

COLLEGE OF EDUCATION: Communication Disorders and Counseling, School, and Educational Psychology

SPSY 667 Psychoeducational Assessment and Intervention—3 hours. Provides instruction in psychoeducational assessment and intervention with a primary emphasis on academic difficulties and educational disabilities. The course emphasizes assessment and treatment models that are responsive to children and families from diverse cultural groups. Special attention is given to (a) accuracy of administration and interpretation of psychological assessment procedures via written and oral reports and (b) development of intervention techniques for academic and behavioral deficits.

Change title to:SPSY 667 Preschool Psychoeducational Assessment and Intervention--3 hours. Provides instruction in psychoeducational assessment and intervention with a primary emphasis on academic difficulties and educational disabilities. The course emphasizes assessment and treatment models that are responsive to children and families from diverse cultural groups. Specific attention is given to (a) accuracy of administration and interpretation of psychological assessment procedures via written and oral reports and (b) development of intervention techniques for academic and behavioral deficits.Preferred effective term: Fall 2008

SPSY 678 Practicum in Psychoeducational Interventions—3 hours. The aim of this course is to provide practicum experience working with children and adolescents with behavioral, emotional, and/or learning difficulties in home, school, clinic, and community settings: Prerequisite: consent of instructor.

Change credit hours to:SPSY 678 Practicum in Psychoeducational Interventions—1 hour. The aim of this course is to provide practicum experience working with children and adolescents with behavioral, emotional, and/or learning difficulties in home, school, clinic, and community settings: Prerequisite: consent of instructor.



SPSY 685 Seminar in School Psychology—3 hours. History and systems of psychology; roles and functions of school psychologists; legal and ethical issues including laws, court decisions, ethical principles, professional guidelines and standards; other contemporary issues relevant to the practice of professional psychology. Prerequisites: 666, 667, 682.

Change title to:SPSY 685 Seminar in School Psychology: Ethics—3 hours. History and systems of psychology; roles and functions of school psychologists; legal and ethical issues including laws, court decisions, ethical principles, professional guidelines and standards; other contemporary issues relevant to the practice of professional psychology. Prerequisites: 666, 667, 682.Preferred effective term: Fall 2008

SPSY 686 Practicum in School Psychology—3, 6, or 9 hours. This course provides advanced graduate students with experience in applying their knowledge of child development, learning theory, assessment, and interventions while working with children, parents and teachers in a school psychology center and the public schools. Prerequisites: 666, 667, 677, 682, and consent of instructor.

Change credit hours and prerequisites to:SPSY 686 Practicum in School Psychology--1-3 hours. This course provides advanced graduate students with experiences in applying their knowledge of child development, learning theory, assessment, and interventions while working with children, parents, and teachers in a school psychology center and the public schools. Prerequisites: 666, 667, 677, and consent of the instructor.Preferred effective term: Fall 2008

PROGRAM REVISIONS


Ed.S. Degree Program in School Psychology (73 semester hours minimum)CIP Code: 421801 Major Code: 8675

Brief Summary:

The first issue was credit loads for practicums. All practicums have been receiving 3 credits. This practice is out-of-date with credit assignment with other programs and other universities. Thus, SPSY 678 was changed from 3 credits to 2 credits. This shift in credit better aligns the practicum experience and supervision load and with current practices across the university and the nation. This practicum was also expanded to a year long experience (1 credit per semester). This allows for first year students to get structured hands-on experience in a school setting and to serve in the READ clinic for a full year. The other practicum SPSY 686 was changed from 9 hours to 4 hours. Part of the change is due to changing the semester credits from 3 to 2. The second part of the change was due to students only registering for SPSY 686 during the second year. In the previous program, students registered for this SPSY 686 in the spring of the first year and then both semesters of the second year. However, there was a significant difference in the responsibilities of the students between the spring of the first year and the fall of their second Academic Notes 20 February 18, 2008

year. To more clearly indicate the increase in experience and greater independence during the second year of training, the faculty decided to separate the first and second year practicums into SPSY 678 and SPSY 686, respectively. The final change with respect to credit load is changing the internship load from 7 credits to 6 credits. There appeared to be no available rationale for the 7 hours assigned to internship, thus to streamline the process it was decided to have students register for 6 hours, 3 each semester. Thus, while there is a total drop of 7 credits, there is no loss of practicum or internship experience.

