Senate Bill No. 1415 - 09
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by:
Undergraduate Academic Council
University Planning and Policy Council
Date: May 1, 2015
PROPOSAL TO ESTABLISH A BACHELOR OF SCIENCE IN HUMAN DEVELOPMENT
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1.
That the University Senate approve the attached proposal to create a
Bachelor of Science degree in Human Development, as recommended by
the Undergraduate Academic Council and University Planning and Policy
Council.
2.
That the proposed program begin with the Fall 2015 Semester.
3.
That this proposal be forwarded to the President for approval.
1
New Program Proposal:
Undergraduate Degree Program
Form 2A
Version 2014-11-17
This form should be used to seek SUNY’s approval and New York State Education Department’s (SED) registration of a
proposed new academic program leading to an associate’s and/or bachelor’s degree. Approval and registration are both
required before a proposed program can be promoted or advertised, or can enroll students. The campus Chief Executive or
Chief Academic Officer should send a signed cover letter and this completed form (unless a different form applies1), which
should include appended items that may be required for Sections 1 through 6, 9 and 10 and MPA-1 of this form, to the
SUNY Provost at program.review@suny.edu. The completed form and appended items should be sent as a single,
continuously paginated document.2 If Sections 7 and 8 of this form apply, External Evaluation Reports and a single
Institutional Response should also be sent, but in a separate electronic document. Guidance on academic program planning
is available here.
Table of Contents
NOTE: Please update this Table of Contents automatically after the form has been completed. To do this, put the
cursor anywhere over the Table of Contents, right click, and, on the pop-up menus, select “Update Field” and then
“Update Page Numbers Only.” The last item in the Table of Contents is the List of Appended and/or Accompanying Items,
but the actual appended items should continue the pagination.
Section 1. General Information ...................................................................................................................................................... 2
Section 2. Program Information..................................................................................................................................................... 3
2.1. Program Format................................................................................................................................................... 3
2.2. Related Degree Program ........................................................................................................................................... 3
2.3. Program Description, Purposes and Planning ...................................................................................................... 3
2.4. Admissions ........................................................................................................................................................ 14
2.5. Academic and Other Support Services .............................................................................................................. 16
2.6. Prior Learning Assessment ................................................................................................................................ 16
2.7. Program Assessment and Improvement ............................................................................................................ 16
Section 3. Program Schedule and Curriculum ...................................................................................................................... 17
Section 4. Faculty ................................................................................................................................................................. 17
Section 5. Financial Resources and Instructional Facilities .................................................................................................. 25
Section 6. Library Resources ............................................................................................................................................... 27
Section 7. External Evaluation ............................................................................................................................................. 31
Section 8. Institutional Response to External Evaluator Reports. ........................................................................................ 32
Section 9. SUNY Undergraduate Transfer. .......................................................................................................................... 32
Section 10. Application for Distance Education .................................................................................................................. 32
Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization ............................................................. 33
List of Appended and/or Accompanying Items .................................................................................................................... 34
1Use a different form if the proposed new program will lead to a graduate degree or any credit-bearing certificate; be a combination
of existing registered programs (i.e. for a multi-award or multi-institution program); be a breakout of a registered track or option in an
existing registered program; or lead to certification as a classroom teacher, school or district leader, or pupil personnel services
professional (e.g., school counselor).
2This email address limits attachments to 25 MB. If a file with the proposal and appended materials exceeds that limit, it should be
emailed in parts.
2
Section 1. General Information
Item
Response (type in the requested information)
a)
Institutional
Information
Date of Proposal:
Institution’s 6-digit SED Code: 210500
Institution’s Name: University at Albany
Address: 1400 Washington Ave. Albany, NY 12222
Dept of Labor/Regent’s Region: Capital Region
b)
Program
Locations
List each campus where the entire program will be offered (with each institutional or branch campus
6-digit SED Code):
List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here [ X
] if not applicable:
c)
Proposed
Program
Information
Program Title: Human Development
Award(s) (e.g., A.A., B.S.): B.S.
Number of Required Credits: Minimum [ 120 ] If tracks or options, largest minimum [
]
Proposed HEGIS Code: 0822
Proposed 6-digit CIP 2010 Code: 42.2806
If the program will be accredited, list the accrediting agency and expected date of accreditation:
If applicable, list the SED professional licensure title(s)3 to which the program leads:
d)
Campus
Contact
Name and title: Celine A. Forsyth
Asst. to the Vice Provost for Undergraduate Education
Telephone:
(518) 442- 3950
E-mail: cforsyth@albany.edu
e)
Chief Executive
or Chief
Academic
Officer
Approval
Signature affirms that the proposal has met all applicable campus administrative and shared governance
procedures for consultation, and the institution’s commitment to support the proposed program.
E-signatures are acceptable.
Name and title: James R. Stellar, Ph.D.
Senior Vice President for Academic Affairs and Provost
Signature and date:
If the program will be registered jointly4 with one or more other institutions, provide the following
information for each institution: N/A
Partner institution’s name and 6-digit SED Code:
Name and title of partner institution’s CEO:
Signature of partner institution’s CEO (or append a signed letter indicating approval of this proposal):
3 If the proposed program leads to a professional license, a specialized form for the specific profession may need to accompany this proposal.
4 If the partner institution is non-degree-granting, see SED’s CEO Memo 94-04.
3
Check all SED-defined formats, mode and other program features that apply to the entire program.
a) Format(s): [ ]Day [ ]Evening
[ ]Weekend
[ ]Evening/Weekend
[ ]Not Full-Time
b) Modes: [ X ]Standard [ ]Independent Study [ ]External [ ]Accelerated [ ]Distance Education
NOTE: If the program is designed to enable students to complete 50% or more of the course requirements through
distance education, check Distance Education, see Section 10, and append a Distance Education Format Proposal.
c) Other: [ ] Bilingual [ ] Language Other Than English [ ] Upper Division [ ] Cooperative [ ] 4.5 year [ ] 5 year
NOTE: This section is not applicable to a program leading to an associate’s or a bachelor’s degree.
a) What is the description of the program as it will appear in the institution’s catalog?
The fundamental mission of the interdisciplinary Human Development program is to explore the
psychological, social, and cultural facets of human development and learning across the life span.
Students will learn to critically assess social and cultural frameworks and the ways in which
individuals, families, and communities are situated within them. Furthermore, students will be
intellectually engaged in high quality, specialized knowledge refined by research and engagement in
the community. Within this program diversity will be highly valued; students will explore diversity
through issues of equity and social justice while taking into account the effects these issues have on
human development. All students will take classes in human development, psychology, education,
individual differences, quantitative and qualitative research, and statistics. These courses will stress
self-directed learning and provide team-based learning opportunities that foster effective
collaboration skills. Students will graduate with strong skills in research methods and be comfortable
using data to make professional decisions.
Overall, having these skills will prepare our students for employment in schools, social services, child-
care organizations, criminal justice, health-care agencies, mental health, and community development
organizations. Students with a degree from the University at Albany in Human Development will also
be prepared to continue their education in a graduate program in business, child and family advocacy,
counseling, education, law, psychology, and social work, as well as pursue one of our current graduate
programs offered in the School of Education in Counseling Psychology, Educational Psychology,
Mental Health Counseling, School Psychology, and Special Education.
The department offers opportunities for students to participate in internships, research activities, and
independent studies specifically geared toward the students’ concentration. The internships, research
activities, and independent studies are supervised by professionals in the field and department faculty.
Human Development students will select one of four concentrations: Counseling Psychology,
Educational Psychology, Peer Assistance and Leadership, or Special Education.
2.3. Program Description, Purposes and Planning
2.2. Related Degree Program
2.1. Program Format
Section 2. Program Information
4
Counseling Psychology Concentration
A concentration in Counseling Psychology within the Human Development major will prepare students for careers in
psychological health and welfare. Students will explore diversity through an introduction to a variety of theoretical
approaches to counseling. Specifically, the curriculum will provide the students with a foundation in developmental and
counseling psychology, with an emphasis on the underlying psychological processes.
Students will be well prepared to continue their education in a graduate program in mental health counseling,
college/residential life counseling, counseling psychology, and clinical psychology. A concentration in Counseling
Psychology will prepare graduates to pursue careers serving as residential counselors, behavioral specialists, addiction
counselors, counselors for at-risk youth, providers of support services for youth with mental or physical disabilities,
service providers for children, youth, and families of military personnel, directors of recreational programs, youth group
leaders, parent trainers and advisors, human services agency directors, and child life specialists working with children,
youth, and families in children's hospitals or pediatric wards.
Educational Psychology Concentration
A concentration in Educational Psychology within the Human Development major will introduce students to research
about human learning and development within a variety of settings (e.g., in the home, in peer groups, and in schools)
and about approaches to accommodate learners based on the range of human diversity encountered in such settings.
Students will learn how to evaluate and utilize research to create better learning environments. The understanding of
research methodologies will provide a basic preparation for graduate study in educational, counseling, clinical, or
school psychology. In addition, students will be prepared to pursue careers as research assistants, members of program
evaluation teams, academic advisors, institutional researchers, and workers in child care and educational settings.
Peer Assistance and Leadership Concentration
The Peer Assistance and Leadership concentration provides a unique opportunity for undergraduate Human Development
majors to integrate academic study with community service and student organizational leadership development
experiences. Classroom learning and campus agency-based service opportunities within this concentration provide
students with access to a course-based, credit-bearing educational experience in which they learn and develop
community engagement, intervention and leadership skills through active participation in organized service
experiences that meet campus and community needs. Learned skills can be applied to the world of work and graduate
study in education as well as a wide range of other fields.
Special Education Concentration
A concentration in Special Education within the Human Development major will provide students with a foundation in
atypical human development across the life span and knowledge of a variety of educational interventions for individuals
with disabilities. Students will examine educational and life opportunities for children and adults with disabilities, as
well as gain knowledge about the laws created to promote equity in access, education, and work for individuals with
disabilities. In addition, students will be introduced to specific areas such as inclusion, universal design, instructional
and community accommodations, and educational best practices. This concentration is appropriate for students who
would like to pursue a career working with individuals with disabilities in community agencies or daycare centers, as
teacher assistants for children with disabilities in schools, and/or continue their education in a graduate program leading
to teacher certification.
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b) What are the program’s educational and, if appropriate, career objectives, and the
program’s primary student learning outcomes (SLOs)? NOTE: SLOs are defined by the
Middle States Commission on Higher Education in the Characteristics of Excellence in Higher
Education (2006) as “clearly articulated written statements, expressed in observable terms, of key
learning outcomes: the knowledge, skills and competencies that students are expected to exhibit
upon completion of the program.”
Human Development Core Student Learning Outcomes:
1. Students will learn the psychological, social, and cultural facets of human development and
learning across the lifespan. They will understand the commonality as well as the diversity of
patterns of human development.
2. Students will critically assess social and cultural frameworks and the ways in which individuals,
families and communities are situated within them.
3. Students will recognize issues of equity and social justice as they impact human development.
4. Our courses will stress self-directed learning and also provide team-based learning opportunities
that emphasize development of effective collaboration skills.
Our students will be supported in learning to:
5. think critically about developmental theories;
6. research on issues of human development;
7. speak and write articulately about issues in human development;
8. achieve basic literacy in research methods;
9. collect, manage, and use data to inform professional decision making;
10. recognize the characteristics of studies and publications that provide credible research findings;
11. practice ethical behavior across academic, research, and professional settings;
12. use technology effectively;
13. apply theory to practice;
14. engage in self-reflection on how their community, and cultural experiences have shaped their own
perspectives and perceptions:
15. acquire cultural competence in order to work effectively with diverse populations;
16. evaluate programs intended to support healthy development.
Counseling Psychology Concentration Student Learning Outcomes:
1. Understand the range of professional responsibilities, and ethical and professional behavioral
standards required of a counselor;
2. gain a basic understanding of career and individual counseling theories and how they are applied to
understand and treat diverse individuals across the lifespan;
3. demonstrate an understanding of the importance of integrating theory and research in practice.
4. display basic competency in counseling skills;
5. conceptualize clients in a culturally sensitive manner from various theoretical perspectives;
6. recognize signs and symptoms of psychological disorders;
7. comprehend how personality develops and impacts functioning across the lifespan.
6
Educational Psychology Concentration Student Learning Outcomes:
1. Identify the characteristics of learning environments (familial and school) that facilitate human
learning;
2. plan and carry-out a well-designed small scale research project;
3. know where to locate credible research findings and how to analyze the literature to generate
researchable questions;
4. be able to state research questions that promote credible findings;
5. understand the characteristics of valid measurement instruments and techniques;
6. identify the features of appropriate statistical analyses of data;
7. understand the ethical principles required for human research.
Peer Assistance and Leadership Concentration Student Learning Outcomes:
1. Understand the helping process as it takes place in the context of a comprehensive campus-based
student-staffed and professionally supervised peer services agency;
2. articulate and apply basic peer helping theories and principles, such as reflective listening,
attending, effective communication, and community engagement;
3. articulate and apply basic peer education principles, such as effective workshop preparation,
presentation, and evaluation;
4. understand and recognize warning signs of behavioral health issues of concern to college students
and young adults, such as mental health concerns, alcohol and other drug abuse, sexual assault,
relationship violence, and stalking, eating disorders and disordered eating, and related topics;
5. understand and implement basic crisis intervention techniques utilized by paraprofessionals and
be able to determine when to seek out professional backup support from licensed mental health
professionals;
6. understand leadership theories and leadership styles, and describe one’s own leadership style;
7. describe the process necessary for evaluating organizational effectiveness, including the evaluation
and selection of assessment tools and the use of program evaluation to plan for the future of an
organization;
8. articulate and practice the standards and behaviors that are consistent with ethical conduct and
professionalism within a community service organization.
Special Education Concentration Student Learning Outcomes:
1. demonstrate knowledge of the causal factors and characteristics of the various disability categories
defined under “child with disability’ in the Individuals with Disabilities Education Act;
2. demonstrate knowledge of the provisions and protections afforded students with disabilities under the
“Individuals with Disabilities Education Act;
3. demonstrate working knowledge of the various, legally required components of an Individualized
Educational Plan;
4. understanding of the roles and responsibilities teaching assistants and para-educators fulfill in
educational settings serving children with disabilities;
5. demonstrate knowledge of (a) patterns of human development and milestones typically achieved at different
ages, and (b) risk factors that may prohibit or impede typical development and contribute to a student
developing a disability;
6. demonstrate knowledge of and competency delivering effective interventions and supports that are designed by
certificated/licensed staff and needed by children with disabilities to achieve specified goals and objectives;
7
7. demonstrate ability to effectively collaborate with colleagues, follow instructions, and use problem
solving skills in order to be an effective member of the institutional team;
8. demonstrate ability to practice ethical and professional standards of conduct, including the requirements of
confidentiality;
9. knowledge of and competency with technology that can assist the teaching and learning of students with
disabilities.
c) How does the program relate to the institution’s and SUNY’s mission and strategic goals and priorities? What
is the program’s importance to the institution, and its relationship to existing and/or projected programs and its
expected impact on them? As applicable, how does the program reflect diversity and/or international
perspectives? For doctoral programs, what is this program’s potential to achieve national and/or international
prominence and distinction?
The Human Development major emerges from the Department of Educational and Counseling Psychology which has a
long and impressive history of nationally recognized research and scholarship. With this as the context, there are several
facets of the Human Development major that will contribute to achieving the UAlbany Impact and UAlbany Strategic
Plan goals to promote excellence in undergraduate education. We will help UAlbany grow new partnerships and
increase undergraduate enrollment, enhance diversity on campus, and increase the number of high caliber students.
To achieve this, we will enter into articulation agreements with regional community colleges to assure admission to
qualified graduates of specific community colleges. To date, administrators from Hudson Valley Community College
and Schenectady Community College have written enthusiastic letters of support. We plan to finalize similar agreements
with other regional community colleges (e.g. Columbia-Greene, Adirondack, Sullivan, Fulton-Montgomery). These
agreements will increase the number of applicants to UAlbany, and likely increase the diversity of the applicants.
Secondly, the Human Development major will increase the quality of the undergraduate experience and also increase
the caliber of the students on campus. The major will require supervised, community-based practicum experiences in
various settings. These are built on the policies and procedures already in place for the School of Education's
Community Service in Education (EPSY 390) course. We will strive to regularly and a ctively assess the types and
numbers of practicum experiences, in order to accommodate the influx of students and support the diversified student
interests associated with the various concentrations available within the major. We believe these activities support
campus goals to create an excellent undergraduate student experience that integrates academic and co-curricular
experiences and engages the surrounding community.
In the future, we plan to develop an honor's program within the new Human Development major and work
collaboratively with the university's Honor's College to afford our students the opportunity to graduate from that
especially prestigious program. This will promote the university's goal of attracting more high-caliber students to
campus. We believe the Human Development program will enhance the student experience at the University at Albany
and SUNY by actively providing a high quality education that engages the student and strengthens their skills for the job
market. We will be proposing combined BS/MS tracks for students interested in completing a Bachelor’s degree Human
Development and a Master’s in Counseling or in Educational Psychology. The efforts outlined above are also aligned
with SUNY’s mission and strategic goals (i.e. SUNY’s Moment). Our program mirrors and upholds SUNY’s core
values of student centeredness, community engagement, diversity, integrity, and collaboration.
Moreover, our program is specifically contributing to the Power of SUNY Strategic Plan in these two areas:
*SUNY and the Seamless Education Pipeline – We are creating articulation agreements with community colleges which
will facilitate the process of students transferring into our program, by delineating an educational pathway at the start of
8
their higher education.
*SUNY and the Vibrant Community – We are committed to making a difference and actively and positively contributing
to all the communities we come into contact with. To this end, our students are expected to complete a community-based
practicum. We understand the value of these experiences as an educational tool and in building student leadership and
civic engagement. Furthermore, the practicum requirement strengthens UAlbany’s and SUNY’s relationship with our
local community.
d) How were faculty involved in the program’s design? Describe input by external partners,
if any (e.g., employers and institutions offering further education?
The Human Development program is the outcome of two years of discussions with UAlbany School of Education
Division Directors and other interested faculty, resulting in a 2020 proposal. Meetings were held at least once weekly of
a committee composed of faculty, School of Education administrators, Pathways Into Education (PIE) staff, Middle
Earth representatives, and a graduate student representative. Consultation was thoughtful and often; a draft of the
proposal was circulated regularly among the divisions of the departments that are linked to the concentrations. As
explained in 2.3.C, the human development major contributes to the attainment of strategic goals at the University at
Albany and SUNY. Furthermore, we have communicated with the University’s Director of the Honor’s College and the
Presidents of regional community colleges, who have supported the creation of this undergraduate program and the
possibilities of building agreements which enhance the opportunities of students within the SUNY system.
e) How did input, if any, from external partners (e.g., educational institutions and
employers) or standards influence the program’s design? If the program is designed to meet
specialized accreditation or other external standards, such as the educational requirements
in Commissioner’s Regulations for the Profession, append a side-by-side chart to show how
the program’s components meet those external standards. If SED’s Office of the Professions
requires a specialized form for the profession to which the proposed program leads, append
a completed form at the end of this document.
The program has been designed taking into consideration academic requirements and educational objectives at UAlbany
and SUNY. No external accreditation applies.
f) Enter anticipated enrollments for Years 1 through 5 in the table below. How were they
determined, and what assumptions were used? What contingencies exist if anticipated
enrollments are not achieved?
Year
Anticipated Headcount Enrollment
Estimated
FTE
Full-time
Part-time
Total
1
25
0
25
25
2
50
0
50
50
3
75
0
75
75
4
100
0
100
100
5
125
0
125
125
The anticipated enrollments have been determined based on our capacity to provide a high quality program that strikes a
balance between increased capacity and pedagogical excellence commensurate with UAlbany Impact and UAlbany
Strategic plan goals. This is why the admission into the program increases gradually. Of the 25 new students we propose to
admit to the major each year until we reach capacity at 125, we anticipate 15 will be native freshman and 10 will be transfer
students from community colleges with which we’ve reached collaborative agreements. We’ve assumed that the
native/transfer ratio will hold constant, and we are aware that in spring 2016 our first cohort of transfers will graduate;
9
therefore, in the fall of 2016 we will need to add 10 new transfer students to replace the graduates and an additional 10 new
transfer students in order to meet our increasing target for overall admissions to the major. The same holds true for our first
cohort of native students who should graduate in spring 2018.
If anticipated enrollments are not achieved, we will assess reasons why the target enrollments were not achieved and based
on this make necessary modifications.
g) Outline all curricular requirements for the proposed program, including prerequisite,
core, specialization (track, concentration), internship, capstone, and any other relevant
component requirements, but do not list each General Education course.
Course Title
Credits
ACOM 371 Intercultural Communication
3
Any 300-level Psychology or Sociology course not
taken to fulfill the core requirement
3
Human Development Concentrations
(choose one)
Total 15
Counseling Psychology Concentration
ECPY 204 Principles of Career and Life Planning
3
APSY elective not taken in core
3
APSY 327 Personality
3
APSY 338 Abnormal Psychology or APSY 333
Childhood Behavior Disorders
3
ECPY 421 Intro to Counseling Psychology
3
Educational Psychology Concentration
EPSY 400 Instructional Psychology
3
EPSY 420 Child and Adolescent Development
3
EPSY 440 Evaluation in Education
3
EPSY 441 Social Issues in Testing
3
EPSY 481 Research Project Human Development
3
Special Education Concentration
ESPE 369 Special Education for Students with
Emotional and Behavioral Problems
3
ESPE 460 Intro to Human Exceptionality
3
ESPE 463 intro to Autism Spectrum Disorders
3
EPSY 400 Instructional Psychology
3
ERDG 404 Children’s Literature or ERDG 406
Young Adult Literature
3
Course Title
Credits
Human Development Core
Total 30
ASOC 115 Intro to Sociology
3
APSY 101 Intro to Psychology
3
EPSY 200 Intro to Psychological Process of
Schooling
3
EPSY 224 Lifespan Development
3
EPSY 250 Understanding Research in Human
Development
3
EPSY 330 Intro Statistics in Human
Development
3
ECPY 360 Psychology, Cultural Diversity, and
Social Justice
3
Dignity for All Students Act (DASA) training
0
Field Based Learning: EPSY 390 (for
Counseling Psychology, Education Psychology
or Special Education concentrations) or ECPY
497 (for Peer Assistance and Leadership
concentration)
3
Psychology or Sociology Elective (choose one)
3 cr from:
APSY 327 Personality
3
APSY 338 Abnormal Psychology
3
ASOC 250 Sociology of Families (can not be chosen
by Counseling Psychology students)
3
ASOC 384 Sociology of Aging
3
Human Development Elective (choose one)
3 cr from:
ECPY 410 Supporting Individual and
Community Change
3
EPSY 411 Foundations of Leadership in
College and University Student Organizations
3
ERDG 404 Children’s Literature
3
ERDG 406 Young Adult Literature
3
HSPH 341 Promoting Healthy People and
Communities
3
HSPH 342 How US Healthcare Works: Myths
and Realities
3
HSPH 343 Mass Media and Health Behavior
3
RCRJ 308 Juvenile Justice Administration
3
10
Peer Assistance and Leadership
Concentration
ECPY 400 Foundations of Peer Assistance and
Peer Education I
3
ECPY 403 Peer Assistance and Peer Education:
Theory and Practice II
3
ECPY 403 Peer Assistance and Peer Education:
Theory and Practice III
3
ECPY 403 Peer Assistance and Peer Education:
Theory and Practice IV
3
ECPY 406 Theory & Practice in Peer Assistance
& Peer Education: Peer Supervision or EPSY
411 Foundations of Leadership in College and
University Student Organizations
3
Total required credits: 45
h) Program Impact on SUNY and New York State
h)(1)
Need: What is the need for the proposed program in terms of the clientele it will serve and the educational
and/or economic needs of the area and New York State? How was need determined? Why are similar
programs, if any, not meeting the need?
The United States Department of Labor, Bureau of Labor Statistics has reported in their Occupational Outlook Handbook
that the employment opportunities associated with a degree in Human Development, when compared with all other
professions, are predicted to increase as fast as average, faster than average or much faster than average between 2012
and 2020. SUNY institutions such as Oswego, Plattsburg and Binghamton all currently sustain healthy programs in
human development. Prestigious institutions such as Cornell, Boston College, the University of Pennsylvania and the
University of Connecticut all offer long‐standing, well enrolled programs in Human Development. Indeed, colleges and
universities all across the country offer a Human Development major. Clearly, there exists strong nationwide interest
among undergraduate students for this course of study. However, based on our review of existing programs, we believe the
program we are proposing will be unique because it will be directly connected with our education programs yet still offer
well defined opportunities in psychology, mental health, measurement, assessment and research methodology.
We believe this unique focus will distinguish us from other Human Development programs. Here on campus, the School
of Education currently supports more than 300 undergraduate students in the education minor. As anyone affiliated with
the School of Education can likely tell you, that UAlbany doesn’t offer more explicit and substantial undergraduate
options in the fields of education has long been lamented by both our current and prospective students as well as by their
parents. We believe that the Human Development major we plan to offer will be very attractive to current and prospective
students who would like to gain exposure and knowledge of the human condition through the lenses of educational
research and findings.
National and New York State Job Projections:
Employment data and job projections were researched and analyzed in order to understand the need for a new major in
Human Development.
11
National Job Projections 2012-2022:
Aggregated data from the United States Department of Labor, Bureau of Labor Statistics via the Occupational
Outlook Handbook5, indicate that job growth in the community and social service field is expected to have an average
growth of 17.2%6 nationally; indicating that the growth rate for occupations related to the Human Development
program are expected to grow faster than the average growth rate of all other occupations (14%)7. For example,
between 2010 and 2020 it is expected that8
Substance abuse and behavioral disorder counselors will increase by 31.4%;
Marriage and family therapists will increase by 30.6%;
Mental health counselors will increase by 28.5%;
Healthcare social workers will increase by 26.8%;
Community health workers will increase by 25.1%; and
Social and human service assistants will increase by 21.8%.
Please see Figure 1 for job growth projections in reference to specific occupations within the community and social
service field between 2010-2020.