The next proposed change is the addition of one optional classes within the program. This is offering SPED 698D Advanced Topics in Special Education: Special Education Law as an alternative for ELAF 608 Seminar in the Foundations of Modern Education. Both of these courses are to provide students with an understanding of their roles within the school and how schools work. ELAF 608 focuses on the school as a social organization and how it serves society. This course provides school psychologists with a general overview of the system in which they will be working. In contrast, SPED 698D focuses on the role of the school psychologists as it relates to the law. Understanding the law and how its many changes impacts school psychologists has been viewed as increasingly important. Further, different students have expressed an increasing interest in the legal definition of the role of school psychologists. The importance of understanding the legally defined role of the school psychologists will become increasingly important as the role of school psychologists is being reinvented. Given the increasing importance of the law and the fact that the law greatly defines how school psychologists interact with schools, it appeared appropriate to make SPED 698D an alternative for ELAF 608.

The next change is making a common substitution a standard part of the program. EPSY 621 Development through the Lifespan has been a common substitute for the choice of EPSY 521 Advanced Child Psychology or 721 Seminar in Human Development. This common substitution was used because of the comprehensive nature of EPSY 621 and its alignment with the increasingly comprehensive service of the school psychologist.

The next change affects two course titles. SPSY 667 from Psychoeducational Assessment and Intervention to Preschool Psychoeducational Assessment and Intervention. The course title is being changed to reflect an added emphasis on the evalaution of the pre-school aged population, which requires specialized assessment techniques. SPSY 685 Seminar in School Psychology would be changed to Seminar in School Psychology - Ethics. The course title is being changed to reflect the emphasis on ethical issues covered in the class. Both of the above changes reflect goals and objectives of training programs presented by National Association of School Psychology (NASP) and American Psychological Association (APA).

Another change to the program involves a slight change in the published admission criteria. The admission criteria indicate that applying students must take the Graduate Record Exam (GRE) and score 450 on both verbal and quantitative. While the applicant’s performance on the GRE was considered, in line with other departments and recent research findings the weight of the GRE scores was less than other factors such as experience with schools, experience with a school psychologist, personal goal statements that closely aligned with school psychology. This lead to many students begin admitted who did not meet the minimum GRE requirements. The committee proposes that taking the GRE continue to be a requirement but that no minimum requirement be published. This brings the program in-line with the philosophy of the university


and other programs with in the College of Education.

The next change is the elimination of SPSY 790 Advanced Research and Study. This course has been used in conjunction with SPSY 792 Field Research Project to represent the students Ed.S. research project completed during their internship. By eliminating SPSY 790, it simplifies registration for the students and allows them to continue to register for 6 credits a semester during their internship.

The final change is the addition of three classes. The three classes are EPSY 626 Child and Adolescent Psychopathology, COUN 666 Multicultural Counseling, and the pairing of PSY 603 Proseminar: Learning and Cognition or PSY 610 Theories of Learning. The addition of these classes will enhance the student’s learning and increase their knowledge base for the expanding role of the school psychologist.

Student Learning:

The changes in the credit assignment in practicums, allows for better representation of complexity of practicums by assigning higher credit loads to more complex and independent actions by the students. It also saves money for the students. The decision to change credits came about as the faculty prepared the NASP folio and the APA self study. This involved complete review of the program and analysis of other programs. During this time, it came to the attention of the faculty that other programs within ISU and at other universities awarded different credit levels for practicums. It was also found during our self-evaluation that NASP and APA want to see practicum experiences that increase in complexity and independence. Credit load is one way of demonstrating the increase in complexity from READ to Porter and schools to internship. By adding the optional class of SPED698D, it allows the students to further explore their own interests while providing essential information needed by the profession. During our preparation of the documents for NASP and APA, it became apparent that more specialized coursework was available for our students and that we should identify a method for allowing our students to take advantage of the opportunities. The adding of this courses also addressed a need identified by a meeting between school psychology faculty and internship supervisors, held in October 2007. At this meeting, the field supervisors indicated that our students needed more knowledge of special education law. Making EPSY 621 a standard part of the program provides the students with a comprehensive overview of human development spanning birth to adulthood. As the federal law has mandated educational services from birth to age 21, it is becoming more critical for school psychologists to understand the full development of an individual. This course offers the best match to this need. The change of dropping the GRE minimum scores has the benefit of us bringing in students who are known to do poorly on norm-referenced assessments. These include students of minority groups, students with test anxiety and nontraditional students. This change supports the universities and NASP's initiatives to bring more minorities and non-traditional students into our university and our profession.

The change increasing the emphasis on preschool for SPSY 667 increases our students knowledge and practice with a population growing in need and frequency of referral. Student outcomes assessment and program accreditation review each support the practice of specialization with the pre-school population. Best practice calls for the early identification of and intervention for various early developmental delays and disorders. For SPSY 685, the


increased emphasis on ethics helps prepare the students for the many and everchanging dilemnas they willface in the field. Development of these areas is encouraged by our accrediting bodies, NASP and APA. Further, the meeting with the field supervisors also strongly suggested our students needed increased knowledge and experience with the preschool population.

The dropping of 790 and requiring 6 hours of 792, simplifies registration for students during their third year. Changing the internship hours from 7 hours of 791 to 6 hours of 791 also simplifies registration and saves the student's funds during their third year. None of these changes reduce the quality of suprervision or training the student receives.

Finally, the addition of EPSY 626, PSYC 603 or 610, and COUN 666 expand the students knowledge and training in three critical areas. The program's deficits in these areas was a direct result of the recent Folio submission to NASP.


Ed.S. Degree Program in School Psychology (75 semester hours minimum)CIP Code: 421801 Major Code: _____________

The Educational Specialist School Psychology Program is designed to prepare school psychologist scientist-practitioners with a broad cognitive-behavioral orientation through a program that is research-based and theory-driven, school-focused, and experiential in nature. The program is committed to addressing issues of diversity, technology, research, theoretical orientation, professional values, and human development through preparation in the areas of educational and psychological foundations, research methodology, assessment, intervention, consultation, and school psychology.

The primary objectives of the program are to develop school psychologists who demonstrate understanding of, value for, and competence in the following areas: (a) a comprehensive knowledge base related to psychology and education with a specific emphasis in school psychology; (b) developing, integrating, and applying research, evaluative procedures, and new knowledge in the field, to the process of solving both practical and theoretical problems; (c) providing excellent clinical service in areas of assessment, consultation, prevention, intervention, and program evaluation; (d) communicating and collaborating with parents, teachers, and other professional colleagues to facilitate development and remediation for children, youth, and families from diverse backgrounds; (e) social and professional responsibility, including ethical and legal standards and guidelines, as well as individual and cultural differences; (f) ongoing personal and professional evaluation and development. The educational specialist degree (Ed.S.) is regarded as a practitioner’s degree and as such, is a continuation of work completed in pursuit of the M.Ed. in school psychology. A student admitted to a program leading to this degree must write an advanced thesis or otherwise demonstrate the competency to carry on individual research. Upon completion of the Ed.S. in school psychology, the student will be eligible for the Indiana Standard School Psychologist License.

The program listed below includes the course work for the M.Ed. in school psychology. Students who have not completed the M.Ed. in school psychology but have a master’ s degree in special education, psychology, or related fields may be considered for admission, and complete any deficiencies en route to the completion of the Ed.S. degree. The program is approved by


NASP/NCATE. Further information regarding program approval may be obtained from NASP at: National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, Phone: 301-657-0270, e-mail: [email protected]

Admission Requirements

Students seeking admission must meet all of the following requirements:

1. Complete application to the School of Graduate Studies.2. Hold a master’s degree from an accredited college or university.3. Have an undergraduate grade point average of 2.7 or above.4. Have a graduate grade point average of 3.25 or above with no deficiencies in the area chosen

for advanced graduate study.5. An offical transcript from each school at which any undergaraduate or graduate work has

been done.6. Scores on the Graduate Record Examinations General Tests.7. Submit at least three letters of recommendation from persons who know the prosepctive

student in an academic and/or professional capacity. 8. Submit a personal narrative describing the applicant’s professional goals and how this

program specifically contributes to those goals.