Figure 1. Job Growth Projections for Proposed Concentrations and Similar Field Nationally9
5 For more about the community and social service occupations please visit http://www.bls.gov/ooh/community-and-social-
service/home.htm
6 For more information please see the full national data file http://www.bls.gov/emp/ep_table_102.htm
7 For more information please see the full New York State data file under Long-Term Occupational Employment
Projections http://www.labor.ny.gov/stats/lsproj.shtm
8 The percentages that follow come from the full national data file http://www.bls.gov/emp/ep_table_102.htm
9 The percentages mentioned in this figure come from the full national data file, please see number six above for the
link to the data file.
12
Indeed.com is a site that allows anyone to search national job trends by searching through thousands of job
posting sites. We searched for job trends for occupations within the community and social services field. The
following graph illustrates an increase in job postings within the community and social service occupations.10
The U.S. NEWS 100 Best Jobs of 2014 listed several of the occupations that students with a degree in human
development, as well as with higher education would qualify for from the field of community and social
services. Jobs make this list based on their employment opportunity, salary, ability to balance work and life, and
job security; please see the jobs that are in the community and social services field that made the list11:
School psychologist was ranked #31;
Substance abuse counselor was ranked #36;
Child and family social worker was ranked #58;
Personal care aide was ranked #72;
Marriage and family therapist was ranked #76;
School counselor was ranked #86; and
Mental health counselor was ranked #97.
New York State Projections:
New York State Job Projections:
10
http://www.indeed.com/jobtrends?q=community+and+social+services&l=
11
http://money.usnews.com/careers/best-jobs/rankings/the-100-best-jobs
13
The data indicate that employment opportunities commonly associated with a degree in Human
Development are predicted to increase as fast as average, faster than average, or much faster than average
between 2010 and 2020 when compared with all other professions in New York State. The average
growth rate for all occupations within the community and social service field in New York is 14.5%12.
Figure 2. Job Growth Projections for Proposed Concentrations and Similar Fields, 2010-202013
Note. This figure contains job projections for potential careers for students graduating with a Bachelor’s in Human
Development and careers obtainable to them if they continue on to a graduate school program.
Statewide and Regional Job Projections:
The Occupational Outlook Handbook notes that entry into or advancement in many of these careers
requires a master’s degree, making the bachelor’s in Human Development an excellent starting point for
students wishing to pursue an advanced degree within the community and social service field.
Below is a table containing the U.S. Department of Labor Projections for which a student graduating with
a Bachelor’s in Human Development could attain without further education.
Average Annual Openings
Occupation
Statewide 2010 - 2020
Capital Region 2010-202014
Health Educators and Community
Health Workers
370
30
Probation Officers and Correctional
Treatment Specialists
170
20
Community and Social Service
Specialists
400
30
12 For more information please see the full New York State data file under Long-Term Occupational Employment Projections
http://www.labor.ny.gov/stats/lsproj.shtm
13 All of the data in Figure 2 comes from the link above, in number five.
14 For more information on the Capital Region data please see the regional data file under Long-Term Occupational Employment
Projections
http://www.labor.ny.gov/stats/lsproj.shtm
Community and Social Service Specialists, All Other*
Social and Human Service Assistants
Probation Officers and Correctional Treatment…
Health Educators
Social Workers, All Other
Mental Health and Substance Abuse Social Workers
Healthcare Social Workers
Child, Family, and School Social Workers
Counselors, All Other
Rehabilitation Counselors
Mental Health Counselors
Marriage and Family Therapists
Educational, Guidance, School, and Vocational…
Substance Abuse and Behavioral Disorder Counselors
Counselors, Social Workers, and Other Community…
0.0%
5.5%
15.0%
10.4%
36.8%
3.7%
19.6%
23.3%
9.1%
15.5%
15.9%
23.8%
25.7%
10.4%
14.0%
14.0%
5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0%
14
h)(2)
Employment: For programs designed to prepare graduates for immediate employment, use the table below to
list potential employers of graduates that have requested establishment of the program and state their specific
number of positions needed. If letters from employers support the program, they may be appended at the
end of this form.
Need: Projected positions
Employer
In initial year
In fifth year
Potential employers have not requested the establishment of this program. However, we have consulted
with potential employers and graduate schools who have reviewed the program’s curriculum and have
written letters of support.
Please see Appendix 1 for letters of support from potential employers and graduate programs.
h)(3)
Similar Programs: Use the table below to list similar programs at other institutions, public and independent,
in the service area, region and state, as appropriate. Expand the table as needed. NOTE:
Detailed program-level information for SUNY institutions is available in the Academic Program Enterprise
System (APES) or Academic Program Dashboards. Institutional research and information security officers at
your campus should be able to help provide access to these password-protected sites. For non-SUNY
programs, program titles and degree information – but no enrollment data – is available from SED’s Inventory
of Registered Programs.
Institution
Program Title
Degree
Enrollment
SUNY Binghamton
Human Development
BA
484
SUNY Oswego
Human Development
BA
140
SUNY Plattsburgh
Human Development and Family
Relations
BS
85
SUNY Empire State
College
Human Development
BA/BS
528
Cornell University
Human Development
BS
282
University of Connecticut
Human Development and Family
Studies
BA
595
Boston College
Applied Psychology and Human
Development
BA
367
h)(4)
Collaboration: Did this program’s design benefit from consultation with other SUNY campuses? If so, what
was that consultation and its result?
h)(5)
Concerns or Objections: If concerns and/or objections were raised by other SUNY campuses, how were they
resolved?
No comments were received from other SUNY campuses during the 30 day comment period.
h)(6)
Undergraduate Transfer: The State University views as one of its highest priorities the facilitation of transfer for
undergraduate students. To demonstrate adequate planning for transfer under SUNY’s student mobility policy,
Section 9 of this form on SUNY Undergraduate Transfer must be completed for programs leading to Associate
in Arts (A.A.) and Associate in Science (A.S.) and for baccalaureate programs anticipating transfer enrollment.
a) What are all admission requirements for students in this program? Please note those that differ from the
institution’s minimum admissions requirements and explain why they differ.
2.4. Admissions
15
Declaration of the major in Human Development must be made by application to the department of Educational and
Counseling Psychology. The following are the minimum requirements for admission in the program.
I.
Criteria for Students Admitted as Freshmen to Albany:
1. The student must have completed at least 24 hours of college credit (sophomore status).
2. The student’s cumulative grade point average for all course work at the University at Albany must be 3.00 or higher at
the time of evaluation.
3. The courses A PSY 101, A SOC 115, and E PSY 200 must have been completed with a minimum grade of B or better.
4. Students must submit an essay clearly stating their reasons for pursuing the major in Human Development.
Applications will be reviewed by a departmental committee comprised of the departmental Division Director, two faculty
who will be chosen on a rotating basis, and the Human Development program coordinator. If qualified applications exceed
the number of available spaces, the following criteria will be used sequentially to select students to the program:
1. Overall GPA
2. GPA in the prerequisite admission courses (APSY 101, ASOC 115, EPSY 200)
3. Student’s written statement of reason for seeking to undertake a Human Development major.
II.
Criteria for Transfer Students:
1. Transfer students are expected to meet the admission criteria specified in section I, and are expected to apply for
admission to the program when applying for admission to the university.
2. Transfer students who plan to major in Human Development but have not completed the admission criteria specified in
section I, may declare their intention to major in Human Development but will not be formally admitted to the major
when they enter the University. Students must fulfill the criteria specified in section I.
Reasons for restricting admission to the major: In accordance with University at Albany Senate Bill 1213-05 “Modification of
Criteria for Capping or Restricting a major” (Approved by Senate, April 29, 2013; Approved by President Jones, May 13, 2013),
an academic program can cap or restrict a major based on one or more of the following rationale:
1. Program Quality – quality threatened due to instructional resource limitations, e.g.,
a) student/faculty ratio
b) need for faculty strength in such areas as Gen Ed, non-major/non-minor courses, or graduate program
2. Prerequisites
a) essential incoming competence or preparation
3. Quantitative Considerations
a) inability of students to finish in four years
b) finite number of student spaces in the program, e.g. field placements
The Human Development program meets criteria in 1a, 2a, 3a and 3b. Due to allocated resources, especially the
number of course sections possible to teach and limits in the field placements that can be available in any one
semester, the program has been restricted with a finite number of student spaces in the program. Furthermore, for
successful completion of the program’s coursework and requirements, students must have a certain competence
coming into the program. Consequently, inability to complete the program’s coursework, can also impact their ability
to finish in four years.
b) What is the process for evaluating exceptions to those requirements?
Students who would like to appeal an admission decision, can choose to go through an appeals process
established by the Department of Educational and Counseling Psychology. The departmental committee charged
with review of admission applications will also review and make decisions on submitted student appeals and supporting
documentation. Students must submit their written appeal, stating their reasons for contesting initial admission decision
and any pertinent support documents to the Academic and Administrative Coordinator. The Committee can decide to
fully admit the student; admit the student conditionally with GPA requirements to be met before full admission is
granted; not to be admitted in the program. Students will be informed of decisions in writing.
16
c) How will the institution encourage enrollment in this program by persons from groups
historically underrepresented in the institution, discipline or occupation?
Our university is committed to diversity and inclusion. The Human Development program would
align efforts with the university’s Undergraduate Admissions Office. Throughout the year our university
hosts “Open Houses” as well as a program called “Closer Look”, which is especially designed to introduce
the programs at University at Albany to prospective students of historically underrepresented groups. We
plan to work and sustain communication with Offices such as EOP and LGBTQ. We are prepared to be
active in outreach efforts so that our pool of student candidates is diverse. Not only is diversity and social
justice at the core of our program, but we will strive so that our students are a reflection of the world. We are
currently planning agreements with Community Colleges.
Summarize the academic advising and support services available to help students succeed in the program.
Freshmen students and transfer students in the process of fulfilling admission requirements for the Human
Development major are advised in the Advisement Services Center. Once students have been admitted to the
human development major, they will be advised by the Administrative and Academic Coordinator of the program.
Students taking the Upper-division courses will be encouraged to also seek mentorship from their professors. In
addition, other resources at the School of Education will play an important role, such as Pathways into Education
(PIE), which provides guidance and advice to students interested in careers in education. Furthermore students can
also use the general resources and support services available on campus, such as tutoring groups, Advising Plus,
the Counseling Center, the Writing Center, and Career Services.
If this program will grant credit based on Prior Learning Assessment, describe the methods of evaluating the learning and the
maximum number of credits allowed, or check here [ X ] if not applicable.
Describe how this program’s achievement of its objectives will be assessed, in accordance with SUNY policy,
including the date of the program’s initial assessment and the length (in years) of the assessment cycle. Explain plans
for assessing achievement of students’ learning outcomes during the program and success after completion of the
program. Append at the end of this form, a plan or curriculum map showing the courses in which the program’s
educational and, if appropriate, career objectives – from Item 2.3(b) of this form – will be taught and assessed.
NOTE: The University Faculty Senate’s Guide for the Evaluation of Undergraduate Programs is a helpful reference.
The Human Development program will adhere to the evaluation program policies and guidelines set forth
by the Office of Institutional Planning and Effectiveness. (Please see link for specific guidelines:
http://www.albany.edu/assessment/prog_review.html). UAlbany conducts program reviews on a seven-year cycle.
However, since this is a new program we plan an initial assessment at the completion of its third year. This will
ensure that the program is meeting the educational objectives while maintaining high quality across the program.
Furthermore, our department of Educational and Counseling Psychology has a history of successful assessment
and evaluation of our graduate programs. As a result, we plan to implement best practices when carrying out an
assessment/evaluation plan. The evaluation plan will include assessment of performance of faculty (faculty
composition, teaching and scholarship), and assessment of the student learning outcomes. We will administer
student surveys, and review student transcripts, student retention rates, and their overall performance in courses
and involvement in student development activities.
Please see Appendix 2 for Curriculum Map with assessment plans
2.7. Program Assessment and Improvement
2.6. Prior Learning Assessment
2.5. Academic and Other Support Services
17
Complete the SUNY Undergraduate Program Schedule to show how a typical student may progress through the
program. This is the registered curriculum, so please be precise. Enter required courses where applicable, and
enter generic course types for electives or options. Either complete the blank Schedule that appears in this section,
or complete an Excel equivalent that computes all sums for you, and can be found here. Rows for terms that are
not required can be deleted.
Please see Appendix 3 for Program and Curriculum of each Human Development concentration.
a) If the program will be offered through a nontraditional schedule (i.e., not on a semester calendar), what is the
schedule and how does it impact financial aid eligibility? NOTE: Consult with your campus financial aid
administrator for information about nontraditional schedules and financial aid eligibility.
N/A
b) For each existing course that is part of the proposed undergraduate major (including cognates and restricted
electives, but not including general education), append a catalog description at the end of this document.
Please see Appendix 4 for catalog description of existing courses
c) For each new course in the undergraduate program, append a syllabus at the end of this document. NOTE:
Syllabi for all courses should be available upon request. Each syllabus should show that all work for credit is
college level and of the appropriate rigor. Syllabi generally include a course description, prerequisites and
corequisites, the number of lecture and/or other contact hours per week, credits allocated (consistent
with SUNY policy on credit/contact hours), general course requirements, and expected student learning
outcomes.
Please see Appendix 5 for new course syllabi.
d) If the program requires external instruction, such as clinical or field experience, agency placement, an
internship, fieldwork, or cooperative education, append a completed External Instruction form at the end of
this document.
Please see Appendix 6 for External Instruction Form
a) Complete the SUNY Faculty Table on the next page to describe current faculty and to-be-hired (TBH) faculty.
b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty
member.
See Appendix 7 for vacancy announcements
NOTE: CVs for all faculty should be available upon request. Faculty CVs should include rank and employment status,
educational and employment background, professional affiliations and activities, important awards and recognition,
publications (noting refereed journal articles), and brief descriptions of research and other externally funded projects.
New York State’s requirements for faculty qualifications are in Part 55.2(b) of the Regulations of the Commissioner of
Education.
c) What is the institution’s definition of “full-time” faculty?
A full time faculty member is one who holds an appointment with a 100% time commitment.
Section 4. Faculty
Section 3. Program Schedule and Curriculum
18
SUNY Faculty Table
Provide information on current and prospective faculty members (identifying those at off-campus locations) who will be expected to teach any course in the major.
Expand the table as needed. Use a separate Faculty Table for each institution if the program is a multi-institution program.
(a)
(b)
(c)
(d)
(e)
(f)
Faculty Member Name and
Title/Rank
(Include and identify Program
Director with an asterisk.)
% of Time
Dedicated
to This
Program
Program
Courses Which
May Be
Taught
(Number and
Title)
Highest and Other
Applicable Earned
Degrees (include
College or
University)
Discipline(s) of
Highest and Other
Applicable Earned
Degrees
Additional Qualifications: List
related certifications, licenses and
professional experience in field.
PART 1. Full-Time Faculty
*Joan Newman, Associate
Professor and Division Director,
Educational Psychology and
Methodology
25
Teaching
EPSY 224
420
Supervising
EPSY 200
250
330
400
440
441
Ph.D.
University at Albany
Educational
Psychology and
Methodology
Dr. Newman trained school psychology
students doing their practicum at the
Child Research and Study Center. She
is a licensed psychologist who has
provided extensive consultation to
schools and families. Since becoming a
full-time faculty member she teaches
courses in developmental psychology,
psycho-educational assessment, and
college teaching. Her research and
publications concern sibling
relationships, task attitudes and intrinsic
motivation, topics in adolescence and
cross cultural differences in children’s
free time usage. For 11 years she has
been co-investigator on a grant from
NIEHS, studying the impact of
environmental toxicants on the
cognitive and psycho-social
development of Mohawk adolescents.
Dr. Newman is currently Director of the
Educational Psychology and
Methodology Division.
Heidi Andrade, Associate
Professor, Educational
Psychology and Methodology and
Associate Dean for Academic
Affairs
17-25
EPSY 200,250
Ed.D.
Harvard University
Educational
Psychology and
Methodology
Dr. Andrade spent eleven years at
Harvard University, where she earned
her masters and doctoral degrees and
worked on a variety of teaching,
research, and development initiatives at
Harvard Project Zero. Her work focuses
on the relationships between thinking,
learning, and assessment, with an
emphasis on student self-assessment.
She has designed thinking-centered
instruction and assessments for
classrooms, after-school programs,
19
(a)
(b)
(c)
(d)
(e)
(f)
Faculty Member Name and
Title/Rank
(Include and identify Program
Director with an asterisk.)
% of Time
Dedicated
to This
Program
Program
Courses Which
May Be
Taught
(Number and
Title)
Highest and Other
Applicable Earned
Degrees (include
College or
University)
Discipline(s) of
Highest and Other
Applicable Earned
Degrees
Additional Qualifications: List
related certifications, licenses and
professional experience in field.
children's television shows, and CD-
ROMs. She has written numerous
articles, including an award-winning
article for Educational Leadership
(1997), and has co-authored two books:
Teaching through projects: Creating
effective learning environments (1995)
and Thinking connections: Learning to
think and thinking to learn (1994).
David Yun Dai, Associate
Professor, Educational
Psychology and Methodology
17-25
EPSY 200
250
400
420
Ph.D.
Purdue University
Educational
Psychology and
Methodology
Dr. Dai received his Ph.D. from Purdue
University, and worked as a post-
doctoral fellow at the National Research
Center on the Gifted and Talented,
University of Connecticut. He was a
Fulbright scholar to China during 2008-
2009, and the recipient of the Early
Scholar Award in 2006 conferred by the
National Association for Gifted Children.
He is internationally known for his work
on gifted education, talent development,
and creativity. He currently serves on
the editorial boards of Gifted Child
Quarterly, Journal for the Education of
the Gifted, and Roeper Review. His
theoretical and research interests
include (a) developing a more
integrative, functionalist perspective on
intellectual functioning and development
in the context of educatio
n, (b) developing a theory of talent
development as optimal individual
development through education and
self-exploratory activities, (c) exploring
various forms of enrichment and
acceleration for precocious and
advanced students, and (d) exploring
how educational psychology as a field
might respond to the educational
challenges and opportunities in the 21st
century.
20
(a)
(b)
(c)
(d)
(e)
(f)
Faculty Member Name and
Title/Rank
(Include and identify Program
Director with an asterisk.)
% of Time
Dedicated
to This
Program
Program
Courses Which
May Be
Taught
(Number and
Title)
Highest and Other
Applicable Earned
Degrees (include
College or
University)
Discipline(s) of
Highest and Other
Applicable Earned
Degrees
Additional Qualifications: List
related certifications, licenses and
professional experience in field.
Zheng Yan, Associate Professor,
Educational Psychology and
Methodology
17-25
EPSY 330,
250, 481, 420,
224
Ed.D.
Harvard University
Educational
Psychology and
Methodology
Dr. Yan was Lecturer and Research
Associate at the Harvard University
Graduate School of Education. He
teaches courses in Research Project in
the Educational Psychology, Child
Development, Seminar in Learning, and
Seminar in Structural Equation
Modeling. His research mainly concerns
dynamic and complex relations between
contemporary technologies and
human development. His recent
research is intended to investigate
whether young children are able to
understand the Internet as a complex
artifact, how school students’
knowledge of Internet safety changes
over time, and what important
psychological factors and mechanisms
are involved in the process of E-
learning.
M. Dolores Cimini, Assistant
Director of Counseling; Adjunct
Clinical Professor
17-25
ECPY 400, 403,
404, 405, 406;
EPSY 411
Ph.D.
University at Albany,
SUNY
Clinical Psychology
Dr. Cimini is a New York State licensed
psychologist who has provided
leadership since 1982 on a number of
federal, state, and private grant-funded
programs. She is currently the project
director for over $2.8 million in federal
grants addressing high-risk drinking and
other prevention issues, including a
grant under the NIAAA Rapid Response
to College Drinking Problems program
and the SAMHSA Campus-Based
Targeted Capacity Enhancement Grant
for Alcohol Screening and Brief
Intervention for students seeking health
care through the University. Cimini has
also served as project director for two
U.S. Department of Education grant
projects, including the Alcohol and Drug
Prevention Model Programs Grant. She
is the director of the Middle Earth Peer
Assistance Program at UAlbany, an
agency recognized as a
model/exemplary program in alcohol
21
(a)
(b)
(c)
(d)
(e)
(f)
Faculty Member Name and
Title/Rank
(Include and identify Program
Director with an asterisk.)
% of Time
Dedicated
to This
Program
Program
Courses Which
May Be
Taught
(Number and
Title)
Highest and Other
Applicable Earned
Degrees (include
College or
University)
Discipline(s) of
Highest and Other
Applicable Earned
Degrees
Additional Qualifications: List
related certifications, licenses and
professional experience in field.
abuse prevention by both the U.S.
Department of Education and the
Center for Substance Abuse
Prevention, U.S. Department of Health
and Human Services. She has
published professional articles in both
national and international refereed
journals in the alcohol and substance
abuse field.
Kristie Asaro Saddler, Associate
Professor, Special Education
17
ESPE 463
Ph.D. University at
Albany, SUNY
Special Education
Prior to joining the faculty at the
University at Albany Dr. Asaro-Saddler
was a special education teacher for
children with Autism Spectrum
Disorders (ASD) and developmental
disabilities in self-contained
classrooms. Her research interests
include writing and self-regulatory
strategies, specifically for students with
ASD. To support her research, has won
grants from the Organization for Autism
Research and the Office of Planning,
Evaluation & Policy Development
(OPEPD) at the U.S. Department of
Education. She has published in special
education journals including the Journal
of Special Education and Exceptional
Children, and has presented at national
and international conferences in the
area of writing and autism. She is the
co-editor of Exceptional Individuals, the
journal for New York State’s Council for
Exceptional Children, and is on the
editorial board of Reading and Writing
Quarterly.
Bruce Saddler, Associate
Professor, Educational Psycholgy
and Methodology/Division
Director, Special Education
17
ESPE 460,
Ph.D.
University of
Maryland
Special Education
Dr. Saddler was a special education
teacher in Falls Church, Virginia. He
has taught students with Learning and
Emotional Disabilities in elementary and
middle school. He teaches courses in
the inclusion of students with disabilities
in the general education environment.
His research interests include writing
disabilities, self-monitoring, and self-
22
(a)
(b)
(c)
(d)
(e)
(f)
Faculty Member Name and
Title/Rank
(Include and identify Program
Director with an asterisk.)
% of Time
Dedicated
to This
Program
Program
Courses Which
May Be
Taught
(Number and
Title)
Highest and Other
Applicable Earned
Degrees (include
College or
University)
Discipline(s) of
Highest and Other
Applicable Earned
Degrees
Additional Qualifications: List
related certifications, licenses and
professional experience in field.
regulation.
Portia Pieterse, Lecturer,
Educational and Counseling
Psychology
100
ECPY 204, 421
Ph. D
Graduate and
University Center of
The University of
New York
Clinical Psychology
Dr. Pieterse is a New York Licensed
psychologist. She has previously taught
at Albany Medical Center (Department
of Psychiatry). Dr. Pieterse also worked
at DSA psychologists, a private practice
where she provided psychodynamic
and cognitive behavioral psychotherapy
to adult and child patients, including
couples and family therapy treatment.
She is a member of the American
Psychological Association, the Society
for the Study of Ethnic Minorities
Issues, and the New York State
Psychological Association.
Kevin Quinn, Associate
Professor, Educational
Psychology and
Methodology/Special Education
and Department Chair,
Educational and Counseling
Psycholgy
17
ESPE
369
Ed.D
Northern Illinois
University
Special Education
Prior to joining the Special Education
faculty, Dr. Quinn was a research
associate at Educational Research and
Services Center where he managed
research projects investigating the
development of community-based
systems of interagency care for children
and youth with serious emotional
disturbance and their families.
Dissemination outlets for findings
related to these empirical inquiries have
included the Journal of Emotional and
Behavioral Disorders, Journal of Child &
Family Studies, and Behavioral
Disorders. Dr. Quinn has served as
principal of the Rose School, a model
demonstration school program for
students with emotional and behavioral
disorders, and as a special education
teacher for students with behavioral and
academic problems in Washington DC
public schools. Dr. Quinn's continuing
research interests involve academic and
other community-based programming
for at-risk youth with emotional
or behavioral disorders.
23
(a)
(b)
(c)
(d)
(e)
(f)
Faculty Member Name and
Title/Rank
(Include and identify Program
Director with an asterisk.)
% of Time
Dedicated
to This
Program
Program
Courses Which
May Be
Taught
(Number and
Title)
Highest and Other
Applicable Earned
Degrees (include
College or
University)
Discipline(s) of
Highest and Other
Applicable Earned
Degrees
Additional Qualifications: List
related certifications, licenses and
professional experience in field.
Kim Colvin, Assistant Professor,
Educational Psychology and
Methodology
17-25
EPSY 250,440,
441, 330
Ed.D University of
Massachusetts
Amherst;
M.A.T. Cornell
University
Psychometrics;
Curriculum and
Instruction:
Mathematics
Education
New York State
Permanent Teaching
Certificate in
Mathematics 7 – 12
Prior to joining our faculty, Dr. Colvin
did post-doctoral research at the
Massachusetts Institute of Technology
(MIT) with a physics education research
group, applying psychometric
techniques to data from massive open
online courses (MOOCs), comparing
student performance and item
functioning in online and on-campus
physics courses, and evaluating
patterns of student behavior in online
courses. She has also taught HS math
in New York State for 10 years. Her
areas of research are applications of
item response theory to modern
psychometric problems; computer-
based testing: both the psychometric
modeling and the student experience.
Part 2. Part-Time Faculty
Deborah Chapin, Lecturer,
Educational Psychology and
Methodology
50
EPSY
400, 440, 441,
420
Ph.D University at
Albany
Educational
Psychology and
Methodology
Dr. Chapin has worked at the
Evaluation Consortium (University at
Albany), conducting program
evaluations of federal, state and local
projects. Her evaluative experience has
focused on the use of technology in
teaching and assessment and my
research and study interests are in
multicultural educational assessment
and measurement. Off campus, she has
dedicated her time and professional
expertise to working with children in-
school and in after-school and out-of-
school programs, in high-needs
communities and urban neighborhoods
since the early 1990s, providing
24
(a)
(b)
(c)
(d)
(e)
(f)
Faculty Member Name and
Title/Rank
(Include and identify Program
Director with an asterisk.)
% of Time
Dedicated
to This
Program
Program
Courses Which
May Be
Taught
(Number and
Title)
Highest and Other
Applicable Earned
Degrees (include
College or
University)
Discipline(s) of
Highest and Other
Applicable Earned
Degrees
Additional Qualifications: List
related certifications, licenses and
professional experience in field.
educational, social, and cultural
activities for underserved children.
Yanqing Sun, Lecturer,
Educational Psychology and
Methodology
50
EPSY 224, 420
PhD Beijing Normal
University
Educational
Psychology and
Methodology
Prior to joining our faculty, Dr. Sun was
Post-Doctoral Fellow at the Institute for
Knowledge Innovation and Technology,
OISE, University of Toronto in Canada.
Previously she had been Associate
Professor at the National Key Laboratory
for Cognitive Neuroscience and
Learning, School of Psychology, Beijing
Normal University in China. Her
research focuses on Child
Development, Parenting, and Language
learning.
Gina Cosgrove, Lecturer,
Educational Psychology and
Methodology
33
EPSY 420, 224
PsyD University at
Albany
Educational
Psychology and
Methodology
Dr. Cosgrove has been a licensed
psychologist for the past 15 years and
has extensive experience conducting
developmental evaluations for children
and adolescents on the Autism
Spectrum. She has her own practice,
Campbell House Psychological
Associates and is a consultant for local
school districts. Dr. Cosgrove conducts
trainings for educators and families
regarding how to meet the educational
and social needs of individuals on the
Autism Spectrum.
Part 3. Faculty To-Be-Hired (List as
TBH1, TBH2, etc., and provide
title/rank and expected hiring date.)
Stat faculty TBH1: Asst.
Professor, Fall 2015
17-25
EPSY 330,
250
Developmental faculty TBH2:
Asst Professor, Fall 2015
17-25
EPSY 224, 420
25
a) What is the resource plan for ensuring the success of the proposed program over time? Summarize the
instructional facilities and equipment committed to ensure the success of the program. Please explain new
and/or reallocated resources over the first five years for operations, including faculty and other personnel,
the library, equipment, laboratories, and supplies. Also include resources for capital projects and other
expenses.
(This resource assessment covers years 2013-2016)
Faculty: From New Sources (20/20 funds)
One Asst. Professor in Human Development was hired with a Fall 2014 start date. Two
additional Asst. Professors in Human Development will be hired in Fall 2015.
Administrative: From Existing Resources
Yenisel Gulatee was hired in the Spring of 2013 as the Academic & Administrative Coordinator
of the Human Development Program using School of Education salary savings.
Clerical: From Existing Sources
We have re-allocated clerical resources by committing 10% of the the Educational Psychology
Secretary I’s time to support faculty, staff, and students in the Human Development
Undergraduate Major.
Equipment: From New Resources / Existing Sources
Start-up funds for new faculty hires are provided with new resources from the Provost to cover
equipment, software, and other technology. We estimate $3,700 for a desktop computer, laptop
and printer per faculty.
The Academic & Administrative Coordinator was provided with a desktop computer and printer
using existing departmental resources for a total of $1,700.
Supplies: From New Resources / Existing Resources
Office supplies and other supplies such as toner cartridges and paper, etc. will be purchased for
faculty and the Academic & Administrative Coordinator using existing departmental IFR funds
($250 for Administrative Coordinator and $250 for faculty.
Year 1 (2014-15): $500 ($250 for Coordinator and $250 for one faculty).
Year 2 (2015-16): $1,000 ($250 for Coordinator and $750 for three faculty).
Year 3 (2016-17): 1,000 ($250 for Coordinator and $750 for three faculty).
Section 5. Financial Resources and Instructional Facilities
26
(OPTION: You can paste an Excel version of this schedule AFTER this sentence, and delete the table below.)
Expenses (in dollars)
We anticipate that the new human development program will need a marketing strategy; we plan
to seek the assistance of the Office of Communications and Marketing.
Student Support: From Existing Resources
Graduate Student advisor(s) working in PIE (Pathways to Education Center) will collaborate in
advising students in the Human Development program.
Facilities: From Existing Space (14-15) and New Resources (15-16)
For the 2014-15 academic year existing space has been assigned to the Academic &
Administrative Coordinator and the Human Development faculty member starting in Fall 2014.
Painting costs for the office of the Coordinator and the new human development faculty totaled
$2,000.
For the 2015-2016 academic year two additional Human Development faculty will be hired. Our
plan is to renovate Ed 220C and Ed 220D into faculty offices for the two 15-16 hires. Financial
assistance for the renovations would total approximately $10,000 for both rooms, since they
would require asbestos abatement. The School of Education will fund $2,000 of the expense for
painting both offices, and we will request campus resources for the asbestos abatement.
In addition, in the university’s Facilities Management Master Plan, The School of Education is
scheduled to move across the podium into the building previously occupied by the Business
School. Reconstruction of the new building is scheduled for 2015 with our move planned for
2018. Design planning for our new building has already begun. If funded, plans for our new
undergraduate major will be incorporated into that design plan.
b) Complete the five-year SUNY Program Expenses Table, below, consistent with the resource plan
summary. Enter the anticipated academic years in the top row of this table. List all resources that will be
engaged specifically as a result of the proposed program (e.g., a new faculty position or additional library
resources). If they represent a continuing cost, new resources for a given year should be included in the
subsequent year(s), with adjustments for inflation or negotiated compensation. Include explanatory notes
as needed.
SUNY Program Expenses Table
(a) Personnel(including
faculty and all
others)*
$125,685
$269,456
$277,540
$285,866
$294,442
$303,276
(b) Library
0
0
0
0
0
0
(c) Equipment
$5,400
$7,400
0
0
0
0
Program Expense Categories
Before
Academic
Academic
Academic
Academic
Academic
Start
Year 1:
Year 2:
Year 3:
Year 4:
Year 5:
2015-16
2016 - 17
2017 - 18
2018 - 19
2019-20
27
(d) Laboratories
0
(e) Supplies
$500
$1,000
$1,000
$1,000
$1,000
$1,000
(f) Capital Expenses
$2,000
$10,000
0
0
0
0
(g) Other (Specify):
0
0
0
0
0
0
(h) Sum of Rows Above
$133,585
$287,856
$278,540
$286,866
$295,443
$304,276
Assumes 3% annual increase in personnel costs
a)
Summarize the analysis of library collection resources and needs for this program by the collection
librarian and program faculty. Include an assessment of existing library resources and accessibility to
those resources for students enrolled in the program in all formats, including the institution’s
implementation of SUNY Connect, the SUNY-wide electronic library program. Please see attached
Libraries Assessment Report
The University Libraries collect, house, and provide access to all types of published materials in
support of the research and teaching of the schools, colleges, and academic departments of the
University. This report on a review of resources addresses support to the newly proposed
undergraduate Human Development major within the School of Education. In addition to collection
development services and online subject guides, Subject Librarians offer outreach through teaching,
reference desk assistance, and individual consultation to students and faculty to create awareness of
the many resources available to support student success and community engaged learning.
Needs - Proposed Human Development Major
This proposed new undergraduate major would add a total of 7 new courses. Based upon the Catalog
Description for the proposed Human Development major, a total of 6 new courses are being offered
for the Human Development core courses. Out of the 33 credits offered within the Human
Development courses, 24 credits are required. Of those 33 credits offered, only 9 of those core
credits constitute new courses listed in the Catalog Description. In addition, Appendix D offers a list
of electives to fulfill one core elective requirement. All but 2 of the 10 elective courses offered are
existing courses.15 Within the 4 concentrations for the proposed major, there are 3 new courses being
offered (9 credits). Therefore, this proposed new undergraduate major would add a total of 7 new
courses and rely primarily upon previously existing courses within educational psychology,
educational counseling, psychology and sociology and electives in other fields. All of these
15 One elective course selected from Appendix D is required to fulfill the Human Development Core
requirements. Both ECPY 410 - Supporting Individual and Community Change and EPSY 411 are new
courses and both appear on Appendix D elective courses list. However, EPSY 411 is a new course offered as
a selection under the Service Learning/Peer Assessment concentration. This raises the initial 6 new courses
to a total of 7 new courses to support this major.
Section 6. Library Resources
28
disciplines have received consistent library collection development and resource support from the
University Libraries. While expansion of existing courses, new courses and programs could utilize
more library support, the library discretionary funds, would allow for some shift of funding focus to
support these courses.
New courses proposed:
Human Development Core Courses
EPSY 224 Life Span in Human Development (3) - (new course)
EPSY 250 Understanding Research in Human Development (3) - (new course)
EPSY 330 Introductory Statistics in Human Development (3) - (new course)
ECPY 410 Supporting Individual and Community Change (3) (new course – potential elective)
Education Psychology Concentration
EPSY 481 Research Project in Human Development (3) (new course)
Service Learning/Peer Assistance and Leadership Concentration
EPSY 411 Foundations of Leadership in College and University Student Organizations (3) - (new course)
Special Education Concentration
ESPE 463 Introduction to Autism Spectrum Disorders (3) - (new course)
Library Collections
The University Libraries are among the top 115 research libraries in the country. The University
Library, the Science Library, and the Dewey Graduate Library contain more than two million
volumes and over 2.8 million microforms. The Libraries subscribe or provide access to over 75,000
serials. Many thousands more are made available via subscriptions to full-text databases. Whenever
possible, current subscriptions are available electronically.
Books and Reference Sources
Because of the cross disciplinary nature of Human Development, it would be difficult to provide a
precise count of the books in the library collection that would support this program. The University
Libraries have consistently offered extensive support to majors and programs within the disciplines of
education, psychology, sociology, biology, social work, social welfare, as well as extensive support to
business (leadership), communication (interpersonal and organizational), Africana studies, English,
women’s studies (diversity), areas that intersect with the proposed emphasis of the proposed Human
Development major and of consequence to human services careers. In addition, we have access to
several important handbooks, and online reference tools.
Government Documents and Statistical Sources
29
The Libraries serve as a selective depository for U.S. Government publications and house collections
of software and media, United Nations documents, national government documents, non-profit and
for-profit agency statistical sources, all indexed within the MINERVA catalog and found within the
government documents section as well as in our reference and general subject collections. These
could contribute to human development instruction and research. The library is also in the process of
evaluating more datasets to support instruction and research.
Indexing and Access to Academic Literature: Databases and Full-Text Journal Articles
Finding no specific tool to measure library collection resources for human development programs per
se, a recent (March 2014) comparison of resources cited on university library guides supporting the
top 15 established human development academic programs was initiated. Findings of this review
indicate that the UA Libraries have almost all of the key databases cited and more. Therefore, our
coverage more than adequately supports identifying research and accessing articles at the
undergraduate level within this area. Again, given the fact that only 7 new courses will be added and
their subject content are likely to be within the scope of previous collection strengths, the Libraries
are in a strong position of support for this new major. Though all of the following cited databases do
not contain the full-text of the cited article, links to external sources are provided when the full-text
content is available. Articles not available online can be obtained, usually within a few days, through
our Interlibrary Loan Services.
Access provided through the library:
Education Source
ERIC
PubMed
PsycINFO
PsychotherapyNet
Biological Abstracts
CINAHL - Nursing and Allied Health
WEB of Science
Social Services Abstracts
Sociological Abstracts
Social Science Electronic Data Library
Sociological Abstracts
Criminal Justice Abstracts
PAIS, Worldwide Political Science Abstracts
Business Source Complete
PsycARTICLES
Social Sciences Full-Text
Psychology and Behavioral Sciences Collection
30
Academic Search Complete
Women’s Studies International
ICPSR
JSTOR
PUBGET
Science Direct
Databases not found at UA that may be considered for the future:
AGELINE
Children’s Literature Comprehensive Database
Child Development and Adolescent Studies
COGNET
Family and Society Studies Worldwide
PILOTS
Statistical Insight
The Libraries have access to a significant number of key journals online and in print for the
aforementioned disciplines. As the journals vary depending upon the emphasis and level in each
Human Development program across the country, it would be difficult to assess comparison of
journals by program. However, based on the journal titles cited on the library guides that were
reviewed, the University at Albany did have access to a high percentage of the titles listed.
As
discussed with those developing the proposal, identifying relevant journals is part of an evolving and
ongoing process. Should the program need to acquire a key journal, the Libraries would work with
the department to identify for cancellation, a less needed journal title that may afford for a new
journal subscription. Subject librarians will be sure to seek faculty advisement and advocate for
acquisition or re-allocation of budgets based upon need.
Interlibrary Loan and Delivery Services
The University Libraries' Interlibrary Loan (ILL) Department borrows books and microforms, and
obtains digital copies of journal articles and other materials not owned by the Libraries from sources
locally, state-wide, nationally, and internationally. ILL services are available at no cost to the user for
faculty, staff, and students currently enrolled at the University at Albany.
Access to Research Collections
Library memberships provide access to many other libraries in the Capital District region, in New
York State, and throughout the United States and Canada. In the Capital District, the Capital District
Library Council (CDLC) sponsors the Direct Access Program (DAP). Upon presentation of a CDLC
DAP card, students and faculty may borrow from or use 47 academic, public, law, medical, and
31
technical libraries, including the Rensselaer Polytechnic Institute Libraries. Students and faculty may
also use the collections of the New York State Library. Statewide, students and faculty may use and
borrow materials from most of the SUNY-affiliated institutions.
Summary and Conclusions
Based upon a review of our library collection holdings, discussions with the department and given the
introductory and interdisciplinary nature of these 7 new courses and the extensive University Library
resources which currently support the existing intersecting disciplines and programs, there is strong
support for both the instructional level of this new major and potentially strong support for advanced
research within this proposed program.
As the program evolves and these new courses are developed, the Libraries will be in a better position
to assess what may be needed in terms of future support. Currently, there is more than adequate
support. After a review of topics and holding in the MINERVA catalog, more recent monographs on
autism and lifespan studies could be more aggressively collected if available. The libraries have been
actively acquiring community based learning resources within education and teaching. New
publications addressing global human development, global equity and sustainability within the
curriculum could also support the major.
Although the Libraries have purchased several online journal packages which offer many new journal
titles, we have not been able to support new individual journal subscriptions for some time.
However, if other titles are needed, the University Libraries’ Interlibrary Loan services can generally
provide access to articles within 3-5 days, if unavailable through the many journals we subscribe to,
lease, or own. In terms of monograph and media support, we have discretionary budgets that could
support the purchase of needed handbooks, updated research tools and books, or DVD’s to support
new aspects or new foci of human development, particular to the goals and objectives of this
proposed program. The Libraries will continue to work with the faculty involved in the program to
identify collection needs in light of existing resources. When necessary or upon re-evaluation of the
program, funding for new resources will be included in the Libraries' annual budget request process.
The Libraries may consider re-allocation of existing funds or utilize other appropriate funding
sources.
b)
Describe the institution’s response to identified collection needs and its plan for library development.
Please see attached Libraries Assessment Report.
The library’s assessment indicates that the current collection is adequate to support the Human Development
major; no response required.
SUNY requires external evaluation of all proposed bachelor’s degree programs, and may request an evaluation
Section 7. External Evaluation
32
for a proposed associate degree or certificate program in a new or emerging field or for other
reasons. Is an external evaluation required? [ ] No [ X ] Yes
If yes, list below all SUNY-approved evaluators who conducted evaluations (adding rows as needed), and
submit a separate electronic document to accompany this form that contains each original, signed
External Evaluation Report as well as the single Institutional Response to all reports, as described in
Section 8. NOTE: To select external evaluators, a campus sends 3-5 proposed evaluators’ names, titles
and CVs to the assigned SUNY Program Reviewer, expresses its preferences and requests approval.
As applicable, send a single Institutional Response to all External Evaluation Reports in the same file that
contains the verbatim, signed External Evaluation Reports.
The State University views as one of its highest priorities the facilitation of transfer.
a) For a proposed Associate in Arts (A.A.) or an Associate in Science (A.S.) degree, demonstrate that
the program’s graduates will be able to transfer into at least two parallel SUNY baccalaureate
programs and complete them within two additional years of full-time study, per SUNY policy, by
listing the transfer institutions below and appending at the end of this document:
two completed SUNY Transfer Course Equivalency Tables, one for each transfer institution;
and
a letter from the Chief Academic Officer of each transfer institution asserting acceptance of
the completed Transfer Course Equivalency Table.
Baccalaureate Degree Institution
Baccalaureate Program SED Code and Title
Degree
b) For a proposed baccalaureate program, document articulation with at least two parallel SUNY
associate degree programs for seamless transfer, by appending documentation of articulation, such
as SUNY Transfer Course Equivalency Tables and/or letters of support from Chief Academic Officers
at associate degree institutions or their designees. If transfer does not apply to this program,
please explain why.
Associate Degree Institution
Associate Program SED Code and Title
Degree
Hudson Valley Community College
00993 Human Services
AS
Schenectady County Community
College
88430 Liberal Arts and Science – Teacher
Education Transfer
AS
Please see Appendix 8 for equivalency tables/agreements
Section 9. SUNY Undergraduate Transfer
Section 8. Institutional Response to External Evaluator Reports
Evaluator #1
Name: Penny Hauser-Cram, Ed.D
Title: Professor, Department of Counseling,
Developmental and Educational Psychology
Institution: Boston College
Evaluator #2
Name: Christine Fruhauf, Ph.D.
Title: Associate Professor, Human Development
and Family Studies
Institution: Colorado State University
33
a) Does the program’s design enable students to complete 50% or more of the course requirements through
distance education? [X ] No
[ ] Yes. If yes, append a completed SUNY Distance Education Format
Proposal at the end of this proposal to apply for the program to be registered for the distance education format.
b) Does the program’s design enable students to complete 100% of the course requirements through distance
education? [X ] No
[ ] Yes
a) Based on Guidance on Master Plan Amendments, please indicate if this proposal requires a Master Plan
Amendment.
[X ] No
[ ] Yes, a completed Master Plan Amendment Form is appended at the end of this proposal.
b) Based on SUNY Guidance on Degree Authorizations (below), please indicate if this proposal requires
degree authorization.
[ X ] No [ ] Yes, once the program is approved by the SUNY Provost, the campus will work with its
Campus Reviewer to draft a resolution that the SUNY Chancellor will recommend to the SUNY Board of
Trustees.
SUNY Guidance on Degree Authorization
Degree authorization is required when a proposed program will lead to a new degree (e.g., B.F.A.,
M.P.H.) at an existing level of study (i.e., associate, baccalaureate, first-professional, master’s, and
doctoral) in an existing disciplinary area at an institution. Disciplinary areas are defined by the New York
State Taxonomy of Academic Programs. Degree authorization requires approval by the SUNY Provost, the
SUNY Board of Trustees and the Board of Regents.
Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization
Section 10. Application for Distance Education
34
a) Appended Items: If materials required in selected items in Sections 1 through 4 and Sections 9, 10 and
MPA-1 of this form apply to this proposal, they should be appended as part of this document, after this
page, with continued pagination. In the first column of the chart below, please number the appended
items, and append them in number order.
Number
Appended Items
Reference Items
For multi-institution programs, a letter of approval from partner
institution(s)
Section 1, Item (e)
For programs leading to professional licensure, a side-by-side chart
showing how the program’s components meet the requirements of
specialized accreditation, Commissioner’s Regulations for the
profession, or other applicable external standards
Section 2.3, Item (e)
For programs leading to licensure in selected professions for which
the SED Office of Professions (OP) requires a specialized form, a
completed version of that form
Section 2.3, Item (e)
Appendix
1
OPTIONAL: For programs leading directly to employment, letters of
support from employers, if available
Section 2, Item 2.3 (h)(2)
Appendix
2
For all programs, a plan or curriculum map showing the courses
in which the program’s educational and (if appropriate)
career objectives will be taught and assessed
Section 2, Item 7
Appendix
3
Sample Program and Curriculum for each of the four Human
Development Concentrations
Section 3
Appendix
4
For all programs, a catalog description for each existing course that is
part of the proposed undergraduate major (including cognates and
restricted electives)
Section 3, Item (b)
Appendix
5
For all programs with new courses in the major, syllabi for all new
courses in a proposed undergraduate major
Section 3, Item (c)
Appendix
6
For programs requiring external instruction, a completed External
Instruction Form and documentation required on that form
Section 3, Item (d)
Appendix
7
For programs that will depend on new faculty, position descriptions or
announcements for faculty to-be-hired
Section 4, Item (b)
Appendix
8
For all A.A. and A.S. programs, Transfer Equivalency Tables and
letters of support from at least two SUNY baccalaureate institutions;
for baccalaureate programs that anticipate transfer student
enrollment, documentation of seamless transfer with at least two
SUNY two-year programs
Section 9
For programs designed to enable students to complete at least 50% of
the course requirements at a distance, a Distance Education Format
Proposal
Section 10
For programs requiring an MPA, a Master Plan Amendment Form
Section MPA-1
b) Accompanying Items - External Evaluations and Institutional Response: If Sections 7 and 8 of this
form indicate that external evaluation is required as part of this proposal, please send a separate electronic
document to program.review@suny.edu that contains the original, signed External Evaluation Reports and
a single Institutional Response to all reports. The file name should indicate the campus, program title,
award and content of the file (e.g., BuffaloU-English-PhD-ExEval).
List of Appended and/or Accompanying Items
University at Albany
New Program Proposal
BS in Human Development
Appendix 1
Letters of Support
Employers
Northeast Career Planning
Center for Disabilities
Graduate Program
CUNY College of Staten Island
SUNY Oneonta
www. northeastcareer.org
www.facebook.com/NortheastCareerPlanning
Dr. Kevin Quinn
08/04/14
Chair, Department of Educational and Counseling Psychology
School of Education
University at Albany
Albany, NY 12222
Dear Dr. Quinn:
I enthusiastically write this letter in support of the proposal for new undergraduate program in
Human Development at the University at Albany.
After studying the learning outcomes and the objectives of the program, I believe this program
will prepare students to work in the non for profit sector of social service agencies.
Northeast Career Planning is a Rehabilitation agency that provides a variety of programs to serve
individuals with disabilities. Our programs include, but are not limited to, a licensed mental
health program, PROS (Personalized Recovery Oriented Services), Supported Education
programs which help people with a mental illness to achieve educational goals, programs for
veterans, a work center, employment programs, OASAS funded programs and numerous other
programs for youth and adults.
Currently, the programs I oversee only provide internships for students at the graduate level
because the current selection of undergraduate programs to not provide the foundation,
knowledge base and skill set that students need to serve in a counseling role. I believe that this
program may provide students with a more thorough understanding of disabilities and the
psychological aspects that need to be considered in a counseling relationship. I also believe it is
critical that students learn to approach individuals from a strength based perspective which is an
understanding they should develop within the Human Development program at the University at
Albany, should it be approved.
I believe that students graduating from this program will be well suited to serve in entry level
counseling positions within this agency in roles such as PROS counselors, Vocational
counselors, OASAS program counselors, and Youth services counselors.
In conclusion, I fully support the efforts of the School of Education as they seek approval for the
undergraduate Human Development program. This program will enhance opportunities for
Glens Falls • 16 Pearl Street, Suite 208 • Glens Falls, New York 12801 • Phone (518) 812-0280 • Fax (518) 812-0279
Hudson • 1 Vapor Trail • PO Box 1218 •Hudson, New York 12534 • Phone (518) 312-4831 • Fax (518) 828-7415
Northeast Career Planning
YOUR LIFE • YOUR SUCCESS • OUR MISSION
Administrative Office:
339 Broadway • Menands, New York 12204
Phone (518) 465-5201 • Fax (518) 463-8051
Professional Services:
28 Colvin Avenue • Albany, New York 12206
Phone (518) 438-3445 • Fax (518) 453-9096
students to achieve academic and professional success, and enable them to make a difference in
the community.
Sincerely,
Kiki Garg
Kiki Garg, M.S., LMHC
Director of Rehabilitation Services
Northeast Career Planning
339 Broadway
Menands, NY, 12204
518-465-5201
kgarg@northeastcareer.org
From: "marcal@cfdsny.org" <marcal@cfdsny.org>
Date: Fri, 15 Aug 2014 20:52:57 +0000
To: Yenisel Gulatee <ygulatee@albany.edu>
Subject: Letter of support
Dr. Kevin Quinn
Chair, Department of Educational and Counseling Psychology
School of Education
University at Albany
Albany, NY 12222
Dear Dr. Quinn:
I enthusiastically support the proposal for new undergraduate program in Human Development at the
University at Albany.
As the Senior Director of Behavioral Health Services at the Center for Disability Services in Albany,NY,
where I have been employed for 28 years, it is abundantly clear to me that a program with goals such as
the proposed program in Human Development fills a gap in University offerings. As a graduate of the
Doctoral Program in School Psychology at UAlbany, I am thrilled to see the University planning to such a
valuable program. I believe this program will help prepare some of it’s graduates for careers in
psychology working with individuals with developmental disabilities. The inclusion of the practicum
aspect of the program, in the areas you have delineated, supports the level of commitment to an
applied degree.
My area of work has largely focused on people with developmental disabilities. I have found that a lack
of understanding about differences in development leads some to avoid work in the field of intellectual
and developmental disabilities. The work is complicated and takes a strong background and flexibility in
thinking, and an openness to work with populations many haven’t had much exposure to. The field is
rapidly changing with a range of pressures, on the one hand to integrate people with developmental
disabilities into the community, and on the other hand, to do so with limited dollars. These pressures
will require well trained and creative minds, such as the program in Human Development has the
potential to cultivate.
In conclusion, I fully support the efforts of the School of Education as they seek approval for the
undergraduate Human Development program. This program will enhance opportunities for students to
achieve academic and professional success, and enable them to make a difference in the
community. To further show my support, I hope that my agency and I can collaborate with UAlbany in
developing a practicum site to contribute to the success of the program.
Sincerely,
Steve Marcal, Psy.D. , Senior Director, Behavioral Health Services
Center for Disability Services
314 South Manning Blvd
Albany, NY 12208-1794
Phone: 518.437.5581;Tuesday 518-427-2305
Fax: 518-437.5579
Our Mission: To enable and empower people, primarily those with disabilities, to lead healthy and
enriched lives.
* Confidentiality Notice: This electronic message is intended to be viewed only by the individual or entity
to whom it is addressed. It may contain information that is privileged, confidential, or otherwise protected
from disclosure under applicable law. Any dissemination, distribution, copying, or re-disclosure of this
communication is strictly prohibited without appropriate authorization. If the reader of this message is not
the intended recipient, or if you have received this communication in error, please notify us immediately
by return e-mail and delete the original message and any copies of it from your computer. For further
information about the Center for Disability Services please see our website at www.cfdsny.org. Thank
you.