It must not be assumed that meeting minimal standards guarantees admission to the program. After review of all of the above materials, the admission committee will invite prospective to participate in either a telephone or to appear for a personal interview

Degree Requirements

Basic Professional Courses: Educational Psychology 620—3 hrs.;Educational Leadership, Administration, and Foundations608—3 hrs. or Special Education 698D; Educational Psychology 621—3 hrs.;612—3 hrs.Major Field: Counseling 533—3 hrs.; 666—3hrs.; Educational Psychology624—3 hrs.; 626—3 hrs.; 628—3 hrs.; or Psychology 558—3 hrs.; School Psychology600—3 hrs.; 666—3 hrs.; 667—3 hrs.; 670—3 hrs.; 677—3 hrs.; 678—2 hrs.;680—3 hrs.; 682—3 hrs.; 685—3 hrs.; 686—4 hrs.; 785—3 hrs.;791—6 hrs; Psychology 603—3 hrs.; or 610—3 hrs.Thesis or Field Study: School Psychology 799—6 hrs.; or 792—6 hrs.

School Psychology Licensure RegulationsInterested individuals are encouraged to consult Education Student Services in the College of Education before pursuing a program intended to lead to licensure.Preferred effective term: Fall 2008


Ph.D. Degree Program in Guidance and Psychological Services--School Psychology (112 semester hours minimum)


mailto:[email protected]

CIP Code: 131101 Major Code: 8673

Brief Summary:

Credit load for practica and internship

The first issue is the number of credits assigned to practica courses. Currently, all practica have been receiving 3 credits. This practice is out-of-date with credit assignments in comparison to other programs and other universities. The proposed change would have the credit earned for each course increase as the student progresses through the program. Each course will be described separately.

SPSY 678 -- During their first year, students enroll in SPSY 678 in the fall and spring semester. The proposed change is to decrease this course from 3 hours to a 1 credit hour course, meaning students would earn 2 credits of SPSY 678 in their first year experience. This allows for first year students to get structured hands-on experience in a school setting and to serve in the READ clinic for a full year.

SPSY 686--Next, SPSY 686 has been a 3 hour course and students have been required to earn 9 hours during their course of study. The proposed change will decrease to course from 3 credit hours to 2 credit hours. Students will take this course both fall and spring semester of their second year for a required total of 4 hours. In the previous program, students registered for this SPSY 686 in the spring of the first year and then both semesters of the second year. However, there was a significant difference in the responsibilities of the students between the spring of the first year and the fall of their second year. To more clearly indicate the increase in experience and greater independence during the second year of training, the faculty decided to separate the first and second year practica into SPSY 678 and SPSY 686, respectively.

Alternative courses

SPED 698D for ELAF 708--The next proposed change is the addition of courses that can serve as alternatives to required courses. The first is offering SPED 698D Advanced Topics in Special Education: Special Education Law as an alternative for ELAF 708 Seminar in Foundations of Modern Education. Both of these courses are to provide students with an understanding of their roles within the school and how schools work. ELAF 708 focuses on the school as a social organization and how it serves society. This course provides school psychologists with a general overview of the system in which they will be working. In contrast, SPED 698D focuses on the role of school psychologists as it relates to the law. Understanding the law and how it many changes impacts school psychologists has been viewed as increasingly important. Further, different students have expressed an increasing interest in the legal definition of the role of school psychologists. The importance of understanding the legally defined role of school psychologists will become increasingly important as the role of school psychologists is being reinvented. Given the increasing importance of the law and the fact that the law greatly defines how school psychologists interact with schools, it appeared appropriate to make SPED 698D an alternative for ELAF 708.

COUN 736 for SPSY 695/COUN 834 for SPSY 688 --Another program revision is to offer two counseling classes, COUN 736: Research Seminar and COUN 834: Supervision of Counseling,


as alternatives to the two school psychology classes, SPSY 695: Research in School Psychology and SPSY 688: Supervision of Practicum in School Psychology. More specifically, COUN 736 will now be an equivalent substitution for SPSY 695 and COUN 834 will be an equivalent substitution for SPSY 688.

Title change for SPSY 667--The next change is to the course title for SPSY 667 from Psychoeducational Assessment and Intervention to Preschool Psychoeducational Assessment and Intervention. The course title is being changed to reflect an added emphasis on the evaluation of the pre-school aged population, which requires specialized assessment techniques.

CIMT 660 for ELAF 806--The program faculty wish to make the following changes: add CIMT 660: Curriculum Fundamentals and no longer require ELAF 806: Seminar in Educational Thought.

Addition of PSY 603 and PSY 607--The program faculty wish to require two courses from the psychology department, PSY 603: Learning and Cognition and PSY 607: Proseminar: Social Bases of Individual Behavior.

Student Learning:

Credit load for practica and internship

The changes in the credit assignment in practica, allows for better representation of complexity of practica by assigning more credit hours to those experiences that are more complex and demand more independent actions by the students. Further, it saves money for the students. The decision to change credits came about as the faculty prepared the NASP folio and the APA self study. Preparing these documents involved complete reviews of each program as well as an analysis of other programs within ISU and at other universities. During this time, it came to our attention that other programs were awarding credit hours in a ascending fashion as students progressed through their programs. It was also found during our self-evaluation that NASP and APA want to see practicum experiences that increase in complexity and independence. Credit load is one way of demonstrating the increase in complexity from SPSY 678 (READ Clinic) to SPSY 686 (Porter School Psychology Center and school-based experiences) to SPSY 791 (internship).

Alternative courses

SPED 698D for ELAF 708--By adding the optional class of SPED 698D, it allows the students to further explore their own interests while providing essential information as they prepare to be competent professionals. During our preparation of the documents for NASP and APA, it became apparent that more specialized coursework was available for our students and that we should identify a method for allowing our students to take advantage of the opportunities. In addition to our review of the programs for NASP and APA, we gained valuable information from site supervisors last year. The school psychology faculty held a meeting with on-site supervisors to assess their views of the program in terms of strengths and areas for improvement. This meeting was held in October 2006. At this meeting, the field supervisors indicated that our students needed more knowledge of special education law. By adding this course, we are adddressing these areas of improvement as identified by on-site supervisors.


COUN 736 for SPSY 695/COUN 834 for SPSY 688--During the Fall of 2006, with the re-alignment of three former departments, we had the opportunity to look at course offerings and make decisions that would best benefit our programs and our students. Within the new department, two of the doctoral programs are School Psychology and Counseling Psychology. In the school psychology area, the two classes of SPSY 695: Research in School Psychology and SPSY 688: Supervision of Practicum in School Psychology, are currently required courses for the Ph.D. degree in school psychology. In collaboration with the counseling psychology faculty, we determined that two courses in their area, COUN 736: Research Seminar and COUN 834: Supervision of Counseling, had a very similar purpose as well as content and requirements. Another program revision is to offer the two counseling classes as alternatives to the two school psychology classes. More specifically, COUN 736 will now be an equivalent substitution for SPSY 695 and COUN 834 will be an equivalent substitution for SPSY 688. In the past, the SPSY classes would be considered ‘low-enrollment’ courses and at risk of not being offered. This solution allows for the classes to be offered and allows more collaboration among doctoral students.

Title change for SPSY 667--The change increasing the emphasis on preschool for SPSY 667 increases our students knowledge and practice with a population growing in need and frequency of referral. Student outcomes assessment and program accreditation review each support the practice of specialization with the pre-school population. Best practice calls for the early identification of and intervention for various early developmental delays and disorders. This practice is encouraged by our accrediting bodies, NASP and APA. Further, the meeting with the field supervisors also strongly suggested our students needed increased knowledge and experience with the preschool population.

CIMT 660 for ELAF 806--In the past year, our program has begun the process of re-accreditation with the American Psychological Association (APA). This process has allowed the program faculty to examine the course curriculum and how well the current curriculum fits with the guidelines and expectations of APA. Based on the outcome of this assessment process, the program faculty wish to make the following changes: add CIMT 660: Curriculum Fundamentals and no longer require ELAF 806: Seminar in Educational Thought. The program faculty plan to no longer require this course for the doctoral degree. With the need to require many courses across the various aspects of psychology, it is most important that the required curricula cover those aspects of psychology which does not allow for this course any longer. The faculty plan to require CIMT 660 as it appears to fill a gap in the program curriculum. The role of school psychologists is changing rapidly and school psychologists need an understanding of curriculum. Some changes in their role include assessment of the instructional environment and classroom-wide interventions. Further, there is a significant shift from standardized assessments to curriculum based measures.