August 21, 2014
Dr. Kevin Quinn
Chair, Department of Educational and Counseling Psychology
School of Education
University at Albany
Albany, NY 12222
Dear Dr. Quinn:
I am writing to express my support for the proposed undergraduate program in
Human Development at the University at Albany.
I am an assistant professor of Education at the College of Staten Island, City
University of New York (CUNY). At the College, I teach both undergraduate and
graduate courses preparing students for public school teaching careers. In addition,
I have been a researcher and a staff developer in public schools in New York State
and elsewhere for the past 20 years.
I am convinced that the program addresses a long-neglected need in the preparation
of both future teachers and individuals who work with children and adolescents in a
wide range of professional roles, within schools and in other settings.
Based on my review of the proposed Human Development major, including the
descriptions of the core curriculum and that of the concentrations, I am particularly
enthusiastic about the theoretical and practical foundation the major will provide
for undergraduate students interested in working within schools, either as a faculty
member, a teacher’s aide, or in a counseling role. All of these professional roles
require a much more extensive knowledge and skill set related to understanding
and facilitating the healthy human development of children and adolescents than
those higher education institutions currently provide.
The proposed program will provide a model for other institutions—including, I
hope CUNY—in developing programs that prepare young professionals for critical
roles across the educational and social service landscape. I look forward to following
the development of this exciting new program. Please feel free to contact me if I can
provide any additional information (david.allen@csi.cuny.edu).
Sincerely yours,
David Allen, EdD
Assistant Professor
School of Education
College of Staten Island, City University of New York
Department of Educational Psychology, Counseling and Special Education
August 8, 2014
Dr. Kevin Quinn
Chair, Department of Educational and Counseling Psychology
School of Education
University at Albany
Albany, NY 12222
Dr. Quinn:
I am writing in strong support of the proposed undergraduate Human Development program
at the University at Albany.
I chair the Department of Educational Psychology, Counseling and Special Education at
SUNY Oneonta. Part of my duties involves screening student applications for our Master’s
program in school counseling. We require a strong background in the social sciences, with
specific minimum requirements of 12 semester hours in psychological science. Having re-
viewed the structure and requirements of the proposed Human Development undergraduate
major, I can say with certainty that graduates of this program would be very well prepared
for success in our Master’s program in school counseling.
In summary, I unequivocally support your efforts to seek approval for the proposed under-
graduate program in Human Development. The curriculum is well planned and will prepare
its graduates to positively impact the lives of those most in need.
Sincerely,
Brian D. Beitzel, Ph.D.
Professor and Chair
Department of Educational Psychology,
Counseling and Special Education
374F Fitzelle Hall
SUNY Oneonta
Oneonta, NY 13820
(607) 436-3933
374 Fitzelle Hall
Ravine Parkway
Oneonta, New York 13820
P 607-436-3554
F 607-436-3664
www.oneonta.edu/academics/ed/edpsych/
Accredited by the National
Council for Accreditation
of Teacher Education
APPENDIX 2: STUDENT LEARNING OUTCOMES (CURRICULUM MAP)
Student Learning Outcomes:
Below is the list of the expected student learning outcomes (SLOs) within the core of the Human Development major as well as within each of the four concentrations.
These tables provide evidence that the SLOs are met through the required courses that all students will participate in through the core and their individual
concentrations. In addition, many of the SLOs will also be fulfilled through the general education courses that students must take in order to receive a degree from the
institution, as well as the required courses that are outside of the School of Education (e.g., the psychology and sociology courses in the HD core).
Human Development Core Courses
SLOs: What we want students to know
and the skills we want them to have.
EPSY 224
EPSY 200
ECPY 360
EPSY 250
EPSY 390
EPSY 330
1
Understanding the commonality
and diversity of the patterns of
human development across the
lifespan.
Reading guides;
exam questions;
case study
Throughline
reflections;
reading notes;
annotated
bibliography;
learning vignettes
class discussions;
quizzes
Exam questions;
reaction papers;
reflection papers
2
Critically assess social and
cultural frameworks and the
ways in which individuals,
families, and communities are
situated within them.
Reading guides;
exam questions;
case study
Throughline
reflections;
reading notes;
annotated
bibliography;
learning vignettes
class discussions;
quizzes
Exam questions;
reaction papers;
reflection papers
Journal entry:
Education or
counseling theory
application and
reflection;
Journal entry:
Cultural
consideration for
teachers application
and reflection
3
Recognize issues of equity and
social justice as they impact
human development.
Reading guides;
exam questions;
case study
Exam questions;
reaction papers;
reflection papers
Journal entry:
Education or
counseling theory
application and
reflection;
Journal entry:
Cultural
consideration for
teachers application
and reflection
Human Development Core Courses (continued)
SLOs
EPSY 224
EPSY 200
ECPY 360
EPSY 250
EPSY 390
EPSY 330
4
Stress self-directed learning.
Reading guides;
case study
Assigned readings;
throughline
reflections;
reading notes;
annotated
bibliography;
learning vignettes
Reaction papers;
reflection papers
Lists of unknown
terms from readings;
research 3 items in
depth;
final paper
Journal entries based
on application and
reflection
Unit assessments
5
Provide team-based learning
opportunities that emphasize
development of effective
collaboration skills.
Reading guides;
exam questions; case
study
Learning vignettes
Group presentations
Conversation with
supervisor and client
about what they feel
they can learn from
student
6
Think critically about
developmental theories.
Reading guides;
exam questions; case
study
Throughline
reflections;
reading notes;
annotated
bibliography;
learning vignettes
Lists of unknown
terms from readings;
research 3 items in
depth;
final paper
Unit assessments
7
Research about issues of
development.
Annotated
bibliography;
learning vignettes;
Piaget’s pencils
assignment
Research 3 items in
depth;
final paper
8
Speak articulately about issues
in HD.
Case study
Presentation of
learning vignettes
Current events;
group presentation;
group discussion on
reaction paper
questions
9
Write articulately about issues in
HD.
Case study
Annotated
bibliography;
learning vignettes;
Piaget’s pencils
assignment
Reflection papers;
reaction papers;
cultural experience
paper
Lists of unknown
terms from readings;
research 3 items in
depth;
final paper
Journal entries
Human Development Core Courses (continued)
SLOs
EPSY 224
EPSY 200
ECPY 360
EPSY 250
EPSY 390
EPSY 330
10
Achieve basic literacy in
research methods.
Annotated
bibliography
Lists of unknown
terms from readings;
research 3 items in
depth;
final paper
11
Collect, manage, and use data to
inform professional decision
making.
Case study
Annotated
bibliography;
learning vignettes;
Piaget’s pencils
assignment
Current events;
group presentation
Lists of unknown
terms from readings;
research 3 items in
depth;
final paper
Journal entry: using
and reflecting on
intervention
strategies
12
Recognize the characteristics of
studies and publications that
provide credible research
findings.
Annotated
bibliography
Lists of unknown
terms from readings;
research 3 items in
depth;
final paper
Unit assessments
13
Practice ethical behavior across
academic, research, and
professional settings.
Course work;
expectations
Course work;
expectations
Course work;
expectations
Course work;
expectations
Journal entry:
ethics of community
service application
and reflection
Course work;
expectations
14
Use technology effectively.
Annotated
bibliography
Research 3 items in
depth;
final paper
15
Apply theory to practice.
Case study
Annotated
bibliography;
learning vignettes;
Piaget’s pencils
assignment;
class discussions;
quizzes
Journal entry:
education or
counseling theory
application and
reflection
Unit assessments
16
Engage in self-reflection on how
their unique family, community,
and cultural experiences have
shaped their own perspectives
and perceptions.
Reading guides;
exam questions; case
study
Throughline
reflections;
reading notes;
annotated
bibliography;
learning vignettes
class discussions;
quizzes
Reflection papers;
reaction papers
Journal entry:
reflection on overall
experience and work
had on the student’s
future goals and
preconceived ideas
Human Development Core Courses (continued)
SLOs
EPSY 224
EPSY 200
ECPY 360
EPSY 250
EPSY 390
EPSY 330
17
Acquire cultural competence
in order to work effectively
with diverse populations.
Reading guides;
exam questions;
case study
Throughline
reflections;
reading notes;
annotated
bibliography;
learning vignettes;
Piaget’s pencils
assignment
class discussions;
quizzes
Exam questions;
reflection papers;
reaction papers;
cultural event paper
Journal entry:
Cultural
consideration for
teachers application
and reflection
18
Evaluate programs intended to
support healthy development.
Reading guides;
exam questions;
case study
Learning vignettes;
Piaget’s pencils
assignment
class discussions;
quizzes
Counseling Psychology Concentration
SLOs: What we want students to
know and the skills we want them to
have.
ECPY 204
ECPY 421
APSY 327
APSY 338
APSY 214
APSY 270
1
Understand the range of
professional responsibilities,
and ethical and professional
behavioral standards required
of a counselor.
Exam questions;
quizzes; journal
article presentation;
case
conceptualization;
2
Gain a basic understanding of
career and individual counseling
theories and how they are
applied to understand and treat
diverse individuals across the
lifespan.
Exam questions
Exam questions;
quizzes; journal
article presentation;
case conceptualization
3
Demonstrate an understanding
of the importance of integrating
theory and research in practice.
Exam questions
Case
conceptualization;
journal article
presentation
Exam questions;
quizzes
Exam questions
Exam questions
Exam questions
4
Display basic competency in
counseling skills.
Exam questions;
case conceptualization
5
Conceptualize clients in a
culturally sensitive manner from
various theoretical perspectives.
Exam questions;
case conceptualization
Exam questions
6
Recognize signs and symptoms
of psychological disorders.
Exam questions;
quizzes
Exam questions;
quizzes
Exam questions
Exam questions
Exam questions;
iclicker questions
Educational Psychology Concentration
SLOs: What we want students to know
and the skills we want them to have.
EPSY 400
EPSY 420
EPSY 440
EPSY 441
EPSY 481
1
Identify the characteristics of
learning environments (familial and
school) that facilitate human
learning.
What is…? Papers;
online discussions;
quizzes;
reciprocal peer
questioning
Exam questions;
one minute notes;
research in media paper;
final project;
reciprocal peer
questioning
How Much Do I
Understand assignments;
exam questions;
assessment instrument
development;
assessment instrument
critique;
participation in research
study or lecture/workshop
Reading responses;
research paper, social
issue poster;
current events;
quizzes
2
Plan and carry-out a well-designed
small scale research project.
Designing, conducting,
writing, and presenting a
research project
3
Know where to locate credible
research findings and how to
analyze the literature to generate
researchable questions.
Exam questions;
one minute notes;
research in media paper;
final project;
reciprocal peer
questioning
How Much Do I
Understand assignments;
exam questions;
assessment instrument
development;
assessment instrument
critique;
participation in research
study or lecture/workshop
Designing, conducting,
writing, and presenting a
research project
4
Be able to state research questions
that promote credible findings.
What is…? Papers;
online discussions
One minute notes;
research in media paper;
final project
How Much Do I
Understand assignments;
exam questions;
assessment instrument
development;
assessment instrument
critique;
participation in research
study or lecture/workshop
Designing, conducting,
writing, and presenting a
research project
Educational Psychology Concentration (continued)
SLOs
EPSY 400
EPSY 420
EPSY 440
EPSY 441
EPSY 481
5
Understand the characteristics of
valid measurement instruments
and techniques.
One minute notes;
research in media paper;
final project
How Much Do I
Understand assignments;
exam questions;
assessment instrument
development;
assessment instrument
critique;
participation in research
study or lecture/workshop
Social issue poster
presentation;
current events
presentation
Designing, conducting,
writing, and presenting a
research project
6
Identify the features of appropriate
statistical analyses of data.
One minute notes;
research in media paper;
final project
How Much Do I
Understand assignments;
exam questions;
assessment instrument
development;
assessment instrument
critique;
participation in research
study or lecture/workshop
Reading responses ;
research paper
7
Understand the ethical principles
required for human research.
What is…? Papers;
online discussions;
quizzes;
reciprocal peer
questioning
Research in media paper;
final project
How Much Do I
Understand assignments;
exam questions;
assessment instrument
development;
assessment instrument
critique;
participation in research
study or lecture/workshop
participation in research
study or lecture/workshop
Research paper
Designing, conducting,
writing, and presenting a
research project
Peer Assistance and Leadership Concentration
SLOs: What we want students to
know and the skills we want
them to have.
ECPY 400
ECPY 403
ECPY 404
ECPY 405
ECPY 406
EPSY 411
1
Understand the helping
process as it takes place in
the context of a
comprehensive campus-
based student-staffed and
professionally supervised
peer services agency.
Hotline training
shift; training labs;
training class;
exam questions
Participation in
supervision and
hotline shifts;
article summaries;
topic presentations
Participation in
supervision and
hotline shifts;
article summaries;
topic presentations
Participation in
supervision and
hotline shifts;
article summaries;
topic presentations
Participation in
supervision sessions;
resource training
shift; temporary
hotline shift;
Middle Earth crisis
hotline;
exam questions
2
Articulate and apply basic
peer helping theories and
principles, such as
reflective listening,
attending, effective
communication, and
community engagement.
Hotline training
shift; training labs;
training class;
exam questions
Participation in
supervision and
hotline shifts
Participation in
supervision and
hotline shifts
Participation in
supervision and
hotline shifts
Participation in
supervision sessions;
resource training
shift; temporary
hotline shift;
Middle Earth crisis
hotline;
exam questions
3
Articulate and apply basic
peer education principles,
such as effective workshop
preparation, presentation,
and evaluation.
Hotline training
shift; training labs;
training class;
exam questions
Topic presentation;
Reflection paper on
evaluation of
“Awareness week”;
Assessment of
community resource
to be added to
hotline referral book
Topic presentation;
Reflection paper on
evaluation of
“Awareness week”;
Chronic caller
concern research to
inform new
counselors
Topic presentations;
evaluation of
“Awareness week”;
4
Understand and recognize
warning signs of behavioral
health issues of concern to
college students and young
adults, such as mental
health concerns, alcohol
and other drug abuse,
sexual assault, relationship
violence, and stalking,
eating disorders and
disordered eating, and
related topics.
Hotline training
shift; training labs;
training class;
exam questions
Participation in
supervision and
hotline shifts;
article summaries
Participation in
supervision and
hotline shifts;
article summaries
Participation in
supervision and
hotline shifts;
article summaries
Participation in
supervision sessions;
resource training
shift;
temporary hotline
shift;
Middle Earth crisis
hotline;
exam questions
Peer Assistance and Leadership Concentration (continued)
SLOs
ECPY 400
ECPY 403
ECPY 404
ECPY 405
ECPY 406
EPSY 411
5
Understand and
implement basic crisis
intervention techniques
utilized by
paraprofessionals and be
able to determine when to
seek out professional
backup support from
licensed mental health
professionals.
Hotline training
shift; training labs;
training class;
exam questions
Participation in
supervision and
hotline shifts
Participation in
supervision and
hotline shifts
Participation in
supervision and
hotline shifts
Participation in
supervision sessions;
resource training
shift;
temporary hotline
shift;
Middle Earth crisis
hotline;
exam questions
6
Understand leadership
theories and leadership
styles, and describe one’s
own leadership style.
Completion of
handouts;
research paper
7
Describe the process
necessary for evaluating
organizational
effectiveness, including the
evaluation and selection of
assessment tools and the
use of program evaluation
to plan for the future of an
organization.
Completion of
handouts;
research paper and
presentation
8
Articulate and practice the
standards and behaviors
that are consistent with
ethical conduct and
professionalism within a
community service
organization.
Hotline training
shift; training labs;
training class;
exam questions
Participation in
supervision and
hotline shifts
Participation in
supervision and
hotline shifts
Participation in
supervision and
hotline shifts
Participation in
supervision sessions;
resource training
shift; temporary
hotline shift;
Middle Earth crisis
hotline;
exam questions
Completion of
handouts;
research paper
Special Education Concentration
SLOs: What we want students to
know and the skills we want
them to have.
ESPE 369
ESPE 460
ESPE 463
ERDG 404
ERDG 406
EPSY 400
1
Demonstrate knowledge of
the causal factors and
characteristics of the
various disability categories
defined under “child with
disability” in the Individuals
with Disabilities Education
Act.
Exam questions;
in class activities;
assignments;
choice assignments;
group presentation
Quiz questions;
reading
reflection/questions;
IRIS Module;
exceptionality guide;
blackboard discussion
written reflections
on case studies and
readings in small
groups
Students can self-
select to read
literature about
children with
disabilities: genre
study; multimodal
responses to
literature; web
assignment
Students can self-
select texts about
individuals with
disabilities: text set
project and book
talk
What is…? papers;
online discussions;
quizzes
2
Demonstrate knowledge of
the provisions and
protections afforded
students with disabilities
under the “Individuals with
Disabilities Act”.
Exam questions;
in class activities;
assignments;
choice assignments;
group presentation
Quiz questions;
reading
reflection/questions;
IRIS Module;
exceptionality guide;
blackboard
discussion;
written reflections
on case studies and
readings in small
groups
Observational/refle
ction paper;
in-class
assignments;
book/movie review;
presentation;
final exam
questions
3
Demonstrate working
knowledge of the various,
legally required
components of an
Individualized Educational
Plan.
Exam questions;
in class activities;
assignments;
choice assignments;
group presentation
Quiz questions;
reading
reflection/questions;
exceptionality guide;
written reflections
on case studies and
readings in small
groups
Observational/refle
ction paper;
in-class
assignments;
book/movie review;
presentation;
final exam
questions
4
Understanding of the roles
and responsibilities
teaching assistants and
para-educators fulfill in
educational settings serving
children with disabilities.
Exam questions;
in class activities;
assignments;
choice assignments;
group presentation
Quiz questions;
reading
reflection/questions;
IRIS Module;
exceptionality guide;
written reflections
on case studies and
readings in small
groups
Observational/refle
ction paper;
in-class
assignments;
book/movie review;
presentation;
final exam
questions
Special Education Concentration (continued)
SLOs
ESPE 369
ESPE 460
ESPE 463
ERDG 404
ERDG 406
EPSY 400
5
Demonstrate knowledge of
(a) patterns of human
development and milestones
typically achieved at different
ages, and (b) risk factors that
may prohibit or impede
typical development and
contribute to a student
developing a disability.
Exam questions;
in class activities;
assignments;
choice
assignments;
group
presentation
Quiz questions;
reading
reflection/questions;
IRIS Module;
exceptionality guide;
blackboard
discussion;
written reflections
on case studies and
readings in small
groups
Observational/refle
ction paper;
in-class
assignments;
book/movie review;
presentation;
final exam
questions
Web assignment
What is…? papers;
online discussions;
quizzes
6
Demonstrate knowledge of
and competency delivering
effective interventions and
supports that are designed by
certified/ licensed staff and
needed by children with
disabilities to achieve
specified goals and objectives.
Exam questions;
in class activities;
assignments;
choice
assignments;
group
presentation
Quiz questions;
reading
reflection/questions;
exceptionality guide;
blackboard
discussion;
written reflections
on case studies and
readings in small
groups
Observational/refle
ction paper;
in-class
assignments;
book/movie review;
presentation;
final exam
questions
What is…? papers;
online discussions;
quizzes
7
Demonstrate ability to
effectively collaborate with
colleagues, follow
instructions, and use problem
solving skills in order to be an
effective member of the
institutional team.
Group
presentation
Written reflections
on case studies and
readings in small
groups
Group presentation
Participation in class
discussions and
reading groups
Book talk;
book discussion
leader and mini-
Inquiry project;
text set project
8
Demonstrate ability to
practice ethical and
professional standards of
conduct, including the
requirements of
confidentiality.
Exam questions;
in class activities;
assignments;
choice
assignments;
group
presentations
Quiz questions;
reading
reflection/questions;
written reflections
on case studies and
readings in small
groups
Observational/refle
ction paper;
in-class
assignments;
book/movie review;
presentation;
final exam
questions
University at Albany
New Program Proposal
BS in Human Development
Appendix 3
Sample program schedules and curriculum
a. BS in Human Development with a concentration in Counseling
Psychology
b. BS in Human Development with a concentration in Educational
Psychology
c. BS in Human Development with a concentration in Peer
Assistance and Leadership
d. BS in Human Development with a concentration in Special
Education
Campus Name
Program/Track Title and Award
Semester
Quarter
Trimester
Other
Calendar Type
x
SUNY Transfer Path Name (if one exists)
<----- Use Dropdown Arrow.
Use the table to show how a typical student may progress through the program. Check all columns that apply to a course or enter credits where applicable.
The table will automatically update the number of credits, courses and categories in the program totals table at the bottom of the chart.
Fall 1
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
APSY 101 - R
3
SS
x
x
x
ASOC 115 - R
3
x
x
x
Natural Science Gen Ed - RE
3
NS
x
x
Arts Gen Ed - RE
3
AR
x
x
Elective - FE
3
x
Term Totals
15
3
12
12
6
3
(X)
Spring 1
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
EPSY 200 Intro to the Psychological Process of Schooling - R
3
x
International Perspectives Gen Ed - RE
3
OW
x
x
Foreign Language Gen Ed - RE
4
FL
x
x
Writing and Critical Inquiry Gen Ed - R
3
BC
x
x
Elective - FE
2
x
Term Totals
15
3
10
10
3
2
(X)
Fall 2
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
APSY Elective - RE
3
x
x
EPSY 224 Lifespan Development - R
3
x
x
x
ECPY 204 - Principles of Career and Life Planning - R
3
x
APSY or ASOC Elective (Choose one):ASOC 384 Sociology of Aging/APSY 338
Abnormal Psychology - RE
3
x
x
x
x
ASOC 115/APSY 101/203
Math Gen Ed Elective - RE
3
M
x
x
Term Totals
15
1
3
12
12
3
3
1
(X)
Spring 2
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
EPSY 250 - Understanding Research in Human Development - R
3
x
x
x
EPSY 330 - Intro Statistics in Human Development - R
3
x
x
x
x
x
APSY 327 - Personality - R
3
x
x
x
x
APSY 101
Humanities Gen Ed - RE
3
H
x
x
US Historical Perspectives Gen Ed - RE
3
AH
x
x
Term Totals
15
2
6
15
9
6
6
2
(X)
Human Development BS - Counseling Psychology concentration
Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2.
KEY Course Type: Required (R), Restricted Elective (RE), Free Elective (FE). Course Credits: Number of Credits for individual course (Enter number.) GER Area: SUNY General Education Requirement Area (Enter Area Abbreviation from the drop-down menu.) GER Credits: (Enter number of course
credits.) LAS: Liberal Arts & Sciences Credits (Enter X if course is an LAS course.) Major: Major requirement (Enter X.) TPath: SUNY Transfer Path Major & Cognate Courses (Enter X.) Elective/Other: Electives or courses other than specified categories (Enter X.) Upper Div: Courses intended
primarily for juniors and seniors outside of the major (Enter X.) Upper Div Major: Courses intended primarily for juniors and seniors within the major (Enter X.) New: new course (Enter X.) Co/Prerequisite(s): List co/prerequisite(s) for the noted courses. SUNY GER Area Abbreviations (the first five
listed in order of their frequency of being required by SUNY campuses): Basic Communication (BC), Math (M), Natural Sciences (NS), Social Science (SS), Humanities (H), American History (AH), The Arts (AR), Other World Civilizations (OW), Western Civilization (WC), Foreign Language (FL).
SUNY Undergraduate Sample Program Schedule
University at Albany, State University of New York
SUNY System Administration
Office Academic Programs, Planning and Assessment
SUNY Undergraduate Sample Program Schedule
page 1 of 2
Fall 3
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
ECPY 360 - Psychology, Cultural Diversity and Social Justice - R
3
x
x
x
x
APSY 333 Childhood Behavior Disorders OR APSY 338 Abnormal
Psychology - RE
3
x
x
x
x
APSY 101, APSY 203
Minor Course (Minor REQ, can not be Educational Studies) - RE
3
x
Minor Course - RE
3
x
Elective - FE
3
x
DASA Training - R
x
x
Term Totals
15
6
6
9
6
6
1
(X)
Spring 3
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
ECPY 421 - Intro to Counseling Psychology - R
3
x
x
x
APSY 101
Minor Course - RE
3
x
Minor Course - RE
3
x
x
Liberal Arts Elective - RE
3
x
x
Elective - FE
3
x
Term Totals
15
3
3
12
6
3
(X)
Fall 4
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
EPSY 390 - Community Service Projects - R
3
x
x
x
x
x
EPSY 200
Human Development Elective* - RE
3
x
x
x
Minor Course - RE
3
x
x
Liberal Arts Elective - RE
3
x
x
Elective - FE
3
x
Term Totals
15
6
6
9
9
6
1
(X)
Spring 4
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
Minor Course - RE
3
x
x
Upper Level Elective - RE
3
x
x
Upper Level Elective - RE
3
x
x
Upper Level Elective - RE
3
x
x
Upper Level Elective - RE
3
x
x
Term Totals
15
15
15
(X)
*Elective in Human Development: (Select one of the following):
ECPY 410 Supporting Individual and Community Change
HSPH 341 Promoting Healthy People and Communities
ACOM 371 Intercultural Communication
EPSY 411 Foundations of Leadership in College and University Student Organizations
HSPH 342 How US Healthcare Works: Myths and Realities
Any 300-level Psychology/Sociology courses not taken to fulfill the core requirement
ERDG 404 Children's Literature
HSPH 343 Mass Media and Health Behavior
ERDG 406 Young Adult Literature
RCRJ 308 Juvenile Justice Administration
Program Total Summary
Total Credits
SUNY GER Areas
SUNY GER Credits
Liberal Arts & Sciences
Credits
Major Credits
Elective and Other
Credits
Upper Division Credits
Upper Division Major
Credits
Total TPath Courses
New Courses
120
9
31
64
45
50
45
24
5
GER Area Summary
Basic Communication (BC)
1
The Arts (AR)
1
Mathematics (M)
1
American History (AH)
1
Natural Sciences (NS)
1
Western Civilization (WC)
Social Sciences (SS)
1
Other World Civilizations (OW)
1
Humanities (H)
1
Foreign Language (FL)
1
SUNY System Administration
Office Academic Programs, Planning and Assessment
SUNY Undergraduate Sample Program Schedule
page 2 of 2
Campus Name
Program/Track Title and Award
Semester
Quarter
Trimester
Other
Calendar Type
x
SUNY Transfer Path Name (if one exists)
<----- Use Dropdown Arrow.
Use the table to show how a typical student may progress through the program. Check all columns that apply to a course or enter credits where applicable.
The table will automatically update the number of credits, courses and categories in the program totals table at the bottom of the chart.
Fall 1
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
APSY 101 - R
3
SS
x
x
x
ASOC 115 - R
3
x
x
x
Natural Science Gen Ed - RE
3
NS
x
x
Arts Gen Ed - RE
3
AR
x
x
Elective - FE
3
x
Term Totals
15
3
12
12
6
3
(X)
Spring 1
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
EPSY 200 Intro to the Psychological Process of Schooling - R
3
x
Foreign Language Gen Ed - RE
4
FL
x
x
Writing and Critical Inquiry Gen Ed - R
3
BC
x
x
Elective - FE
3
x
Elective - FE
2
x
Term Totals
15
2
7
7
3
5
(X)
Fall 2
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
APSY or ASOC Elective (Choose one):ASOC 250 Sociology and Families/ASOC 384
Sociology of Aging/APSY 327 Personality/APSY 338 Abnormal Psychology - RE
3
x
x
ASOC 115/APSY 101/203
ECPY 360 Psychology, Cultural Diversity and Social Justice - R
3
x
x
x
x
EPSY 224 Lifespan Development - R
3
x
x
x
International Perspectives Gen Ed - RE
3
OW
x
x
Math Gen Ed Elective - RE
3
M
x
x
Term Totals
15
2
6
15
9
3
3
1
(X)
Spring 2
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
EPSY 250 - Understanding Research in Human Development - R
3
x
x
x
EPSY 330 - Intro Statistics in Human Development - R
3
x
x
x
x
x
Humanities Gen Ed - RE
3
H
x
x
US Historical Perspectives Gen Ed - RE
3
AH
x
x
Elective - FE
3
x
Term Totals
15
2
6
12
6
3
3
3
2
(X)
Human Development BS - Educational Psychology concentration
Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2.
KEY Course Type: Required (R), Restricted Elective (RE), Free Elective (FE). Course Credits: Number of Credits for individual course (Enter number.) GER Area: SUNY General Education Requirement Area (Enter Area Abbreviation from the drop-down menu.) GER Credits: (Enter number of course
credits.) LAS: Liberal Arts & Sciences Credits (Enter X if course is an LAS course.) Major: Major requirement (Enter X.) TPath: SUNY Transfer Path Major & Cognate Courses (Enter X.) Elective/Other: Electives or courses other than specified categories (Enter X.) Upper Div: Courses intended
primarily for juniors and seniors outside of the major (Enter X.) Upper Div Major: Courses intended primarily for juniors and seniors within the major (Enter X.) New: new course (Enter X.) Co/Prerequisite(s): List co/prerequisite(s) for the noted courses. SUNY GER Area Abbreviations (the first five
listed in order of their frequency of being required by SUNY campuses): Basic Communication (BC), Math (M), Natural Sciences (NS), Social Science (SS), Humanities (H), American History (AH), The Arts (AR), Other World Civilizations (OW), Western Civilization (WC), Foreign Language (FL).
SUNY Undergraduate Sample Program Schedule
University at Albany, State University of New York
SUNY System Administration
Office Academic Programs, Planning and Assessment
SUNY Undergraduate Sample Program Schedule
page 1 of 2
Fall 3
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
EPSY 420 Child and Adolescent Developoment - R
3
x
x
x
x
Junior/Senior Standing
EPSY 400 Instructional Psychology - R
3
x
x
x
Junior/Senior Standing
Minor Course (Minor REQ, can not be Educational Studies)-RE
3
x
Minor Course - RE
3
x
Elective - FE
3
x
DASA Training - R
x
x
Term Totals
15
3
6
9
6
6
1
(X)
Spring 3
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
Human Development Elective* - RE
3
x
x
x
varies
EPSY 440 Evaluation in Education - R
3
x
x
x
Junior/Senior Standing
Minor Course - RE
3
x
Minor Course - RE
3
x
x
x
Elective - FE
3
x
Term Totals
15
3
6
9
9
6
(X)
Fall 4
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
EPSY 390 - Community Service Projects - R
3
x
x
x
EPSY 200
EPSY 441 Social Issues in Testing - R
3
x
x
x
Junior/Senior Standing
Minor Course - RE
3
x
x
Liberal Arts elective - RE
3
x
x
Liberal Arts upper level elective - RE
3
x
x
x
Term Totals
15
6
6
9
12
6
(X)
Spring 4
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
EPSY 481 - Research Project in Human Development - R
3
x
x
x
x
x
EPSY 250 and EPSY 330
Minor Course - RE
3
x
x
Liberal Arts elective - RE
3
x
x
x
Liberal Arts upper Level Elective - RE
3
x
x
x
Elective - FE
3
x
Term Totals
15
9
3
12
12
3
1
(X)
*Elective in Human Development: (Select one of the following):
ECPY 410 Supporting Individual and Community Change
HSPH 341 Promoting Healthy People and Communities
ACOM 371 Intercultural Communication
EPSY 411 Foundations of Leadership in College and University Student Organizations
HSPH 342 How US Healthcare Works: Myths and Realities
Any 300-level Psychology/Sociology courses not taken to fulfill the core requirement
ERDG 404 Children's Literature
HSPH 343 Mass Media and Health Behavior
ERDG 406 Young Adult Literature
RCRJ 308 Juvenile Justice Administration
Program Total Summary
Total Credits
SUNY GER Areas
SUNY GER Credits
Liberal Arts & Sciences
Credits
Major Credits
Elective and Other
Credits
Upper Division Credits
Upper Division Major
Credits
Total TPath Courses
New Courses
120
9
31
67
45
50
45
27
5
GER Area Summary
Basic Communication (BC)
1
The Arts (AR)
1
Mathematics (M)
1
American History (AH)
1
Natural Sciences (NS)
1
Western Civilization (WC)
Social Sciences (SS)
1
Other World Civilizations (OW)
1
Humanities (H)
1
Foreign Language (FL)
1
SUNY System Administration
Office Academic Programs, Planning and Assessment
SUNY Undergraduate Sample Program Schedule
page 2 of 2
Campus Name
Program/Track Title and Award
Semester
Quarter
Trimester
Other
Calendar Type
x
SUNY Transfer Path Name (if one exists)
<----- Use Dropdown Arrow.
Use the table to show how a typical student may progress through the program. Check all columns that apply to a course or enter credits where applicable.
The table will automatically update the number of credits, courses and categories in the program totals table at the bottom of the chart.
Fall 1
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
APSY 101 - R
3
SS
x
x
x
ASOC 115 - R
3
x
x
x
Natural Science Gen Ed - RE
3
NS
x
x
Arts Gen Ed - RE
3
AR
x
x
Elective - FE
3
x
Term Totals
15
3
12
12
6
3
(X)
Spring 1
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
EPSY 200 Intro to the Psychological Process of Schooling - R
3
x
Foreign Language Gen Ed - RE
4
FL
x
x
Writing and Critical Inquiry Gen Ed - R
3
BC
x
x
Elective - FE
3
x
Elective - FE
2
x
Term Totals
15
2
7
7
3
5
(X)
Fall 2
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
APSY or ASOC Elective (Choose one):ASOC 250 Sociology and Families/ASOC 384
Sociology of Aging/APSY 327 Personality/APSY 338 Abnormal Psychology - RE
3
x
x
ASOC 115/APSY 101/203
ECPY 360 Psychology, Cultural Diversity and Social Justice - R
3
x
x
x
x
EPSY 224 Lifespan Development - R
3
x
x
x
International Perspectives Gen Ed - RE
3
OW
x
x
Math Gen Ed Elective - RE
3
M
x
x
Term Totals
15
2
6
15
9
3
3
1
(X)
Spring 2
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
EPSY 250 - Understanding Research in Human Development - R
3
x
x
x
EPSY 330 - Intro Statistics in Human Development - R
3
x
x
x
x
ECPY 400 Foundations of Peer Assistance and Peer Education I - R
3
x
x
x
Permission of Instructor
US Historical Perspectives Gen Ed - RE
3
AH
x
x
Humanities Gen Ed - RE
3
H
x
x
Term Totals
15
2
6
12
9
3
6
2
(X)
Human Development BS - Peer Assistance concentration
Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2.
KEY Course Type: Required (R), Restricted Elective (RE), Free Elective (FE). Course Credits: Number of Credits for individual course (Enter number.) GER Area: SUNY General Education Requirement Area (Enter Area Abbreviation from the drop-down menu.) GER Credits: (Enter number of course
credits.) LAS: Liberal Arts & Sciences Credits (Enter X if course is an LAS course.) Major: Major requirement (Enter X.) TPath: SUNY Transfer Path Major & Cognate Courses (Enter X.) Elective/Other: Electives or courses other than specified categories (Enter X.) Upper Div: Courses intended
primarily for juniors and seniors outside of the major (Enter X.) Upper Div Major: Courses intended primarily for juniors and seniors within the major (Enter X.) New: new course (Enter X.) Co/Prerequisite(s): List co/prerequisite(s) for the noted courses. SUNY GER Area Abbreviations (the first five
listed in order of their frequency of being required by SUNY campuses): Basic Communication (BC), Math (M), Natural Sciences (NS), Social Science (SS), Humanities (H), American History (AH), The Arts (AR), Other World Civilizations (OW), Western Civilization (WC), Foreign Language (FL).
SUNY Undergraduate Sample Program Schedule
University at Albany, State University of New York
SUNY System Administration
Office Academic Programs, Planning and Assessment
SUNY Undergraduate Sample Program Schedule
page 1 of 2
Fall 3
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
ECPY 403 Peer Assistance and Peer Education: Theory and Practice II - R
3
x
x
x
ECPY 400
Minor Course (Minor REQ, can not be Educational Studies)- RE
3
x
Minor Course - RE
3
x
Elective - FE
3
x
Liberal Arts Elective - RE
3
x
x
DASA Training - R
x
x
x
Term Totals
15
3
3
12
3
3
1
(X)
Spring 3
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
ECPY 404 Peer Assistance and Peer Education: Theory and Practice III - R
3
x
x
x
ECPY 400, 403
Minor Course - RE
3
x
Minor Course - RE
3
x
x
Elective - FE
3
x
Elective - FE
3
x
Term Totals
15
3
12
6
3
(X)
Fall 4
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
Human Development Elective * - RE
3
x
x
x
varies
ECPY 405 peer Assistance and Peer Education: Theory and Practice IV - R
3
x
x
x
ECPY 400, 403, 404
ECPY 497 Independent Study - R
3
x
x
Junior/Senior Standing
Minor Course - RE
3
x
x
Liberal Arts elective - RE
3
x
x
Term Totals
15
3
9
6
9
9
(X)
Spring 4
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
ECPY 406 Theory & Practice in Peer Assistance and Peer Education: Peer
Supervision OR EPSY 411 Foundations of Leadership in College and University
Student Organizations - R
3
x
x
x
x
ECPY 400,403,404,405
Minor Course - RE
3
x
x
Liberal Arts upper Level Elective - RE
3
x
x
x
Liberal Arts upper Level Elective - RE
3
x
x
x
Liberal Arts upper Level Elective - RE
3
x
x
x
Term Totals
15
9
3
12
15
3
1
(X)
*Elective in Human Development: (Select one of the following):
ECPY 410 Supporting Individual and Community Change
HSPH 341 Promoting Healthy People and Communities
ACOM 371 Intercultural Communication
EPSY 411 Foundations of Leadership in College and University Student Organizations
HSPH 342 How US Healthcare Works: Myths and Realities
Any 300-level Psychology/Sociology courses not taken to fulfill the core requirement
ERDG 404 Children's Literature
HSPH 343 Mass Media and Health Behavior
ERDG 406 Young Adult Literature
RCRJ 308 Juvenile Justice Administration
Program Total Summary
Total Credits
SUNY GER Areas
SUNY GER Credits
Liberal Arts & Sciences
Credits
Major Credits
Elective and Other
Credits
Upper Division Credits
Upper Division Major
Credits
Total TPath Courses
New Courses
120
9
31
61
45
50
39
27
5
GER Area Summary
Basic Communication (BC)
1
The Arts (AR)
1
Mathematics (M)
1
American History (AH)
1
Natural Sciences (NS)
1
Western Civilization (WC)
Social Sciences (SS)
1
Other World Civilizations (OW)
1
Humanities (H)
1
Foreign Language (FL)
1
SUNY System Administration
Office Academic Programs, Planning and Assessment
SUNY Undergraduate Sample Program Schedule
page 2 of 2
Campus Name
Program/Track Title and Award
Semester
Quarter
Trimester
Other
Calendar Type
x
SUNY Transfer Path Name (if one exists)
<----- Use Dropdown Arrow.
Use the table to show how a typical student may progress through the program. Check all columns that apply to a course or enter credits where applicable.
The table will automatically update the number of credits, courses and categories in the program totals table at the bottom of the chart.
Fall 1
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
APSY 101 - R
3
SS
x
x
x
ASOC 115 - R
3
x
x
x
Natural Science Gen Ed - RE
3
NS
x
x
Arts Gen Ed - RE
3
AR
x
x
Elective - FE
3
x
Term Totals
15
3
12
12
6
3
(X)
Spring 1
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
EPSY 200 Intro to the Psychological Process of Schooling - R
3
x
Foreign Language Gen Ed - RE
4
FL
x
x
Writing and Critical Inquiry Gen Ed - R
3
BC
x
x
Elective - FE
3
x
Elective - FE
2
x
Term Totals
15
2
7
7
3
5
(X)
Fall 2
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
APSY or ASOC Elective (Choose one):ASOC 250 Sociology and Families/ASOC 384
Sociology of Aging/APSY 327 Personality/APSY 338 Abnormal Psychology - RE
3
x
x
ASOC 115/APSY 101/203
ECPY 360 Psychology, Cultural Diversity and Social Justice - R
3
x
x
x
x
EPSY 224 Lifespan Development - R
3
x
x
x
International Perspectives Gen Ed - RE
3
OW
x
x
Math Gen Ed Elective - RE
3
M
x
x
Term Totals
15
2
6
15
9
3
3
1
(X)
Spring 2
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
EPSY 250 - Understanding Research in Human Development - R
3
x
x
x
EPSY 330 - Intro Statistics in Human Development - R
3
x
x
x
x
x
Humanities Gen Ed - RE
3
H
x
x
US Historical Perspectives Gen Ed - RE
3
AH
x
x
Elective - FE
3
x
Term Totals
15
2
6
12
6
3
3
3
2
(X)
Human Development BS - Special Education concentration
Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2.
KEY Course Type: Required (R), Restricted Elective (RE), Free Elective (FE). Course Credits: Number of Credits for individual course (Enter number.) GER Area: SUNY General Education Requirement Area (Enter Area Abbreviation from the drop-down menu.) GER Credits: (Enter number of course
credits.) LAS: Liberal Arts & Sciences Credits (Enter X if course is an LAS course.) Major: Major requirement (Enter X.) TPath: SUNY Transfer Path Major & Cognate Courses (Enter X.) Elective/Other: Electives or courses other than specified categories (Enter X.) Upper Div: Courses intended
primarily for juniors and seniors outside of the major (Enter X.) Upper Div Major: Courses intended primarily for juniors and seniors within the major (Enter X.) New: new course (Enter X.) Co/Prerequisite(s): List co/prerequisite(s) for the noted courses. SUNY GER Area Abbreviations (the first five
listed in order of their frequency of being required by SUNY campuses): Basic Communication (BC), Math (M), Natural Sciences (NS), Social Science (SS), Humanities (H), American History (AH), The Arts (AR), Other World Civilizations (OW), Western Civilization (WC), Foreign Language (FL).
SUNY Undergraduate Sample Program Schedule
University at Albany, State University of New York
SUNY System Administration
Office Academic Programs, Planning and Assessment
SUNY Undergraduate Sample Program Schedule
page 1 of 2
Fall 3
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
ESPE 369 Special Education for Students with Emotional and Behavioral
Problems - R
3
x
x
x
Junior/Senior Standing
EPSY 400 Instructional Psychology - R
3
x
x
x
Junior/Senior Standing
Minor Course (Minor REQ, can not be Educational Studies)- RE
3
x
Minor Course - RE
3
x
Elective - FE
3
x
DASA Training - R
x
x
Term Totals
15
6
9
6
6
1
(X)
Spring 3
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
Human Development Elective* - RE
3
x
x
x
varies
ERDG 404 Children's Literature OR ERDG 406 Young Adult Literature - RE
3
x
x
x
Minor Course - RE
3
x
Minor Course - RE
3
x
x
x
Elective - FE
3
x
Term Totals
15
3
6
9
9
6
(X)
Fall 4
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
EPSY 390 - Community Service Projects - R
3
x
x
x
EPSY 200
EPSE 460 Introduction to Human Exceptionality - R
3
x
x
x
Minor Course - RE
3
x
x
Liberal Arts elective - RE
3
x
x
Liberal Arts upper level elective - RE
3
x
x
x
Term Totals
15
6
6
9
12
6
(X)
Spring 4
Course Number & Title (& Type)
Number of Credits
GER Area
GE Credits
LAS
Major
Elective/Other
Upper Div
Upper Div Major
TPath
New Course
Co/Prerequisite
EPSE 463 Introduction to Autism Spectrum Disorders - R
3
x
x
x
x
Junior/Senior Standing
Minor Course - RE
3
x
x
Liberal Arts elective - RE
3
x
x
x
Liberal Arts upper Level Elective - RE
3
x
x
x
Elective - FE
3
x
Term Totals
15
6
3
12
12
3
1
(X)
*Elective in Human Development: (Select one of the following):
ECPY 410 Supporting Individual and Community Change
HSPH 341 Promoting Healthy People and Communities
ACOM 371 Intercultural Communication
EPSY 411 Foundations of Leadership in College and University Student Organizations
HSPH 342 How US Healthcare Works: Myths and Realities
Any 300-level Psychology/Sociology courses not taken to fulfill the core requirement
ERDG 404 Children's Literature
HSPH 343 Mass Media and Health Behavior
ERDG 406 Young Adult Literature
RCRJ 308 Juvenile Justice Administration
Program Total Summary
Total Credits
SUNY GER Areas
SUNY GER Credits
Liberal Arts & Sciences
Credits
Major Credits
Elective and Other
Credits
Upper Division Credits
Upper Division Major
Credits
Total TPath Courses
New Courses
120
9
31
61
45
50
45
27
5
GER Area Summary
Basic Communication (BC)
1
The Arts (AR)
1
Mathematics (M)
1
American History (AH)
1
Natural Sciences (NS)
1
Western Civilization (WC)
Social Sciences (SS)
1
Other World Civilizations (OW)
1
Humanities (H)
1
Foreign Language (FL)
1
SUNY System Administration
Office Academic Programs, Planning and Assessment
SUNY Undergraduate Sample Program Schedule
page 2 of 2
University at Albany
New Course Proposal
Human Development BS
Appendix 4
COURSE CATALOG DESCRIPTIONS FOR EXISTING COURSES IN THE
HUMAN DEVELOPMENT MAJOR
Communication
A COM 371 Theories of Intercultural Communication (3)
Communication between people from different cultures and/or subcultures, including racial
and ethnic groups. Focus is upon appropriate theories, concepts, research findings, and
practice in intercultural settings. Prerequisite(s): A COM 265, or permission of instructor
Counseling Psychology
ECPY 204 Principles of Career and Life Planning (3)
Review of theories of decision-making career development, occupational choice, and job
satisfaction. Additional topics: vocational measurement and assessment, evaluation and use
of occupational information, and strategies of life-span planning. Some sections restricted to
freshmen and sophomores only.
ECPY 360 Psychology, Cultural Diversity, & Social Justice (3)
This course will examine several aspects of diversity as it relates to U.S. culture and society.
Moreover, the course will examine and explore the psychological effects of various types of
oppression (i.e., racism, heterosexism, and classism) as they impinge upon specific
communities within the U.S. and individuals within those communities. In addition, this
course will include topics related to social justice and advocacy related to the improvement
and empowerment of marginalized groups studied. The course will incorporate various
sources of knowledge and content to provide a comprehensive perspective on the multiple
layers of cultural diversity represented in U.S. culture. These sources include readings, class
discussions, video presentations, experiential activities, and guest lecturers.
ECPY 400 Peer Assistance and Peer Education: Theory and Practice I (3)
In this course students will be introduced to peer helping, peer education, and peer career
advisement theory and best practices through lecture presentations and skill-based practice
within a weekly lab conducted within the Middle Earth Peer Assistance Program, a national
award-winning student staffed and professionally-supervised peer service agency on the
University at Albany campus. The classroom portion of the course will consist of lectures on
basic listening and communication skills, an introduction to peer assistance, peer education,
and peer career advising, and an overview of individual and cultural diversity. Additional
lectures will address behavioral health issues experienced by college students and young
adults, such as mental health concerns, alcohol and other drug abuse, sexual assault,
relationship violence, and stalking, eating disorders and disordered eating, and related topics.
Finally, the course content will address the stresses often experienced by community service
providers and will offer an overview of strategies for self-care, stress management,
and work productivity.
ECPY 403 Peer Assistance and Peer Education: Theory and Practice II (3)
In this course, which is a companion to ECPY 400 (Foundations of Peer Assistance and Peer
Education), students will have the opportunity to practice peer helping and peer education
skills through supervised experiences which will occur on the Middle Earth crisis hotline
and/or in the Middle Earth outreach education service. Students will also participate in
weekly supervision groups which are facilitated by instructional staff. A primary strength of
this course is that learning can take place in the context of a campus service agency,
allowing students the opportunity to apply skills which they have learned. Prerequisite(s):
ECPY 400 or the equivalent: and permission of the instructor.
ECPY 404 Peer Assistance and Peer Education: Theory and Practice III (3)
In this course, which is a companion to ECPY 400 (Foundations of Peer Assistance and Peer
Education), students will have the opportunity to practice peer helping and peer education
skills through supervised experiences which will occur on the Middle Earth crisis hotline
and/or in the Middle Earth outreach education service. Students will also participate in
weekly supervision groups which are facilitated by instructional staff. A primary strength of
this course is that learning can take place in the context of a campus service agency,
allowing students the opportunity to apply skills which they have learned.
Prerequisite(s): ECPY 400 and 403, or equivalent; and permission of instructor.
ECPY 405 Peer Assistance and Peer Education: Theory and Practice IV (3)
In this course, which is a companion to E CPY 400 (Foundations of Peer Assistance and
Peer Education), students will have the opportunity to practice peer helping and peer
education skills through supervised experiences which will occur on the Middle Earth crisis
hotline and/or in the Middle Earth outreach education service. Students will also participate
in weekly supervision groups which are facilitated by instructional staff. A primary strength
of this course is that learning can take place in the context of a campus service agency,
allowing students the opportunity to apply skills which they have learned. Prerequisite(s):
ECPY 400, 403, and 404, or equivalent; and permission of instructor.
ECPY 406 Theory and Practice in Peer Assistance and Education: Peer Supervision (3)
In this course, which is a companion to E CPY 403, 404, and 405 (Peer Assistance and Peer
Education: Theory and Practice I, II, and III), students will have the opportunity to practice
peer helping and peer education supervision skills through practical experiences which will
occur on the Middle Earth crisis hotline and/or in the Middle Earth outreach education
service. Students will also participate in weekly supervision groups facilitated by
instructional staff. A primary strength of this course is that learning can take place in the
context of a campus service agency, allowing students the opportunity to apply skills which
they have learned. Prerequisite(s): ECPY 400, 403, 404, and 405, or equivalent; and
permission of instructor.
ECPY 421 Introduction to Counseling Psychology (3)
The history, philosophy, and organization of counseling psychology both as an academic
discipline and as a helping profession are explored. Emphasizes understanding of personal,
academic, and professional aspects of counseling psychology in the context of modern
economic and social influences. For the student considering a career in the helping
professions. Prerequisite(s): A PSY 101.
ECPY 497 Independent Study (3-6)
Designed to meet needs of undergraduate students who possess interest in counseling or
counseling psychology and plan for graduate education. May be repeated for credit.
Prerequisite(s): junior or senior standing, and permission of instructor. S/U graded.
Criminal Justice
R CRJ 308 Juvenile Justice Administration (3)
The law of juvenile delinquency and the administration of the juvenile justice system.
Examines the historical development of the concept of delinquency, the special status of
juveniles before the law and juvenile justice procedural law. Considers the structure and
operations of the major components of juvenile justice systems and contemporary reform
efforts in juvenile justice. Examines recent developments in law reform concerning
delinquency and dependency, along with change and reform in the youth corrections
systems. Prerequisite(s): R CRJ 201, or junior or senior standing.
Educational Psychology
EPSY 200 Introduction to the Psychological Process of Schooling (3)
Critical analysis of the psychological process of schooling. Interpretive survey of the
literature and research in learning, motivation, development, and intelligence and their
impact on American education and society. Only one of E PSY 200 and T EPS 200 may be
taken for credit.
EPSY 390 Community Service Projects (3)
Special projects involving education-related community activities and supporting study, as
approved by the dean or designee of the School of Education. Educational Studies minor
students must complete this course for a minimum of 3 credits and may repeat the course for
a maximum of 6 credits. Registration preference is given to students who have selected
Educational Studies as the minor, with seniors having preference over juniors.
Prerequisite(s): E PSY 200 or T EPS 200, permission of instructor; must be at least a second
semester sophomore. S/U graded.
EPSY 400 Instructional Psychology (3)
Intensive investigation of theories and research in learning and motivation as they apply to
classroom instruction. Prerequisite(s): junior or senior standing.
EPSY 420 Child and Adolescent Development (3)
Theory and research in social, emotional, physical, and intellectual development and its
application to instruction. Emphasis on the late childhood through middle adolescence.
Prerequisite(s): junior or senior standing.
EPSY 440 Evaluation (3)
Evaluation considered as a process beginning with the planning stage. Provides experiences
to develop competencies (e.g., writing objectives, choosing appropriate means of evaluation,
constructing test items, analyzing data). Discussion of related issues (e.g., testing for
mastery, uses of standardized tests, accountability, grading practices). Prerequisite(s): junior
or senior standing.
EPSY 441 Social Issues in Testing (3)
Social issues related to the use of tests for critical employment, admissions, and competency
decisions. Considers legal, ethical, and psychometric aspects of such issues as test bias, open
admissions, privacy, and truth-in-testing. Prerequisite(s): junior or senior standing.