Addition of PSY 603 and PSY 607--Adding these courses as required is critical to our doctoral program for a number of reasons. First, our theoretical model for training is cognitive-behavioral; however, a cognitive psychology class has not been a part of the existing curriculum. Second, our students will work in schools or assist school-age children and having a foundation in social psychology is also important. Further, our doctoral program is accredited by the APA which expects students to receive a broad and general training with emphasis on several substantive areas of psychology including cognitive and affective aspects of behavior as well as


social aspects of behavior. Our program was last accredited in 2003. In APA’s report of the program, it was noted that our program was not meeting these expectations.


Ph.D. Degree in Guidance and Psychological Services—School Psychology (118 semester hours minimum)CIP Code 131101 Major Code: ________________

The graduate program leading to the doctor of philosophy degree in guidance and psychological services in school psychology is designed to prepare persons for positions of leadership in research, teaching, and service. Admission and retention are based upon upon appropriateness of educational and career goals, available positions in the program, interpersonal skills, communication ability, and academic and clinical performance. Meeting minimum standards alone does not guarantee either admission or retention. A minimum of 118 hours of graduate work beyond the bachelor’s degree is required, in addition to the successful completion of a doctoral dissertation as prescribed in the regulations of the School of Graduate Studies, and a 2, 000-hour, year-long internship. The Ph.D. program is accredited by the American Association (APA) and the National Association of School Psychologists (NASP). Further information about the accreditation may be obtained from APA and NASP at: Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE, Washington, D.C. 20002-4242, Phone: 202-336-5979, Fax: 202-336-5978, e-mail: [email protected]; and National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, Phone: 301-657-0270, e-mail: nasponline.org.

The goal of the program is to prepare professional school psychologists with a broad cognitive-behavioral theoretical orientation to serve children, youth, families, and individuals with disabilities in a variety of practice, research, and teaching settings. The goal is accomplished through a scholar-practitioner model of training which stems from the program philosophy that theory must be informed by practice.

The objectives of the program are to produce school psychologists who have knowledge of, skill in, and value for:

1. Historical and current issues in the field of psychology and the area of school psychology.2. Foundations of education and psychology applied to issues of science, practice, and teaching.3. Administering, interpreting, and designing assessment techniques and instruments relevant to

the field of psychology and the area of school psychology.4. Designing, implementing, and evaluating empirically supported interventions relevant to the

field of psychology and the area of school psychology.5. Applying quantitative and qualitative research methods to questions in psychology,

education, and related fields.6. Applying and evaluating consultation models and techniques with a diverse array of

consultees.7. Ethnic, racial, and cultural diversity in personal and professional activities.8. Theories, models, and research literature in the areas of human development.9. Science in their practice and for issues of practice in their research.10. Technology in science, practice, teaching, and communicating.


11. Theory in science, practice, and teaching.12. Ethical, legal, and professional guidelines relevant to the field of psychology and the area of

school psychology; and professional development and lifelong learning activities.

The program requirements can be described briefly as follows:

A. Foundations (21 hours minimum)The student must demonstrate competency in understanding and applying foundations of education, philosophy, psychology, research methods, and social sciences. To aid in the development of competency in the areas of foundations, the student must complete course work in foundations of psychology, education, and qualitative and quantitative research design and analysis. Specific requirements include: Educational Psychology 620, 710, 712, 713 or 711; Special Education 698D or Educational Leadership, Administration, and Foundations 708; Curriculum Instruction Media Technology 660; and School Psychology 695 or Counseling 736.

B. Behavioral Sciences Core (24 hours minimum)The student must complete a program enabling him or her to develop theoretical and philosophical understandings of human behavior. To aid in the development of competency in the area of behavioral science, the student must complete course work and practice in the biological and social aspects of behavior including individual differences in behavior, human development, psychopathology, history, and systems of psychology and education; effective methods of intervention, consultation, and supervision; and issues of cultural and individual diversity. Specific requirements include: Counseling 533, 666; Educational Psychology 621, 624, 626, and 628; Psychology 603, 607.

C. School Psychology Specialization (49 hours minimum)The student must complete a program preparing him or her to assume leadership roles in the field of school psychology through practice in school systems, mental health centers, clinic, hospital, and private practice settings; and leadership positions in organizations relevant to psychology and education. To aid in the development of competency in the area of school psychology, the student must complete course work and practica in evidence-based interventions, psychological and educational measurement and evaluation, professional standards and ethics, cognitive and social aspects of behavior, theories and methods of assessment and diagnosis, and application of knowledge and skill in real-life contexts.

D. Dissertation (18 hours minimum)

The student must successfully complete a dissertation on a topic related to school psychology approved by the student’s doctoral committee.

E. Internship (6 hours minimum)The student must complete the equivalent of a one-year, full time pre-doctoral internship (2,000 hours) at a site approved by the individual’s doctoral committee, the director of internships, and the director of school psychology training. The internship will occur following completion of all required coursework.

The program for each student will be planned jointly by the student, advisor, and the doctoral committee and will include required course work in each of the areas noted above, required


practica, and specialization practica. The student’s competencies, interests, goals, as well as prior educational and / or clinical experiences will be considered in the planning of the sequence of practica, research experiences, and dissertation topic. The program will be subject to revision as the student’s strengths and needs are assessed and as he or she progresses through the program.

Admission Requirements

Students seeking admission must meet all of the following requirements:

1. Completed application form to the School of Graduate Studies.2. Have an undergraduate GPA of 2.7 or above. 3. Have a graduate GPA of 3.5 or above with no deficiencies in the area chosen for advanced

graduate study. 4. One official transcript from each school at which any undergraduate or graduate work has

been done.5. Letters of recommendation from at least three persons who know the prospective student in

an academic, and/or professional capacity.6. Scores on Graduate Record Examinations General Tests.7. Submit a personal narrative describing the applicant’s professional goals and how this

program specifically contributes to those goals. It must not be assumed that meeting minimal standards guarantees admission to the program. After review of all of the above materials, the admissions committee will invite prospective students to participate in either a telephone interview or to appear for a personal interview.Preferred effective term: Fall 2008

COLLEGE OF NURSING, HEALTH, AND HUMAN SERVICES: Nursing

Master of Science in Nursing (35-48 semester hours)CIP Code: 511601 Major Code: 9260

Brief Summary:

There are no proposed course changes in the programs of study for the designated concentrations in the graduate degree in nursing. The title change that is being requested is from the term track to concentration in order to be consistent with other University graduate offerings. This title change will also allow for a more effective assessment mechanism to monitor enrollment patterns and graduation rates for the three concentrations related to family nurse practitioner, nursing administration, and nursing education.

If approved, these changes will be processed through the DARS Director and the Registrar, but will not impact other programs, and library access or holdings. The title changes and new major codes will also not require additional financial and staff resources.



Master of Science in Nursing (35-48 semester hours)CIP Code: 511601 Major Code: ________

Students matriculating a master’s of science in nursing have the option of selecting one concentration from among Family Nurse Practitioner, Nursing Administration, or Nursing Education. All students in the major complete the same core course work and a research course in addition to the student’s selected concentration.

Core Course Work (9 semester hours): 601—3 hrs., 605—3 hrs., and a 3 hour approved statistics course.

Research (3 semester hours): 633—3 hrs. Family Nurse Practitioner ConcentrationClinical Course Work and Practica (31 semester hours): 624—4 hrs., 644—7 hrs., 645—3 hrs.,

646—1 hr., 664—8 hrs., 670—5 hrs.; Life Sciences 633—3 hrs.Functional Role Course Work and Practica (2 semester hours): 635—1 hr. and 675—1 hr.Culminating Experience: Master’s thesis, 699—6 hrs., or culminating project, 698—3 hrs., or

evidence based practice, 697—3 hrs.

Nursing Administration ConcentrationClassroom Course Work and Practica (12-14 semester hours): 500X—3 hrs., 651—3 hrs., 652

—3 hrs., 671—5 hrs.Electives (6 hours): Guided electives.Culminating Experience (3-6 semester hours): Master’s thesis, 699—6 hrs., or culminating

project, 698—3 hrs., or evidence based practice, 697—3 hrs.