Psychology
A PSY 101 Introduction to Psychology (3)
The basic methods and points of view in the scientific study of human behavior. Topics
include biological bases of behavior, personality, organization, intelligence, motivation,
emotions, learning, and social relations. For psychology majors completing their major
requirements as outlined in this bulletin or subsequent editions, A PSY 101 is restricted A-E
grading after matriculation to Albany. Only one of A PSY 101, 102, or T PSY 102 may be
taken for credit.
A PSY 214 Introduction to Biopsychology and Behavioral Neuroscience (3)
An introduction to basic nervous system function and its control of behavior. Examination
of the contribution of the field of neuroscience to understanding both normal and abnormal
behavior. Topics will include anatomical, neurochemical, physiological, developmental, and
endocrine aspects of neurobehavioral function. Prerequisite(s): A PSY 101.
A PSY 270 Social Psychology (3)
The relation between the individual and the group, the influence of culture and of
institutions on human personality, the nature and types of leadership, factors in the
development of social attitudes, the psychology of mass movements and of social decisions.
Prerequisite(s): A PSY 101.
APSY 327 Personality (3)
Biological and social determinants of personality and its development; methods of studying
personality; the various systems of psychology and their interpretations of personality
structure. Prerequisite(s): A PSY 101.
APSY 333 Childhood Behavior Disorders (3)
Survey of the behavior disorders of childhood, including conduct disorders, pervasive
developmental disorders, and other childhood problems that are of concern to those who
work with children. Only one version of A PSY 333 may be taken for credit. Prerequisite(s):
A PSY 101 and 203.
APSY 338 Abnormal Psychology (3)
Survey of the behavior disorders, including the psychoses, psychoneuroses, mental
deficiencies, and other forms of psychopathology. Only one version of A PSY 338 may be
taken for credit. Prerequisite(s): A PSY 101, and 203 or 327.
Public Health
H SPH 341 Promoting Healthy People and Communities (3)
This course focuses on how health promotion strategies influence healthy behaviors, healthy
people, and healthy communities. Current public health issues will guide us in examining
key health promotion concepts, health concerns at different ages, and the causes of different
health behaviors. Health inequalities and mass media’s role will also be highlighted.
H SPH 342 How U.S. Health Care Works: Myths and Realities (3)
This course will introduce students to everyday realities of the U.S. health care system
related to current issues like health care quality, access to care, the uninsured, patient safety,
health care inflation, prescription drugs, physician-patient interaction, use of health care
technology, and end-of-life care. The course is intended to provide students with an
understanding of the various actors, stakeholder interactions, and functions of the U.S.
health care system, through a case-based approach interweaving real world events, practice
experience, and research about those events.
H SPH 343 Mass Media and Health Behavior (3)
The course will focus on examining how entertainment media, including the Internet,
influences health behavior, including topics such as tobacco use, obesity, and violence. The
course will also look at the role that advertising has on health, and discuss how the media
can be used to educate people about healthy behavior.
Reading
ERDG 404 Children's Literature (3)
Students read and respond to multiple genres of children’s literature, including nonfiction
texts, across both print and electronic platforms. Topics include: supporting and appreciating
students’ complex responses to literature; analyzing the symbiotic relationship of words and
pictures in visual texts; using technology to promote literary understanding; and meeting the
standards by designing literature instruction informed by critical literacy perspectives.
ERDG 406 Young Adult Literature (3)
Students read and respond to multiple genres of literature for young adults, including
nonfiction texts. Topics include: understanding how adolescents build identities and
worldviews through engagements with literature; supporting and extending students’
responses to literature through dialogic teaching; designing literature instruction to support
close readings of complex texts informed by literary theory and disciplinary knowledge;
using technology to promote literary understanding; analyzing the symbiotic relationship
between words and pictures in visual, digital, and multigenre texts.
Sociology
ASOC 115/115Z Introduction to Sociology (3)
Nature of culture and of human society, personality development, groups and group
structure, social institutions, the processes of social change. Only one version of A SOC 115
may be taken for credit.
ASOC 250 Sociology of Families (3)
The family as a social institution; types of family organization; the family as a socializing
agency and its interrelations with other institutions; the impact of social change on the
American family with particular reference to the transition from a rural-agricultural to a
predominantly urban-industrial society. Only one version of A SOC 250 may be taken for
credit. Prerequisite(s): A SOC 115.
ASOC 384 Sociology of Aging (3)
A broad introduction to aging as a social phenomenon and its implications for both
individuals and societies. Specific topics include: historical, cross-cultural, and racial/ethnic
differences in the social meanings and consequences of aging, conceptual issues and
empirical patterns related to work and retirement, family, residential location, and death and
dying; and program and policy issues associated with aging, including retirement and health
care policy. Prerequisite(s): A SOC 115.
Special Education
ESPE 369 Special Education for Students with Emotional and Behavioral Problems (3)
Presentation of theoretical positions, assessment techniques; planning procedures, and
teaching methods relevant to students with emotional and behavioral disorders. Emphasizes
current educational practice in the least restrictive environment. Prerequisite(s): junior or
senior standing.
ESPE 460 Introduction to Human Exceptionality (3)
Characteristics of individuals whose cognitive, physical, or emotional development differs
from typical individuals. Special education history and laws are discussed, as is the process
leading to the development of individualized education plans and special education services.
Selected strategies for students with special needs are also presented.
University at Albany
New Program Proposal BS
in Human Development
Appendix 5
New course syllabi
ECPY 410 Supporting Individual and Community Change
EPSY 224 Lifespan Development
EPSY 250 Understanding Research in Human Development
EPSY 330 Introductory Statistics in Human Development
EPSY 411 Foundations of Leadership in College and University Student Organization
EPSY 481 Research Project in Human Development
ESPE 463 Introduction to Autism Spectrum Disorders
NYS DASA Dignity for All Students Act Training
Supporting Individual and Community Change
ECPY 410
Proposed Course Syllabus
INSTRUCTORS OF RECORD:
M. Dolores Cimini, Ph.D.
Licensed Psychologist
Assistant Director for Prevention and Program Evaluation
Director, Middle Earth Peer Assistance Program
University Counseling Center
400 Patroon Creek Boulevard, Suite 104
Albany, NY 12206
Phone:
(518) 442-5800
Email:
dcimini@albany.edu
Office Hours: By Appointment Only
Lisa Dulgar-Tulloch, Ph.D.
Licensed Psychologist
Staff Psychologist,
University Counseling Center
400 Patroon Creek Boulevard, Suite 104
Albany, NY 12206
Phone:
(518) 442-5800
Email:
ldulgartulloch@albany.edu
Office Hours: By Appointment Only
ADDITIONAL INSTRUCTOR:
Heidi R. Wright, Psy.D.
Staff Psychologist
University Counseling Center
400 Patroon Creek Boulevard, Suite 104
Albany, NY 12206
Phone:
(518) 442-5800
Email:
hwright@albany.edu
Office Hours: By Appointment Only
DAY, TIME, AND LOCATION:
One 3-hour class session per week
Class time and location to be arranged
NUMBER OF CREDITS:
3
GRADING:
A-E
SEMESTERS FOR WHICH COURSE APPROVAL IS REQUESTED:
Spring semesters of each academic year
REQUESTED COURSE LEVEL:
Upper-level undergraduate (300 or 400 level).
MAXIMUM ENROLLMENT:
50 students
1
COURSE ADMISSION:
Students are enrolled in this course by permission of the Instructor.
COURSE DESCRIPTION:
This 3-credit undergraduate course will provide an overview of the mechanisms involved in promoting health and
reducing health risk at the individual and community levels. Students will be exposed to topics related to stress
management, mindfulness, bystander intervention, health promotion, and reduction of health risks. The processes
and practices that underscore strategic community and system-level change, such as capacity-building, asset
mapping, and policy change, will also be addressed. The course will consider interpersonal advocacy, service
innovation and utilization, system change and social action as forms of community-level change.
RATIONALE FOR COURSE STRUCTURE AND CONTENT:
Social issues such as poverty, victimization, mental illness, disability and injustice are often addressed through the
provision of direct client services. Personnel in the helping professions and education work directly with people
affected by social issues in an attempt to bring about individual change that will eliminate or ameliorate the
problem. With such an approach, professionals are regarded as individuals possessing skills helpful in supporting
change. An alternative view conceptualizes social issues not as individual problems but as structural problems
embedded within cultures, systems, and society. Rather than changing the individual, structural change within
organizations and communities are needed to address social issues and to promote social justice and civil and
human rights.
Consistent with the above framework, this 3-credit undergraduate course will provide an overview of the
mechanisms involved in promoting health and reducing health risk at the individual and community levels. Drawing
from the literature in both psychology and public health, students will be exposed to topics related to stress
management, mindfulness, bystander intervention, health promotion, and reduction of health risks. The processes
and practices that underscore strategic community and system-level change, such as capacity-building, asset
mapping, and policy change, will also be addressed. The course will consider interpersonal advocacy, service
innovation and utilization, system change and social action as forms of community-level change.
COURSE OBJECTIVES:
At the conclusion of this course, students will be able to:
•
Describe theories of individual and community-level change based on the literature in psychology and
public health
•
Articulate their own intervention style and its potential impact on the individual and the community;
•
Conduct a needs assessment focused on change;
•
Plan and implement a community-level change strategy;
•
Describe the process necessary for evaluating effectiveness as a change agent;
•
Articulate the role of human diversity in the assessment, implementation, and evaluation of change
strategies;
•
Articulate the standards and behaviors that are consistent with ethical conduct and professionalism when
working with individuals and organizations.
2
SAMPLE COURSE READINGS:
Books
Applied Positive Psychology: Improving Everyday Life, Health, Schools, Work, and Society (Applied Psychology
Series) Stewart I. Donaldson (Editor), Mihaly Csikszentmihalyi (Editor), Jeanne Nakamura (Editor)
Altman, D. (2013) Positively Mindful (The Positive Psychology Workbook Series). CreateSpace Independent
Publishing Platform.
Dovidio, John F., Piliavin, Jane A., Schroeder, David A., Penner, Louis A. (2006) The Social Psychology of
Prosocial Behavior. Lawrence Erlbaum Publishers 408 pages - ISBN 080584936X
Glanz, K., Rimmer, B. & Viswanath, K. (2008) Health Behavior and Health Education: Theory, Research, and
Practice. New York: John Wiley & Sons.
Kabat-Zinn, J. (1994) Wherever You Go, There You Are. New York: Hyperion.
Peterson, C. (2006) A Primer in Positive Psychology. New York: Oxford University Press.
Shapiro, S.L., & Carlson, L.E. (2009) The Art and Science of Mindfulness: Integrating Mindfulness into
Psychology and the Helping Professions. Washington, D.C.: American Psychological Association.
Sturmer, Stefan, & Snyder, Mark. (2009) The Psychology of Prosocial Behavior: Group Processes, Intergroup
Relations, and Helping. John Wiley & Sons
Workbooks
Positively Happy: Routes to Sustainable Happiness (The Positive Psychology Workbook Series) Paperback–
March 22, 2013 by Dr. Sonja Lyubomirsky PhD (Author), Dr. Jaime Kurtz PhD (Author) (6 week how-to
course on happiness)
Altman, D. (2013) Positively Mindful (The Positive Psychology Workbook Series). CreateSpace Independent
Publishing Platform.
The Relaxation and Stress Reduction Workbook (New Harbinger Self-Help Workbook) Paperbackby Martha Davis
(Author), Elizabeth Robbins Eshelman (Author), Matthew McKay (Author)
Articles
Abound, F.E., & Joong, A. (2008). Intergroup name calling and conditions for creating assertive bystanders. In S.
R. Levy & M. Killen (Eds.), Intergroup attitudes and relations in childhood through adulthood (pp. 249-260).
New York: Oxford University Press.
Berkowitz, A.D. (2009). RESPONSE ABILITY: A Complete Guide to Bystander Intervention. Chicago, Beck &
Company.
Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility.
Journal of Personality and Social Psychology, 8(4), 377-383. doi:10.1037/h0025589
Fischer, P., Krueger, J. I., Greitemeyer, T., Vogrincic, C., Kastenmuller, A., Frey, D. Heene, M., Wicher,
M.,Kainbacher, M. (2011). The bystander-effect: A metaanalytic review on bystander intervention in
dangerous and non-dangerous emergencies. Psychological Bulletin, 137(4), 517-537.
Latané, B., & Darley, J. M. (1968). Group inhibition of bystander intervention in emergencies. Journal of
Personality and Social Psychology, 10(3), 215-221. doi:10.1037/h0026570
3
Levine, M and Crowther, S (2008). The Responsive Bystander: How Social Group Membership and Group Size
can Encourage as well as Inhibit Bystander Intervention. Journal of Personality and Social Psychology, 96
(6).
Latané, B. & Darley, J. 1970. The unresponsive bystander: Why doesn’t he help? New York: Appleton-Century-
Crofts.
Levine, M. and Crowther, S. (2008). The Responsive Bystander: How Social Group Membership and Group Size
can Encourage as well as Inhibit Bystander Intervention. Journal of Personality and Social Psychology, 96
(6).
Norcross, J.C.,Krebs, P.M., & Prochaska, J.O. (2011) Stages of Change, Journal of Clinical Psychology, 67 (2)
143-154
Zoccola, P.; Green, M.; Karoutsos, E.; Katona, S.; Sabini., J. (2011). The embarrassed bystander:
Embarrassability and the inhibition of helping, Personality and Individual Differences. 51. 925-929.
Audio Recordings
Applied Relaxation Training (Relaxation & Stress Reduction Audio Series) [ Audiobook, CD]
ADDITIONAL READINGS:
Additional readings which relate to specific class topics will be assigned as appropriate and will be placed on the
University Library eRes service.
COURSE REQUIREMENTS AND GRADING SYSTEM:
This course carries 3 semester credits, and student performance in the course will be graded on an A-E scale on
the basis of criteria which have been specified in a Learning Contract discussed between the student and the
instructor. The Learning Contract requires that each enrolled student meet with the instructor on a weekly basis for
instruction within the classroom setting. A sample learning contract and a Grading Chart appear below:
GRADING SCALE
The final grade for this course will be calculated based on the total number of points earned by the student
during the course of the semester. Students can earn a maximum total of 100 points for excellent performance
in all areas specified in the Individual Learning Contract. Total points at the end of the semester are converted
into a final grade according to the following scale:
FINAL GRADE
TOTAL POINTS
A
93-100
A-
90-92
B+
87-89
B
83-87
B-
80-82
C+
77-79
C
73-76
C-
70-72
D+
67-69
D
63-66
D-
60-62
E
0-60
There will be no incompletes assigned in this course unless there is documented justification from the Office of
the Dean of Undergraduate Studies for an exception to this policy.
4
SAMPLE INDIVIDUAL LEARNING CONTRACT
SUPPORTING INDIVIDUAL AND COMMUNITY CHANGE
ECPY 410
INDIVIDUAL LEARNING CONTRACT
SPRING SEMESTER 20XX
NAME:
STUDENT I.D.#:
SEMESTER:
Part I: Expectations
The grade for this course will be based on four categories. Students will be evaluated on each of the following
four categories throughout the course of the semester.
Note: The criteria below will equal 100 total points. If a course requirement or assignment is missed, points
are deducted from this total as specified in the relevant sections that follow.
1. Attendance and Punctuality (25% of the Final Grade)
Attendance: Each student will be required to attend a weekly three-hour class led by the course instructor.
Students must sign an attendance sheet at the beginning of each class. A student will be allowed one "free"
absence from a class, which should only be used in the event of serious and documentable illness or other
personal emergency. If a class is missed, the student is responsible for learning the material that is covered on
that day and demonstrating this knowledge to the course instructor. It is not permissible to use the free
absence for the last class session “just to use it up”. If more than one class is missed, the final point total for
the course will be deducted by five (5) points for each class session missed.
Punctuality: Students are expected to arrive to each class on time and should be in the classroom at least
five (5) minutes prior to the start of the class
2. Participation (20% of the Final Grade)
Participation: Each student, over and above his/her class attendance, will be required to participate actively in
all in-class activities and remain awake and alert throughout the duration of the class time. Participation
includes respectful interaction with the course instructor and other students, involvement in role-plays and
group activities, completion of all in-class and homework assignments, and the demonstration of interest and
commitment to the principles of promoting individual and community change.
3. Class Presentation and Research Paper (50% of the Final Grade – 25% for Class Presentation and
25% for Research Paper)
Class Presentation and Research Paper: Class presentations and associated research papers will be
graded on whether students have covered the information pertinent to the presentation/paper topic and
have engaged the group for the duration of their presentation (see complete class presentation and
research paper description below).
4. Record Keeping and Professional Conduct (5% of the Final Grade)
Record Keeping: Students are expected to keep thorough and detailed documentation of their course-related
5
activities and projects. This means that all course-related handouts and forms must be completed immediately,
fully and professionally. In addition, students are responsible for bringing course-related materials and
paperwork for the week to each class meeting.
Professional Conduct: All students are expected to engage in professional conduct in all course-related
activities. Students are expected to be respectful to other students and the course instructor and behave in
a professional manner during all course activities. This means being a responsible, considerate, and
supportive member of the class, remaining attentive in class, and other behaviors that exemplify
professionalism.
Part II: Course Components
Midterm Conference
The midterm conference with the course instructor, which will take place during midterm week, will let students
know how they are doing, and if necessary, give them a chance to improve their performance during the
second half of the semester.
Group Presentation and Research Paper
Guidelines: All students are expected to collaboratively plan and present a group presentation for the class as
well as an individual research paper on the presentation topic. This activity is meant to enhance professional
development and ensure that the learning experience is engaging, worthwhile, and most importantly
meaningful to all students. Time will be provided during the second class meeting to begin planning the group
presentations; any additional time needed for the presentation and the individual research paper will be
the students’ responsibility to be arranged outside class time.
Expectations:
Each group will read 3 external topic-related sources on their assigned presentation/paper topic. .
Each group member should be prepared to discuss one of the three external sources with the class on
the group presentation date.
Each group should prepare a 30 minute oral group presentation. Following each group member’s
presentation of their selected source, the presentation group will be expected to facilitate a discussion
with the entire class for the remainder of the 30-minute presentation time. This time may be used to
discuss how this topic relates to particular individuals, groups, or organizations or to provide group
members with information that will assist in their work as future change agents and leaders. Groups
might want to prepare questions in advance to ask the group to facilitate discussion.
Each group is REQUIRED to meet with the course instructor the week prior to their assigned group
presentation to discuss their presentation outline.
Over and above his/her contribution to the group presentation, each group member must hand in a 10-
page research paper related to the assigned topic area. Paper format should follow APA style.
Presentation/Paper Topic:
The presentation and associated research paper topic will be selected from general areas listed on the course
syllabus. The specific presentation topic within that general area needs to be approved by the course instructor
during the second class. The date for each general group presentation area is included in the syllabus and
should be considered when selecting a topic. Additional research that DOES NOT COME FROM MATERIAL
ASSIGNED WITHIN THE REQUIRED READING LIST MUST be used in preparing the presentation and
research paper.
Group Members:
All group members should be equally involved in planning and implementing the presentation. Groups will be
formed during the second class session according to topical interest.
An Important Note:
Be creative and make sure that you would want to sit through your own presentation!!!
6
I have read and understand this Learning Contract and agree to abide by all of its learning objectives.
Student’s Signature
Date
Supervisor’s Signature
Date
OTHER IMPORTANT INFORMATION
ACADEMIC INTEGRITY:
Academic dishonesty in all its forms, including but not limited to cheating (e.g., using cell phone pictures of
information from assigned readings or handouts during a test), plagiarism, and collusion (e.g., allowing another
student to see your test answers) will not be tolerated (see Community Rights and Responsibilities). Students
observed engaging in behaviors that constitute academic dishonesty will be referred to the Office of Conflict
Resolution and Civic Responsibility and subject to sanctions ranging from grades of zero on coursework, to failure
of course, probation, and suspension or expulsion from the University. Each student should be aware that
plagiarism is the act of presenting a product as one’s own when it was derived from an existing source (including a
textbook, website, journal articles, handouts, instructor’s materials, other students’ work, or your own work from a
previous semester). This practice is unethical and can be avoided by completing written assignments in your own
words and by properly citing sources.
STUDENTS WITH DISABILITIES:
Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning, and psychiatric disabilities. If you believe you have a disability requiring accommodation in
this class, please notify the Director of the Disability Resource Center (Campus Center 137, (518) 442-5490).
That office will provide course instructors with verification of your disability and will recommend appropriate
accommodations.
TECHNOLOGY POLICY:
During all classroom activities, laptop computers, tablets, and cell phones are to be placed in the “OFF” position
unless otherwise directed by instructors for the purpose of note-taking or other essential classroom activity. If a
laptop is needed for note-taking on a regular basis, the student will be required to submit documentation of
approved accommodations for the use of a personal computer through the Disability Resource Center. If a
student is seen using any of these forms of technology or if the device is heard at any time (this includes
the vibrate setting), five (5) points will be deducted from the participation grade for the semester.
TAKING CARE OF YOURSELF
As a University at Albany student or student leader, you may experience a range of issues that can cause barriers
to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty
concentrating and/or lack of motivation. These concerns or stressful events may lead to diminished academic
performance or reduce your ability to participate in daily activities. University at Albany Counseling Center services
are available to assist you with addressing these and other concerns you may be experiencing. The services are
covered by your student health fee. You can learn more about the broad range of confidential mental health
services available on campus via www.albany.edu/counseling_center/services.
7
CLASS DATES AND CURRICULUM:
DATE
TOPIC
READINGS
Week 1
Orientation to the Course
Course Goals
Course Structure
Introduction to Public Health Model
Introduction to Mindfulness (Class Activity)
To Be Assigned
Week 2
The Public Health Model
Inter-relation of individual, social and community
networks, and societal conditions
Role of Public Health in Individual and Community
Change
Selection of Class Presentation and Research Paper Topics
To Be Assigned
Week 3
Change at the Individual Level - Mindfulness
•
The Paradox of Mindfulness
•
Neurobiological Research
•
Building a Mindful Community
•
To Be Assigned
Week 4
Change at the Individual Level – Transtheoretical Model
•
Stages of Change Model
•
Identifying Stage of Change
To Be Assigned
Week 5
Change at the Individual Level – Motivation for Change
•
Types of Motivation
•
Self Determination Theory
To Be Assigned
Week 6
Change at the Individual Level – Discovering and Using your
Strengths
•
Completion of StrengthsQuest
•
Using Your Strengths for Change
•
Positive Psychology and Individual Growth
•
To Be Assigned
Week 7
Overview of Community Change
•
Understanding Communities
•
Mechanisms and Processes of Community Change
To Be Assigned
Week 8
Capacity –Building and Culture Change
•
Locating and Mapping Assets
•
Mobilizing Assets for Culture Change
Midterm Conference
To Be Assigned
Week 9
Bystander Intervention I
Spocio-psychological Theories of Bystander
Intervention
How Bystander Intervention is Used in Individual and
Community Contexts
To Be Assigned
8
Week 10
Bystander Intervention II
•
The Bystander Intervention Model
•
Readiness for Change vs. Readiness for Bystander
Intervention
To Be Assigned
Week 11
Assessing Community Norms
Introduction to Social Norms
Conducting Surveys of Community Perceptions and
Norms
Delivering Normative Feedback to the Community
Managing Resistance to Normative Feedback
To Be Assigned
Week 12
Advocacy
Advocacy as an Intervention
The Role of an Advocate
Addressing Role boundaries
To Be Assigned
Week 13
Measuring Community Change
•
Assessment Tools
•
Selecting the Appropriate Assessment Tool
•
What Do We Do with the Assessment Data?
To Be Assigned
Week 14
Ethics and professionalism
•
Creating a Safe and Healthy Environment\
•
Civility and Communities
To Be Assigned
Week 15
The Public Health Approach Revisited: Integration of Course
Content
•
Looking Back: Integrating Individual and Community
Change Concepts
•
Looking Forward: Future Directions in Individual and
Community Intervention
Research Paper Due by Last Day of Classes
To Be Assigne
9
1
EPSY 224 Lifespan Development Syllabus
Catalog number, title of the course, academic term and year.
Location and meeting times of the section.
Instructor's name and title. Office hours.
Instructor's contact information (e.g., e-mail address, office phone number,
office location).
Catalog Description
Theory and research relating to the typical intellectual, social and emotional development over
the lifespan, including the adult years.
Prerequisite: None
A-E grading applies
This course meets the General Education requirements for Challenges in the 21st Century.
Course Overview
Despite the fact that our everyday lives provide us all with ample evidence about the
nature of human development, research in the field can still provide us with some
surprises. I've listed below some findings of research studies. During the course you can
find out which of them are true. Some of the answers may surprise you.
Newborn babies can recognize the language their mother speaks.
Children who are in daycare have higher cognitive abilities.
Twins get along better than other siblings.
Children growing up in the same family become less and less alike.
Firstborns are more intelligent.
Each generation scores higher on intelligence tests.
Most adolescents are hopeful about the future.
Most high school seniors do not report using any drugs.
Undergraduates' brains are not fully matured.
Obesity has quadrupled among college aged men and women in the last 25 years.
Our genes influence our religious and political beliefs.
Married people are healthier and live longer.
More than half of US nursing homes are rated as only 'fair' or 'poor'.
Women survive longer than men.
Of course, results of any research study depend on many aspects of the sample,
methodology, historical period, culture and numerous other factors. In fact, one important
thing that you will learn in this course is to recognize that findings 'depend' on the
complex interaction of factors which preclude simplistic conclusions.
Longitudinal research is particularly informative about lifespan development, but studies
of this type that extend into adulthood are not common and most research is cross-
2
sectional in nature. Theories of human development provide concepts to assist
observation and interpretation of observed developmental characteristics and longitudinal
changes. Several theories will be studied, and in particular, the lifespan stage models such
as those conceptualized by Erik Erikson, Uri Bronfenbrenner and Paul Baltes will be used
as organizing factors.
Several approaches can help supplement cross-sectional studies with longitudinal
information, and some of these will be utilized in the course. These include the "Up!"
series of films by Michael Apted following a cohort of children longitudinally (from age
7 until age 56); analysis of characters in literature; biographies of well known people; or
retrospective interviews with older adult acquaintances.
Course Learning Goals
At the completion of the course, students will:
Understand the complexity of factors that influence development and the
importance of avoiding simplistic views and fads;
Understand that the effects of nature and nurture are intertwined;
Be able to recognize the distinction between correlation and cause regarding
developmental outcomes;
Appreciate the variability within and between cultures, and how this may affect
developmental processes;
Identify the main characteristics of the most important developmental research
methods;
Evaluate studies with regard to the principles of ethical research with human
populations.
Textbook
Janet Belsky: Experiencing the lifespan, Third Edition (2013). Worth Publishers: New
York NY.
Course Requirements
Tests – multiple choice and short answer
60 points
3 tests, each 20 points
Reading guides: childhood, adolescence, adulthood, old age
20 points
4 guides each 5 points
Case study: based on an adult acquaintance, or a character from
20 points
The Seven Up series.
Policies in regard to punctuality, cell phones and texting, will be established by
discussion with the class.
General Education criteria
This course satisfies the General Education requirement of Challenges in the 21st Century.
3
Suggested Syllabus
Week
1 & 2 Foundations
The people and the field
Ethics
Theoretical lenses: Erikson, Baltes, Bronfenbrenner Reading Guide 1
Behavior Genetics, Behaviorism, Evolutionary
Research methods
View the first episode of Seven up.
3-4
Childhood
Cognitive development – language
Reading Guide 2
Socio-emotional development
Settings for development
Submit plan for
completion of case
study
5
Test
6 & 7 Adolescence
Physical development
Reading Guide 3
Cognitive and socio-emotional development
8
Test
9 & 11 Early and Middle Adulthood
Reading Guide 4
Emerging adulthood
Relationships and roles
Submit outline of
case study
Midlife
12 & 13
Later Life
Reading Guide 5
Cognitive and socio-emotional development
Physical challenges
Case Study due
Death and dying
Test 3 on the date scheduled for finals
Note that the instructor retains the right to modify the syllabus and give notice to the
students in a timely fashion.
4
Reading Guides
Reading guides provide questions to be answered from the assigned articles that will be made
available on Blackboard. The sequential questions direct the reader to important sections to
ensure understanding of the sequence of information. This will help students become familiar
with the structure and content of published articles. A concluding question asks the reader to
reflect on the material and its application or significance for everyday life.
Students are required to complete the reading guide and submit it prior to the class in which the
material is covered.
Reading guides will cover topics of relevance across the lifespan (e.g. heritability, methodology),
as well as topics specifically pertinent to childhood, adolescence, adulthood and old age.
The following references are suggested bases for reading guides.
1. Plomin & Petrill. Genetics and intelligence: What's new?
2. Ainsworth: What a strange situation - Attachment
3 Lansford et al. (2005).Physical discipline and children's adjustment: Cultural normativeness as
a moderator
4. Myers & Raup. The empty nest syndrome
Case study assignment
Write a case study describing and analyzing the life and characteristics of a real person.
Explore events and issues of importance to them that relate to at least four of the following
sequential life stages: childhood, adolescence, young adulthood, middle adulthood, old age.
Be guided by your knowledge of the findings and theories of human development to make
connections between events and characteristics of the interviewee.
A good case study will allow the individuality of the person to be communicated, and will convey
the continuity of the person's development over the age span.
There are two ways to gain material for the case study:
1. Select a character from the Seven Up film series, and base the case study on this person. Be
sure to include the last episode (when the characters are aged 56) among those sections viewed
and analyzed;
2. Interview a relative or acquaintance who is of middle age or old age.
Do not reveal the interviewee's real name in your case study.
Explain that this is a class assignment, and that information will be submitted for grading. Also
inform the interviewee that you will be unable to let them read the completed case study.
Do not include photographs, although you may use these with the interviewee to stimulate
memories and discussion.
It is helpful to tape record your interview, with the permission of the interviewee, so you can
replay it to analyze themes.
Include illustrative comments, but do not include a transcript of the whole interview.
Prepare interview questions ahead of time.
Submit a plan for case study on the date indicated on the syllabus.
If an acquaintance is to be used, a statement should be submitted from that person giving consent.
If a character from Seven Up is to be used, the name of the character should be submitted, and a
plan outlined for the viewing of the filmed material.
In both cases, the stages to be covered should be listed, and at least two questions to be addressed
for each stage.
5
Rubric for Case Study
Criteria
Satisfactory
Unsatisfactory
Plan
Submitted on scheduled date, with at
least two questions for each age
category
Not submitted on scheduled date,
or lacking questions for each age
category.
Analysis of
life history
Significant material (incidents,
behavior, characteristics) presented
at each age.
Sufficient detail of each age
presented.
Draws links between ages.
Refers to at least one appropriate
research study or theoretical concept
for each age.
Irrelevant or unimportant
information presented.
Skims information.
Does not relate one age to another.
Does not refer to research or
theory.
Refers to inappropriate research or
theory.
Conventions Anonymity of acquaintance
maintained.
Grammar and spelling perfect.
Pages numbered
Anonymity not maintained.
Problems with spelling and
grammar are frequent enough to be
distracting.
Pages not numbered
6
Reasonable Accommodation
Reasonable accommodations will be provided for students with documented physical,
sensory, systemic, cognitive, learning and psychiatric disabilities. If you believe you have
a disability requiring accommodation in this class, please notify the Director of Disabled
Student Services (Campus Center 137, 442-5490). That office will provide the course
instructor with verification of your disability, and will recommend appropriate
accommodations. For more information, visit the website of the UAlbany Office for
Disabled Student Services
http://www.albany.edu/studentlife/DSS/guidelines/accommodation.html
Academic Integrity
Whatever you produce for this course should be your own work and created specifically
for this course. You cannot present work produced by others, nor offer any work that you
presented or will present to another course. If you borrow text or media from another
source or paraphrase substantial ideas from someone else, you must provide a reference
to your source.
The university policy on academic dishonesty is clearly outlined in the Student Bulletin,
and includes, but is not limited to plagiarism, cheating on examinations, multiple
submissions, forgery, unauthorized collaboration, and falsification. These are serious
infractions of University regulations and could result in a failing grade for the work in
question, a failing grade in the course, or dismissal from the University.
http://www.albany.edu/grad/requirements_general_admissions.html#standards_integrity
7
Samples of Reading Guides
Your Name ___________________________________
Reading Guide
Physical Discipline and Children’s Adjustment:
Cultural Normativeness as a Moderator
Authors: Lansford et al.
1. In what journal and when was this article originally published? (see the end of the
article) ___________________________________________________________
2. What was the primary aim of this study?
(Read pages 112 -114, then summary at the top of page 115.)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What countries did the study use to evaluate cultural norms? How many
participating mother-child pairs were there in each country? (See Methods section)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. How did the authors find out about each mother's discipline practices? (page 115)
______________________________________________________________________
______________________________________________________________________
8
5. What are the two main ways this article conceptualizes cultural normativeness?
(page 113)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6. Name the two tests used to measure the children's behavior problems (pages 115-
116)_______________________________________________________________
___________________________________________________________________
___________________________________________________________________
7. Look at Figures 1-6. Try and understand the information in these graphs, but don't
worry too much about it at this stage. We will rely on the authors' discussion of
these results.
Name one of the studies they cited to support that physical discipline is more
normative for African American than for European American families in the USA?
(page 113, second column)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8. What were the main conclusions of this study? (Read the first sentence of the
Discussion, and then the last paragraph).
______________________________________________________________________
______________________________________________________________________
9
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9. Identify one limitation that might have affected this study. (page 120-121)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
10. Read the Discussion pages 118-120 about the difficult issue of cultural
normativeness and acceptability. Come to class prepared to discuss this and write a
brief summary of your point of view here.
10
Your name__________________________
Reading Guide
What a strange situation.
Authors of original article: Ainsworth, Blehar, Waters, & Wall
This article is a summary by Wallace Dixon (2003) of the original publication. Dixon
surveyed 1,000 members of the Society for Research in Child Development about studies
that had been influential in the field. From this, Dixon calculated that this article was the
fourth most influential of Twenty studies that revolutionized child psychology.
1. What are attachment behaviors? (p 141)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What was the purpose of the Strange Situation? (p 143,
top)____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. How old were the children in the study? _____________________________________
________________________________________________________________________
________________________________________________________________________
4. Who was the stranger? (p 143)
________________________________________________________________________
11
5. The Procedure section (p 144) lists 8 episodes. List them below.
(1. _______________________________________________________________
(2. _______________________________________________________________
(3. _______________________________________________________________
(4. _______________________________________________________________
(5. _______________________________________________________________
(6. _______________________________________________________________
(7. _______________________________________________________________
(8. _______________________________________________________________
6. Separations and reunions are particularly informative about attachment.
Two of these episodes are separations of mother and baby. Mark them above.
7. Now mark the two reunion episodes.
8. List the three attachment types below (ignore the sub types), in order of prevalence.
(pages 146 – 149)
Attachment type
Separation behavior
i.
________________________________________________________________
ii.
________________________________________________________________
iii.
________________________________________________________________
9. Now write the infant's typical behavior during maternal separation next to each
attachment type above. (pages 146 – 149).
12
10. List the three attachment types again, in the same order, and write in the typical
reunion behavior for each attachment type. (pages 146 – 149)
Attachment type
Reunion behavior
i.
_______________________________________________________________
ii.
_______________________________________________________________
iii.
_______________________________________________________________
11. List those three attachment types again, in the same order, and write in the typical
behavior of the mother. (pages 148-149)
Attachment type
Maternal behavior
i.
________________________________________________________________
ii.
________________________________________________________________
iii.
________________________________________________________________
12. Yep, write those attachment types again (again in the same order), and write in a
likely developmental outcome for infants of this type. (pages 148 – 149)
Attachment type
Likely developmental outcome
i.
_________________________________________________________________
ii.
_________________________________________________________________
iii.
_________________________________________________________________
13. What is meant by a 'secure base'? (page 147, 148 and elsewhere)
13
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
14. Can babies develop similar attachments to people other than their mothers? (page
150) ______________________________________________
15. Think of alternative explanations (as many as you can) for the behavior that children
display in the Strange Situation. One is given on page 151. List them here.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
EPSY 250 Understanding Research in Human Development
Instructor:
TBD
Class Number:
Email:
Days: TBD
Mailbox:
Time: TBD
Office Hours:
Class Location: TBD
Course Description
Introduces students to the most important types of research in human development and the
criteria by which consumers of research can judge if stated findings are credible.
Course Overview
In this seminar, we will explore broad, conceptual issues in the planning, implementation, and
interpretation of research in human development. These issues will include how to read and critically
interpret research, what research looks like in various modalities and traditions, critical research
perspectives, and ethical issues in human development research. This will not be a research methods
course; instead, we will examine how research is conceived, conducted, and used, and how to evaluate
the quality of reported research findings.
The course will be structured like a seminar, in which we work to make sense of the things we are
reading. We will move back and forth between theoretical and applied issues in research, with several
goals in mind:
o To consider the research process as a whole. What does it mean to do research? What is
research? What are the considerations that go into formulating, conducting, and interpreting
research? How do particular pieces of research fit into the broader landscapes of their fields?
o To examine the interaction of researchers with the people being studied, and how research and
practice influence each other;
o To gain practice in interpreting research, making sense of various methodologies for planning,
design, data collection, data analysis, and interpretation;
o To develop skills in reading research critically, with an eye toward questioning the framework,
methods, and interpretation of research;
The class will have three parts: (1) definition and analysis of research-related terms and jargon to
develop a deeper understanding of important issues in research, (2) critical, analytical discussion of
readings about theoretical issues in research; and (3) a critical analysis of a published research paper (the
final project).
Readings
• McMillan, James H., & Wergin, John F. (2012). Understanding and evaluating educational
research (6th ed). Boston: Pearson.
• A course reader ordered online.
• Additional journal articles posted to Blackboard.
Course Requirements and Expectations
1. Reading and lists of unfamiliar terms and questions. A schedule of readings appears below. For
each reading, you are expected to read very carefully and in close detail. You will take careful notes and
1
make a written list of specific ideas, words, terms, or concepts from the readings that you do not
understand fully, or that you find intriguing and want to know more about.
2. Research. You will select 3 items to research in depth, including describing their meaning and
writing detailed notes or examples. We will spend extensive time in class reviewing these ideas, what
we’ve been able to decode about their meanings, and conducting additional research to investigate their
meanings.
Your notes need not be written as a formal paper. They should be sufficiently detailed to explain ideas
or to identify what you do not understand, along with a brief bibliography. You will hand in these notes
at the end of each class meeting.
3. Final paper. You will write a final paper of approximately 10-12 pages in which you critically
analyze a published research article.
Course Evaluation
Your course grade will be based on the following:
o Written lists of unknown terms and questions: 20 points
o Written research into three ideas from the readings: 30 points
o Final paper: 50 points
Description of study
Completeness (address all questions)
Depth and breadth of analysis
Clarity of presentation, organization, and conventions
.
Grading Policy
A
A-
B+
B
(94-100)
(93-90)
(89-87)
(86-83)
B-
C+
C
C-
(82-80)
(79-77)
(76-73)
(72-70)
D+
D
D-
E
(69-67)
(66-63)
(62-60)
(< 60)
Course Policies
• Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of Disabled Student Services (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and
will recommend appropriate accommodations. For more information, visit the website of the U Albany
Disability Resource Center
http://www.albany.edu/disability
• Incompletes are given in accord with University policy (see
http://www.albany.edu/grad/requirements_general_admissions.html#graduate_grades)
• Learning in this classroom is considered to be everyone’s shared responsibility. Part of that
responsibility is attendance: When you are not present, not only do you miss important work, but the
entire class misses out on your contribution. Due to the interactive nature of this course, there is little
you can do to make up for missed work. Except for in unusual circumstances, each absence after the
2
first, including failure to participate in online work, and/or chronic tardiness will affect your course
grade by one-half of a letter grade, e.g., from an A to an A- or from a B+ to a B.
• You may not submit the same or quite similar piece of work for more than one course or submit
someone else’s work as your own. If you borrow text or media form another source or paraphrase
substantial ideas from someone else, you must provide a reference to your source. The university
policy on academic dishonesty is clearly outlined in the Student Bulletin, and includes, but is not
limited to plagiarism, cheating on examinations, multiple submissions, forgery, unauthorized
collaboration, and falsification. These are serious infractions of university regulations and could
result in a failing grade for the work in question, a failing grade in the course, referral for University-
level disciplinary action, or dismissal from the university.
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course Schedule
Weeks 1
& 2
The Purposes and Features of Research on Human Development
McMillan, James H., & Wergin, John F. (2012). Understanding and evaluating
educational research (6th ed). Boston: Pearson. Chapters 1 and 2.
Yates, Lyn (2004). What does good education research look like? Berkshire, England:
Open University Press. pp. 1-35.
Due: Two lists of unfamiliar terms and questions; two research notes.
Weeks
3-5
Quantitative Research
McMillan, & Wergin, Chapters 7-9.
Due: Three lists of unfamiliar terms and questions; three research notes.
Weeks
6-10
Qualitative and Mixed Methods
McMillan, & Wergin, Chapters 10-12.
Due: Three lists of unfamiliar terms and questions; three research notes; final paper
topic and outline.
Weeks
11-13
Synthesizing Research
McMillan, & Wergin, Chapter 3.
Glass, Gene V. (2006). Meta-analysis: The quantitative synthesis of research findings.
In Judith L. Green, Gregory Camilli, & Patricia B. Elmore (Eds.). Handbook of
complementary methods in education research. Earlbaum. pp. 427-438.
Due: Draft of final paper for in-class feedback.
Week
Ethics in Research
3
14
Strike, Kenneth A. (2006). The ethics of educational research. In Judith L. Green,
Gregory Camilli, & Patricia B. Elmore (Eds.). Handbook of complementary methods
in education research. Earlbaum. Pp. 57-74.
CITI training on ethics in research. You must submit your certificate of your
completion of this training course.
Final paper due.
4
1
State University of New York at Albany
Semester and Year TBD
EPSY 330 Introductory Statistics in Human Development
Instructor TBD
Class Number: • TBD
Class Meetings • TBD
Office Hours • By appointment • ED227 • zyan@uamail.albany.edu • 442-5060
Division Secretary • Joann Orologio • ED233 • 442-5055 • jorologio@uamail.albany.edu
Course Website • TBD
CATALOG DESCRIPTION
Introductory statistics for analyzing human development data, including (1)
understanding fundamental concepts of statistics, including central tendency, variability,
sampling distributions, standard error, significance tests, confidence intervals, effect size, power
of tests of significance, frequency, and correlation, and (2) performing t-test, single-subject
analysis, simple regression, and repeated measures ANOVA. A-E grading applies.
This course meets the General Education requirements for Math and Statistics.
COURSE OVERVIEW
How should we understand statistical methods used in the human development literature?
How should we analyze various human development data in the real world? Students interested in
understanding human development often ask such questions. This course focuses on how to
analyze human development data in order to answer various research questions about human
development in real life settings. It has two major features.
First, it introduces fundamental concepts of statistics, including central tendency,
variability, sampling distributions, standard error, significance tests, confidence intervals, effect
size, and power of tests of significance. It is important to know these concepts so that the
subsequent data analysis can be thoughtful and effective.
Second, it selects various applied statistical methods that are widely used to analyze
human development data. In particular, the course includes the t-test for pre- and post-test
data, single-subject analysis for small sample data, simple regression analysis for analysis
of change, and repeated measures ANOVA for comparing changes in groups.
COURSE OBJECTIVES
•
To understand fundamental concepts of statistics, including central tendency, variability,
sampling distributions, standard error, significance tests, confidence intervals, effect size,
power of tests of significance, frequency, and correlation.
•
To develop applied skills of using t-test, single-subject analysis, simple regression
analysis, and repeated measures ANOVA.
TEXTBOOKS
McCall, R. B. (2000). Fundamental Statistics for Behavioral Sciences (8th ed.).
New York: Cengage Learning. The study guide for the book is available online.
2
COURSE GRADES
• The fundamental concepts unit assessment:
20%
•
The t-test unit assessment:
20%
•
The single-subject analysis unit assessment:
20%
•
The simple regression analysis unit assessment:
20%
•
The repeated measures ANOVA unit assessment:
20%
94-100 A
73-76 C
90-93 A-
70-72 C-
87-89 B+
67-69 D+
83-86 B
63-66 D
80-82 B-
60-62 D-
77-79 C+
< 60
E
STATEMENT REGARDING ACADEMIC DISHONESTY
Behaviors of academic dishonesty such as Plagiarism, Cheating on Examinations,
Multiple Submission, Forgery, Sabotage, Unauthorized Collaboration, Falsification, are
unacceptable and subject to penalty.
In particular, according to the University Undergraduate Bulletin, plagiarism is defined as
“presenting as one's own work, the work of another person (for example, the words, ideas,
information, data, evidence, organizing principles, or style of presentation of someone else).
Plagiarism includes paraphrasing or summarizing without acknowledgment, submission of
another student's work as one's own, the purchase of prepared research or completed papers or
projects, and the unacknowledged use of research sources gathered by someone else. Failure to
indicate accurately the extent and precise nature of one's reliance on other sources is also a form
of plagiarism. The student is responsible for understanding the legitimate use of sources, the
appropriate ways of acknowledging academic, scholarly, or creative indebtedness, and the
consequences for violating University regulations.” For details, see
http://www.albany.edu/undergraduate_bulletin/regulations.html
STATEMENT REGARDING STUDENTS WITH DISABILITIES
Reasonable accommodations will be provided for students with documented physical,
sensory, systematic, cognitive, learning, and psychiatric disabilities. If you believe you have a
disability requiring accommodation in this class, please notify the Director of Disabled Student
Services (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability and will recommend appropriate accommodations. For more
information, visit the website of the Disability Resource Center at
http://www.albany.edu/disability.
COURSE SCHEDULE
Unit 1: Fundamental concepts
Week 1 (class 1 and class 2): central tendency, variability, sampling distributions, standard error
Week 2 (class 1 and class 2): significance tests, confidence intervals, effect size, power of tests of
3
significance, frequency, and correlation.
Week 3 (class 1 and class 2): Unit Review and Assessment
Unit 2: Single subject analysis
Week 4 (class 1 and class 2): Single subject analysis (1): data analysis
Week 5 (class 1 and class 2): Single subject analysis (2): result presentation
Week 6 (class 1 and class 2): Unit Review and Assessment
Unit 3: t-test
Week 7 (class 1 and class 2): t-test (1): data analysis
Week 8 (class 1 and class 2): t-test (2): result presentation
Week 9 (class 1 and class 2): Unit Review and Assessment
Unit 4: Simple regression
Week 10 (class 1 and class 2): Simple regression (1): data analysis
Week 11 (class 1 and class 2): Simple regression (2): result presentation
Week 12 class 1 and class 2): Unit Review and Assessment
Unit 5: Repeated measures ANOVA
Week 13 (class 1 and class 2): Repeated measures ANOVA (1): data analysis
Week 14 (class 1 and class 2): Repeated measures ANOVA (2): result presentation
Week 15 (class 1 and class 2): Unit Review and Assessment
Foundations of Leadership in College and University Student Organizations
EPSY 411
Proposed Course Syllabus
INSTRUCTORS OF RECORD:
M. Dolores Cimini, Ph.D.
Licensed Psychologist
Assistant Director for Prevention and Program Evaluation
Director, Middle Earth Peer Assistance Program
University Counseling Center
400 Patroon Creek Boulevard, Suite 104
Albany, NY 12206
Phone:
(518) 442-5800
Email:
dcimini@albany.edu
Office Hours:
By Appointment Only
Elizabeth J. Conrad, M.A.
Associate Director
Office of Student Involvement & Leadership
Campus Center 130
University at Albany
1400 Washington Avenue
Albany, NY 12222
Phone:
(518) 442.5566
Email:
econrad@albany.edu
Office Hours:
By Appointment Only
ADDITIONAL INSTRUCTORS:
Craig A. Kimmelblatt, Psy.D.
Staff Psychologist
University Counseling Center
400 Patroon Creek Boulevard, Suite 104
Albany, NY 12206
Phone:
(518) 442-5800
Email:
ckimmelblatt@albany.edu
Office Hours:
By Appointment Only
DAY, TIME, AND LOCATION:
One 3-hour class session per week
Class time and
location to be arranged
NUMBER OF CREDITS:
3
GRADING:
A-E
SEMESTERS FOR WHICH COURSE APPROVAL IS REQUESTED:
Fall and Spring semesters of each academic year
1
REQUESTED COURSE LEVEL:
Upper-level undergraduate (300 or 400 level).
COURSE DESCRIPTION:
In this course, students will be exposed to leadership theory and practice within college and
university student organization settings. They will examine and enhance their own leadership
skills through structured discussions, team-based activities, and engaged learning experiences
facilitated by course instructors. The course will also focus on the role of leadership in promoting
strategic change at a broader system level.
RATIONALE FOR COURSE STRUCTURE AND CONTENT:
The content of this course has been informed by the CAS Standards for Student Leadership
Programs in Higher Education1. Founded in 1979, the Council for the Advancement of
Standards in Higher Education (CAS) is the pre-eminent force for promoting standards in
student affairs, student services, and student development programs. Its mission is to promote
the improvement of programs and services to enhance the quality of student learning and
development. CAS is a consortium of professional associations who work collaboratively to
develop and promulgate standards and guidelines and to encourage self-assessment (CAS,
2008).
The ultimate purpose of CAS is to foster and enhance student learning, development, and
achievement, and to promote good citizenship. CAS standards respond to real-time student
needs, the requirements of sound pedagogy, and the effective management of more than 30
functional areas, consistent with institutional missions. Individuals and institutions from nearly 40
CAS member organizations comprise a constituency of over 100,000 professionals.
Representing a significant majority of higher education practitioners in student programs and
services throughout the country and beyond, no other body exists that so comprehensively
speaks for this important field of endeavor. CAS will continue to have significant impact,
especially as institutional effectiveness, student learning, outcomes assessment, accountability,
and quality assurance become increasingly important to higher education.
In addition to participating in didactic presentations informed by the CAS standards, students
will work with case studies exploring diverse contexts in higher education to help expand their
individual leadership capacity and learn and practice engaging in relational leadership with
others. The instructors will utilize a textbook of case studies2 that encompasses the range of
functional areas of student life and serves as a training tool for new student leaders who
generally receive little preparation before assuming their positions. Cases provide an
Council for the Advancement of Standards in Higher Education. (2012). CAS
professional standards for higher education (8th ed.). Washington, DC: Author.
Marshall, Sarah M. Komives, Susan R., & Hornack, Anne M. (2008). A Day in the Life
of a College Student Leader: Case Studies for Undergraduate Leaders. Sterling, VA: Stylus.
2
opportunity for students to role-play and discuss scenarios before they encounter potentially
similar events in their daily lives as leaders; engage students intensely in their learning, as they
work through the issues and problems; and promote meaningful dialogue and discussion of
relevant theory. The cases are based on real life dilemmas, and reflect both contemporary and
historical campus issues. They are derived from interviews with 110 undergraduate students
and 11 student affairs administrators from large public research institutions, small private
colleges, community colleges, and mid-sized comprehensive schools. The cases are written
broadly enough to allow for application of concepts to a variety of institutional settings.
COURSE ADMISSION:
Students are enrolled in this course by permission of the Instructor. Enrolled students must
demonstrate an interest and commitment to enhancing their organizational leadership skills and
providing service to others through their leadership on campus and in the broader community.
COURSE OBJECTIVES:
At the conclusion of this course, students will be able to:
•
Describe leadership theories and leadership styles
•
Articulate their own leadership style and its potential impact on the broader organization
and system;
•
Conduct a needs assessment for an organization;
•
Describe theories of college student learning and methods of adapting to learning styles
as an organizational leader,
•
Describe the practical application of effective organizational leadership, including leading
a meeting through parliamentary procedure, being an effective trainer, and establishing and
maintaining motivation and high morale within an organization;
•
Recognize and develop a plan to address special issues and challenges within
organizations, such as management of budget issues and risk, negotiations addressing
organizational issues, and marketing and advocating for an organization;
•
Describe the process necessary for evaluating effectiveness as an organizational leader
and trainer, including the evaluation of assessment tools and the use of program evaluation
to plan for the future of an organization;
•
Articulate the standards and behaviors that are consistent with ethical conduct and
professionalism within an organization.
3
TEXTBOOKS:
Bordas, Juana. (2007). Salsa, Soul, and Spirit: Leadership for a Multicultural Age. Berrett-
Koehler Publishers.
Bolman, Lee G. and Deal, Terence. (2001). Leading with Soul: An Uncommon Journey of Spirit.
San
Francisco: Josey-Bass.