Nursing Education ConcentrationClassroom Course Work and Practica: (14 hours): 653—3 hrs., 662—3 hrs., 673—4 hrs., 683—

4 hrs.Electives (6 hours): Guided electives.Culminating Experience: Master’s thesis, Nursing 699—6 hrs., or culminating project, 698—3

hrs., or evidence based practice 697—3 hrs.Preferred effective term: Fall 2008


COLLEGE OF NURSING, HEALTH, AND HUMAN SERVICES: Nursing

Post-Master’s, Non-Degree Certification Program—Family Nurse PractitionerCIP Code: 511601 Major Code: 9261

Post-Master’s FNP CertificateCIP Code: 511601 Major Code: 9262

Post-Master’s Certificate in Nursing Education (14 semester hours)CIP Code: 511601 Major Code 9263

Brief Summary:

There are three different non-degree graduate certificates available from the nursing department, as well as a graduate guest student designation. In order to effectively monitor and assess enrollment trends and completion rates of certificate offerings, additional and revised major codes are being requested for three of the offerings. In addition, minor title changes are also being requested to provide clarity and to be consistent with University guidelines for the length of certificate titles.

If approved, these changes will be processed through the DARS Director and the Registrar, but will not impact other programs, and library access or holdings. The title changes and major codes will also not require additional financial and staff resources.


Post-Master’s Family Nurse Practitioner CertificateCIP Code: 511601 Major Code: _______

Post-Master’s FNP CertificateCIP Code: 511601 Major Code: __________

Post-Master’s Certificate in Nursing Education (14 semester hours)CIP Code: 511601 Major Code ___________

There are three non-degree certificate options from which students with a previous master’s degree in nursing may select one as their declared certificate. Non-degree seeking students may also declare a guest status.

Post-Master’s, Non-Degree Certification Programs

Post-Master’s Family Nurse Practitioner CertificateThis program is designed for students who have completed


a prior master of arts or master of science degree with a focus in nursing. Students must complete the following course work (33 semester hours minimum):Clinical Course Work and Practica (31 semester hours): 624—4 hrs.; 644—7 hrs.; 645—3 hrs.; 646—1 hr.; 664—8 hrs.; 670—5 hrs.; Life Sciences 633—3 hrs.Functional Role Course Work and Practica (2 semester hours): 635—1 hr.; 675—1 hr.

Post-Nurse Practitioner Family Nurse Practitioner Certificate This program is designed for students who have completed a prior master’s degree in nursing with a nurse practitioner focus. Students must complete the following course work (22-27 semester hours minimum): Clinical Course Work and Practica (21-26 hours): 625—2-3 hrs.; 642—3-5 hrs.; 645—3 hrs.; 646—1 hr.; 665—4-6 hrs.; 670—5 hrs.; Life Sciences 633—3 hrs.Functional Role Course Work and Practica (1 hour): 675—1 hr.

Post-Master’s Nursing Education Certificate. This program is designed for students who have completed a prior master’s degree in nursing. Students must complete the following course work (14 semester hours minimum):Classroom Course Work and Practica: (14 hours): 653—3 hrs., 662—3 hrs., 673—4 hrs., 683—4 hrs.Preferred effective term: Fall 2008

UNDERGRADUATE APPROVALS


ITE 470 Course Construction in Technology Education—3 hours. Systematic approach to identify, select, and organize instructional materials in technology education.

Change prefix, title, and description to:TCED 470 Course Development and Instructional Design--3 hours. A teacher's approach to curriculum development and instructional design. The focus is on interpreting educational standards and determining the appropriate instructional activities to meet the students' needs and educational standards.Preferred effective term: Fall 2008

MCT 295 Introduction to Computer Applications—3 hours. This course is designed to provide all first year and transfer students with the basic working knowledge of computers, computer applications, and information management skills necessary to succeed in today’s information technology based society. General Education Credits [GE2000: Information Technology Literacy]

Change prefix and number to:TMGT 195 Introduction to Computer Applications—3 hours. This course is designed to provide all first year and transfer students with the basic working knowledge of computers, computer applications, and information management skills necessary to succeed in today’s information technology based society. General Education Credits [GE2000: Information Technology Literacy]Preferred effective term: Fall 2008


academic notes - cms.indstate.educms.indstate.edu/sites/default/files/media/documents/pd… ·...

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