Keesey, Ray E.(1994). Modern Parliamentary Procedure. Washington: American psychological
Association
Press.
Komives, Susan R., Lucas, Nance, & McMahon, Timothy R (2013). . Exploring Leadership: For
College
Students Who Want to Make a Difference, 3rd Edition. San Francisco: Jossey-
Bass.
Lundin, Stephen C., Paul, Harry, and Christensen, John. (2000). Fish!: A Remarkable Way to
Boost Morale and Improve Results. New York: Hyperion.
Lundin, Stephen C., Christensen, John, and Paul, Harry, with Strand, Philip.(2000). Fish! Tales:
Real-Life
Stories to Help You Transform Your Workplace and Your Life. New York:
Hyperion.
Marshall, Sarah M. Komives, Susan R., & Hornack, Anne M. (2008). A Day in the Life of a
College Student
Leader: Case Studies for Undergraduate Leaders. Sterling, VA: Stylus.
Northhouse, Peter G. (2013). Leadership Theory & Practice, 6th Edition. Sage Publications.
University at Albany Student Organization Manual. Updated Summer 2013.
RECOMMENDED READINGS:
Bakker, Anne, Coleman, David D., Gray, Stephen, Hicks, Rene, Keim, Will, Laipply, Judson,
Lucas, Mary, Martin, Joe, and Zimmerman, Curtis. (2003). Leadership's Greatest Hits: The
Ultimate Collection of Leadership Lessons. Holland: Coleman Publications, Inc.
Barnes, Rick, Coleman, David D., Cureton, Doug, Dave, Lenny, Denney, Nancy Hunter,
Haveson, Randy,
Humphrey, Kathy, Keim, Will, Latour, Charles Luke, Malinchak, James,
Martin, Joe, and Smith, Marlon.
(2002). Let Your Leadership Speak: How to Lead and Be
Heard. Paxton: The Future is Yours to
Create! Company.
Council for the Advancement of Standards in Higher Education. (2012). CAS professional
standards for higher
education (8th ed.). Washington, DC: Author.
DePress, Max. (1990). Leadership Is An Art. New York: Doubleday.
Phillips, Donald T. (1992(. Lincoln on Leadership: Executive Strategies for Tough Times. New
York: Warner Books.
4
ADDITIONAL READINGS:
Additional readings which relate to specific class topics will be
assigned as appropriate and will be placed on the University Library
eRes service.
COURSE REQUIREMENTS AND GRADING SYSTEM:
This course carries 3 semester credits, and student performance in the course will be graded on
an A-E scale on the basis of criteria which have been specified in a Learning Contract
discussed between the student and the instructor. The Learning Contract requires that each
enrolled student meet with the instructor on a weekly basis for instruction within the classroom
setting. A sample learning contract and a Grading Chart appear below:
GRADING SCALE
The final grade for this course will be calculated based on the total number of points earned by
the student during the course of the semester. Students can earn a maximum total of 100 points
for excellent performance in all areas specified in the Individual Learning Contract. Total points
at the end of the semester are converted into a final grade according to the following scale:
FINAL GRADE
TOTAL POINTS
A
93-100
A-
90-92
B+
87-89
B
83-87
B-
80-82
C+
77-79
C
73-76
C-
70-72
D+
67-69
D
63-66
D-
60-62
E
0-60
There will be no incompletes assigned in this course unless there is documented justification
from the Office of the Dean of Undergraduate Studies for an exception to this policy.
SAMPLE INDIVIDUAL LEARNING CONTRACT
FOUNDATIONS OF LEADERSHIP IN COLLEGE AND UNIVERSITY STUDENT
ORGANIZATIONS
EPSY 411
INDIVIDUAL LEARNING CONTRACT
FALL SEMESTER 20XX
5
NAME:
STUDENT I.D.#:
SEMESTER:
Part I: Expectations
The grade for this course will be based on four categories. Students will be evaluated on each
of the following four categories throughout the course of the semester.
Note: The criteria below will equal 100 total points. If a course requirement or assignment is
missed, points are deducted from this total as specified in the relevant sections that follow.
1. Attendance and Punctuality (25% of the Final Grade)
Attendance: Each student will be required to attend a weekly three-hour class led by the
course instructor. Students must sign an attendance sheet at the beginning of each class. A
student will be allowed one "free" absence from a class, which should only be used in the
event of serious and documentable illness or other personal emergency. If a class is
missed, the student is responsible for learning the material that is covered on that day and
demonstrating this knowledge to the course instructor. It is not permissible to use the free
absence for the last class session “just to use it up”. If more than one class is missed, the
final point total for the course will be deducted by five (5) points for each class session
missed.
Punctuality: Students are expected to arrive to each class on time and should be in the
classroom at least five (5) minutes prior to the start of the class
2. Participation (20% of the Final Grade)
Participation: Each student, over and above his/her class attendance, will be required to
participate actively in all in-class activities and remain awake and alert throughout the
duration of the class time. Participation includes respectful interaction with the course
instructor and other students, involvement in role-plays and group activities, completion of
all in-class and homework assignments, and the demonstration of interest and commitment
to the principles of leadership and service learning.
3. Class Presentation and Research Paper (50% of the Final Grade – 25% for Class
Presentation and 25% for Research Paper)
Class Presentation and Research Paper: Class presentations and associated research
papers will be graded on whether students have covered the information pertinent to the
presentation/paper topic and have engaged the group for the duration of their presentation
(see complete class presentation and research paper description below).
6
4. Record Keeping and Professional Conduct (5% of the Final Grade)
Record Keeping: Students are expected to keep thorough and detailed documentation of
their course-related activities and projects. This means that all course-related handouts and
forms must be completed immediately, fully and professionally. In addition, students are
responsible for bringing course-related materials and paperwork for the week to each class
meeting.
Professional Conduct: All students are expected to engage in professional conduct in all
course-related activities. Students are expected to be respectful to other students and the
course instructor and behave in a professional manner during all leadership-related course
activities. This means being a responsible, considerate, and supportive leader, remaining
attentive in class, and other behaviors that exemplify professionalism.
Part II: Course Components
Midterm Conference
The midterm conference with the course instructor, which will take place during midterm week,
will let students know how they are doing, and if necessary, give them a chance to improve their
performance during the second half of the semester.
Group Presentation and Research Paper
Guidelines: All students are expected to collaboratively plan and present a group
presentation for the class as well as an individual research paper on the presentation
topic. This activity is meant to enhance leadership development and ensure that the
learning experience is engaging, worthwhile, and most importantly meaningful to all
students. Time will be provided during the second class meeting to begin planning the
group presentations; any additional time needed for the presentation and the individual
research paper will be the students’ responsibility to be arranged outside class time.
Expectations:
Each group will read 3 external leadership-related sources on their assigned
presentation/paper topic. .
Each group member should be prepared to discuss one of the three external sources
with the class on the group presentation date.
Each group should prepare a 30 minute oral group presentation. Following each group
member’s presentation of their selected source, the presentation group will be expected
to facilitate a discussion with the entire class for the remainder of the 30-minute
presentation time. This time may be used to discuss how this topic relates to particular
organizations or to provide group members with information that will assist in their work
as future leaders. Groups might want to prepare questions in advance to ask the group
to facilitate discussion.
Each group is REQUIRED to meet with the course instructor the week prior to their
assigned group presentation to discuss their presentation outline.
Over and above his/her contribution to the group presentation, each group member must
hand in a 10-page research paper related to the assigned topic area. Paper format
should follow APA style.
Presentation/Paper Topic:
7
The presentation and associated research paper topic will be selected from general areas listed
on the course syllabus. The specific presentation topic within that general area needs to be
approved by the course instructor during the second class. The date for each general group
presentation area is included in the syllabus and should be considered when selecting a topic.
Additional research that DOES NOT COME FROM MATERIAL ASSIGNED WITHIN THE
REQUIRED READING LIST MUST be used in preparing the presentation and research paper.
Group Members:
All group members should be equally involved in planning and implementing the presentation.
Groups will be formed during the second class session according to topical interest.
An Important Note:
Be creative and make sure that you would want to sit through your own presentation!!!
I have read and understand this Learning Contract and agree to abide by all of its
learning objectives. I hereby authorize the Instructor of Record to verify my student
status, academic performance, and judicial standing.
Student’s Signature
Date
Instructor’s Signature
Date
OTHER IMPORTANT INFORMATION
ACADEMIC INTEGRITY:
Academic dishonesty in all its forms, including but not limited to cheating (e.g., using cell phone
pictures of information from assigned readings or handouts during a test), plagiarism, and
collusion (e.g., allowing another student to see your test answers) will not be tolerated (see
Community Rights and Responsibilities). Students observed engaging in behaviors that
constitute academic dishonesty will be referred to the Office of Conflict Resolution and Civic
Responsibility and subject to sanctions ranging from grades of zero on coursework, to failure of
course, probation, and suspension or expulsion from the University. Each student should be
aware that plagiarism is the act of presenting a product as one’s own when it was derived from
an existing source (including a textbook, website, journal articles, handouts, instructor’s
materials, other students’ work, or your own work from a previous semester). This practice is
unethical and can be avoided by completing written assignments in your own words and by
properly citing sources.
STUDENTS WITH DISABILITIES:
Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, cognitive, learning, and psychiatric disabilities. If you believe you have a disability
requiring accommodation in this class, please notify the Director of the Disability Resource
Center (Campus Center 137, (518) 442-5490). That office will provide course instructors with
verification of your disability and will recommend appropriate accommodations.
8
TECHNOLOGY POLICY:
During all classroom activities, laptop computers, tablets, and cell phones are to be placed in
the “OFF” position unless otherwise directed by instructors for the purpose of note-taking or
other essential classroom activity. If a laptop is needed for note-taking on a regular basis, the
student will be required to submit documentation of approved accommodations for the use of a
personal computer through the Disability Resource Center. If a student is seen using any of
these forms of technology or if the device is heard at any time (this includes the vibrate
setting), five (5) points will be deducted from the participation grade for the semester.
TAKING CARE OF YOURSELF
As a University at Albany student or student leader, you may experience a range of issues that
can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug
problems, feeling down, difficulty concentrating and/or lack of motivation. These concerns or
stressful events may lead to diminished academic performance or reduce your ability to
participate in daily activities. University at Albany Counseling Center services are available to
assist you with addressing these and other concerns you may be experiencing. The services
are covered by your student health fee. You can learn more about the broad range of
confidential mental health services available on campus
via www.albany.edu/counseling_center/services.
If you choose to seek Counseling Center services as a student leader who is well-known and
easily recognized by others on campus, please be assured that procedures are in place to
protect your confidentiality. For example, you will not be scheduled with a psychologist or other
counselor who also works with you in your student leader role, and no Counseling Center
psychologists who also work with students in their roles as student leaders will take part in any
discussions regarding the services you receive at the Counseling Center.
CLASS DATES AND CURRICULUM:
DATE TOPIC
READINGS
Week 1
Orientation to the Course
Course Goals
Course Structure
Assessment of Leadership Styles
(StrengthsQuest)
To Be Assigned
Week 2
What Is Leadership?
Characteristics of a Leader
Role of a Leader
Investment in the Organization
The Organization as a Teacher
The Leader as a Role Model
Selection of Class Presentation and Research Paper
Topics
To Be Assigned
9
Week 3
Understanding Organizations I
• Examining Organizational Structure and
Functions
• Conducting a Needs Assessment
• Establishing a Sense of Community
To Be Assigned
Week 4
Cultural Competence and Inclusivity
To Be Assigned
Week 5
Public Speaking
• Preparing Your Message
• Understanding Your Audience
• Getting Your Point Across
To Be Assigned
Week 6
Managing Organizations
Large Group and Small Group Dynamics
Managing Risk
To Be Assigned
Week 7
Leading a Meeting
• Parliamentary Procedure
To Be Assigned
Week 8
Capacity –Building and Culture Change
• Locating and Mapping Assets
• Mobilizing Assets for Culture Change
To Be Assigned
Week 9
The Leader as a Trainer
Teaming and Tone for Your Training
Improving Scheduling
Just-in-Time Training
Key Points for Building a Curriculum
Needs-Based Training
To Be Assigned
Week 10
Managing Organizational Budgets
• Understanding and Managing Budgets
• Addressing Budget Issues
To Be Assigned
Week 11
Negotiation and Conflict Resolution
Getting Your Point Across Effectively
Conflict Resolution
Managing Challenging Situations as a Leader
To Be Assigned
Week 12
Marketing the Organization
Marketing Yourself as a Leader
Getting People Interested and Excited
Making Magic in Print and Online
To Be Assigned
Week 13
Leadership and Self-Care
To Be Assigned
10
• Understanding Stress and Its Triggers
• Stress management/Mindfulness Skills
• Assisting Others Using Bystander Intervention
Week 14
Professionalism
• Self-Presentation
• Understanding Environments
To Be Assigned
Week 15
Ethics in Leadership
• Academic Freedom
• First Amendment Issues
• Civility
• Creating a Safe and Healthy Environment
Research Paper Due by Last Day of Classes
Course Graduation Ceremony
To Be Assigned
11
1
State University of New York at Albany
Semester and Year
EPSY 481 Undergraduate Research Project in Human Development
Instructor TBD
Class Number: • TBD
Class Meetings • TBD
Office Hours • TBD
Division Secretary • Joann Orologio • ED233 • 442-5055 • jorologio@albany.edu
Course Website • TBD
CATALOG DESCRIPTION
E PSY 481 Research Project in Human Development (3). Methods for designing and
conducting small–scale empirical studies in human development, using small-size newly
collected or already existing quantitative and qualitative data.
Prerequisites: EPSY 330 Statistics; EPSY 250 Understanding Research in Human
Development; junior or senior class standing
S-U grading applies.
COURSE OVERVIEW
How do undergraduate students conduct good human development research?
Specifically, how do they develop good research questions? How do they design a good research
project? How do they collect and analyze the data? How do they interpret and present the results?
How do they write a research paper according to the APA manual? How do they submit the paper
to a peer-reviewed journal for publication? And how do they apply the findings to solving real-
world problems about human development?
These are not only critical issues in research training in the current undergraduate
programs but also essential skills needed for a future professional career. Students should be
trained as both critical research consumers and effective research producers in order to examine
systematically various complex issues in the real world and to advance knowledge in the fields of
human development.
Thus, it is wise to invest time and resources to develop strong research skills, and this
course is designed to help you do so. The primary goal of the course is to provide you with
complete, authentic, and effective experience by conducting a small-scale research project in
human development within one semester. Particularly, it covers major topics of an empirical
research process, including research question formulation, research design, IRB application, data
collection, data analysis, result interpretation, and research paper writing and submission. It
simulates real-life academic research situations to provide genuine learning experiences. In short,
this course will help you become an effective scientific researcher by integrating your previous
knowledge and skills through designing, conducting, and writing up a mini research project.
The course has two key features: it is project-oriented and writing-intensive. First,
constructive learning starts with the very first draft of the research proposal, and then moves
through three major steps, designing the research, conducting the research, and writing up the
research to finish a project within one semester. Second, it requires each student to keep writing
by drafting, revising, and finalizing IRB applications, research proposals, and research papers
until the papers are published in the Undergraduate Student Journal of Human Development, an
internal online journal.
2
COURSE OBJECTIVES
1. To design a small-size empirical human development research project.
2. To complete the small-size empirical human development research project from the
beginning to the end, including data collection and data analysis.
3. To write a research paper that will be accepted for publication in the Undergraduate Student
E-Journal of Research in Human Development.
TEXTBOOKS
Cozby, P. C., & Bates, S. C. (2011). Methods in Behavioral Research (11th ed.). New
York: McGraw-Hill.
American Psychological Association (APA). (2010). Publication Manual of the American
Psychological Association (6th ed.). Washington DC: APA.
COURSE GRADES
The course grades are assessed only with either satisfactory or unsatisfactory on the basis
of the following major criteria:
•
Write a good research proposal.
•
Write a good research paper.
•
Present the completed research project.
•
Participate in every class.
STATEMENT REGARDING ACADEMIC DISHONESTY
Behaviors of academic dishonesty such as Plagiarism, Cheating on Examinations,
Multiple Submission, Forgery, Sabotage, Unauthorized Collaboration, Falsification, are
unacceptable and subject to penalty.
In particular, according to the University Undergraduate Bulletin, plagiarism is defined as
“presenting as one's own work, the work of another person (for example, the words, ideas,
information, data, evidence, organizing principles, or style of presentation of someone else).
Plagiarism includes paraphrasing or summarizing without acknowledgment, submission of
another student's work as one's own, the purchase of prepared research or completed papers or
projects, and the unacknowledged use of research sources gathered by someone else. Failure to
indicate accurately the extent and precise nature of one's reliance on other sources is also a form
of plagiarism. The student is responsible for understanding the legitimate use of sources, the
appropriate ways of acknowledging academic, scholarly, or creative indebtedness, and the
consequences for violating University regulations.” Academic dishonesty is serious and could
result in a failing grade for the work in question, a failing grade for the course, or dismissal from
the university. Please see:
http://www.albany.edu/undergraduate_bulletin/regulations.html
STATEMENT REGARDING STUDENTS WITH DISABILITIES
Reasonable accommodations will be provided for students with documented physical,
sensory, systematic, cognitive, learning, and psychiatric disabilities. If you believe you have a
disability requiring accommodation in this class, please notify the Director of Disabled Student
Services (Campus Center 137, 442-5490). That office will provide the course instructor with
verification of your disability and will recommend appropriate accommodations. For more
3
information, visit the website of the U Albany Disability Resource Center at
http://www.albany.edu/disability.
COURSE SCHEDULE
Week 1: Undergraduate Student Research: Author and Affiliation
PART 1: DESIGNING THE RESEARCH PROJECT
Week 2: Research Questions: Title.
Week 3: Research plan: Abstract.
Week 4: Research Participants: Participants.
Week 5: Design, Measurement, and Analysis: Method.
Week 6: Literature Review: Introduction
Week 7: Pilot study: Research Proposals
PART 2: CONDUCTNG THE RESEARCH PROJECT
Week 8: Data entry and data analysis with SPSS: APA Tables.
Week 9: Results presenting with text, Tables, and Figures: Results
Week 10: Research contributions: Discussion.
PART 3: WRITING AND PRESENTING THE RESEARCH PROJECT
Week 11: APA Style: Research Dissemination
Week 12: Individual Study 1: Revised Method
Week 13: Individual Study 2: Revised Results and Discussion
Week14: Individual Study 3: Revised Introduction
Week 15: Final Research Conference
Introduction to Autism Spectrum Disorders
ESPE 463
Location TBD
Day and Time TBD
Contact information
Professor: Dr. Kristie Asaro Saddler
Phone: 442-5057
Email: Ksaddler@albany.edu
Office: ED 245
Office Hours: TBD
Course description:
This course will cover the nature and etiology of autism spectrum disorders.
Characteristics of children with ASD in the areas of cognition, language,
socialization, behavioral, sensory, and academic skills will be discussed.
Instructional strategies and research on current evidence-based strategies and their
implementation in the school setting will be examined.
Pre-requisites: Junior or senior class standing
Required Text:
Boutot & Smith Myles. (2011). Autism Spectrum Disorders: Foundations, characteristics,
and effective strategies. Pearson. (abbreviated B & S in the course schedule)
Heflin & Alaimo (2007). Students with Autism Spectrum Disorders: Effective
instructional practices, Pearson. (abbreviated H & A in the course schedule)
Resources from:
Autism Internet Modules – Available at http://www.autisminternetmodules.org
Autism Speaks Video Glossary – Available at http://www.autismspeaks.org/what-
autism/video-glossary
Autism Society of America – Available at http://www.autism-society.org
TEACCH Autism Program - Available at http://www.teacch.com
Articles: All required articles will be available on the University’s Blackboard page.
COURSE SCHEDULE
Day
Topics
Assignments/Readings
due
Class 1
Introduction to the course
What is an Autism Spectrum
Disorder (ASD)?
Be sure you can access
the Blackboard page
Class 2
Identifying and Describing
Individuals with Autism Spectrum
Disorders
• History and early theories
• Definitions
H & A Chapters 1 and 2
Class 3
Assessment and early identification
B & S Chapter 2
AIM Module –
Assessment for
Identification
Class 4
Evidence based practices for
children with ASD
B & S Chapter 3;
National Professional
Development Center
Class 5
Cognitive and academic
characteristics and interventions
H & A Chapter 10
Class 6
Behavioral characteristics
• Principles of Applied
Behavioral Analysis
B & S Chapter 6
Class 7
Communication characteristics and
interventions
B & S Chapter 8
Class 8
Social characteristics and
interventions
H & A Chapter 5
B & S Chapter 9
Class 9
Sensory characteristics and
interventions
B & S Chapter 11
Class 10
Functional academic skills
B & S Chapter 10
Class 11
Transition and adulthood
B & S Chapter 13;
AIM Module - The
employee with Autism
Class 12
Collaboration and working with
families
H & A Chapter 3; AIM
Module – Parent
Implemented
interventions
Class 13
Controversies in ASD and portrayal
of ASD in the media
Dixon & Clark, 2013;
Odell & Browlow, 2005
Class 14
Autism Internet Module
Presentations
Course Requirements and Assignments:
1. Participation
Class time will consist of discussion, and hands-on learning activities. Students must
be present, be prepared, and actively engage in the learning opportunities. In class
assignments will be worth 50 points.
2. Observations
You must observe in two to three different environments where people with ASD
are served, at different educational levels for a total of five hours. Write a 3-5 page
reflection paper describing the students and settings you observed, comparing and
contrasting the environments, noting which evidence-based practices were
observed, and any thoughts you may have on what you observed and how it may
influence your thinking about your teaching. The completion of hours and reflection
will be worth 30 points.
3. Book or movie review
You will read a book or watch a movie about a character with an ASD. After reading
the book/viewing the movie, you will write a 2-3 page reflection answering the
following questions:
How was the individual with ASD portrayed? How was he/she viewed by others?
Was he/she viewed in a positive or negative light?
What were his/her strengths and weaknesses? What were some accomplishments
and some difficulties faced?
Do you think that this book/movie was an accurate portrayal of individuals with
ASD? Why or why not?
If you select a movie, please be sure that the person with ASD is a main character
around which a plot has been established. The IRIS center has a list of movies that
represent an individual with ASD. Note that this list is not exhaustive, and I have not
seen every movie on it to confirm that the character with ASD plays a large role, so
you should preview it closely before determining if it is appropriate for this
assignment. You may find the list at this website:
http://iris.peabody.vanderbilt.edu/portrayal-of-individuals-with-disabilties/
If you choose a book, please be sure that it is not a children’s book (i.e. adult fiction
or non-fiction/biography) and it is not a guide that explains what ASD is. Instead, it
should be a biographical account or a story within which a character with ASD plays
an important role. Here is a list… Note once again that this list is not exhaustive, and
I have not read each book, so you should preview it closely before determining if it
is appropriate for this assignment.
http://www.ont-autism.uoguelph.ca/books-by-ASD-authors.html
*Note that you are not required to choose a book/movie from these lists. However,
all students, whether they choose from the list or not, must get my approval for their
selection. The book/movie review will be worth 20 points.
4. Presentation
For this assignment you will work in pairs to create a presentation of a classroom
practice utilized with children with ASD. You will choose one of the practices listed
by the National Professional development Center on ASD that is of interest to you.
Note that each of you must select a different topic, so you must receive approval
from the instructor before beginning the assignment. Topics will be approved on a
first come, first served basis. Once you have been given approval, view the website
brief on that topic and find a minimum of three other sources on the topic (i.e.
research articles, websites, textbooks). Then, create a handout/visual presentation
that summarizes the topic. It could be a simple graphic organizer or a more complex
technology-based presentation (PowerPoint, Prezi, etc.). You must be sure that the
information you provide is not a rehashing of what we discussed in class. In other
words, be sure that what you present adds new information to our discussion of the
topic. You will present this topic to your classmates in a 5-10 minute presentation
on the last day of class. Your presentation will also be uploaded to Blackboard to
share with your classmates. This presentation and handout will be worth 25 points.
5. Final Exam
A comprehensive final exam will be given during finals week. This exam will consist
of multiple choice and short answer/essay questions. Questions will come from the
reading as well as our class discussions. The final exam will be worth 75 points.
Total possible points
Class activities – 50 points
Observations and reflection paper – 30 points
Book/movie review – 20 points
Presentation – 25 points
Final Exam – 75 points
Total – 200 points
Grading
The grading for this course is A-E. Your grade is the percentage of 200 you score.
Numeric grades translate into letter grades on your final transcript according to the
following scale
94.0 – 100 = A
84.0 – 86.9 = B
74.0 – 76.9 = C
90.0 – 93.9 = A-
80.0 – 83.9 = B-
70.0 – 73.9 = D
87.0 – 89.9 = B+
77.0 – 79.9 = C+
Below 70 = E
For example, if you score a total of 175 points, 175/200=87.5%, for a grade of B+.
Policies
Reasonable Accommodation
Reasonable accommodations will be provided for students with documented
physical, sensory, systemic, cognitive, learning and psychiatric disabilities. If you
believe you have a disability requiring accommodation in this class, please notify the
Director of Disabled Student Services (Campus Center 137, 442-5490). That office
will provide the course instructor with verification of your disability, and will
recommend appropriate accommodations. For more information, visit the website
of the UAlbany Disability Resource Center.
http://www.albany.edu/disability
Academic Integrity
Whatever you produce for this course should be your own work and created
specifically for this course. You cannot present work produced by others, nor offer
any work that you presented or will present to another course. If you borrow text or
media from another source or paraphrase substantial ideas from someone else, you
must provide a reference to your source.
The university policy on academic dishonesty is clearly outlined in the Student
Bulletin, and includes, but is not limited to plagiarism, cheating on examinations,
multiple submissions, forgery, unauthorized collaboration, and falsification. These
are serious infractions of University regulations and could result in a failing grade
for the work in question, a failing grade in the course, or dismissal from the
University.
http://www.albany.edu/graduatebulletin/requirements_degree.htm#st
andards_integrity
Note : The instructor retains the right to modify the syllabus and give notice to the
students in a timely fashion.
Intercultural Student Engagement
2013 NYS DASA Syllabus
Instructors:
Mr. D. Ekow King & Mr. Courtney D’Allaird
Address:
University at Albany
Office of Intercultural Student Engagement
Albany, NY 12222
Phone:
518-442-5565
King E-mail:
dking@albany.edu
D’Allaird E-mail:
cdaillard@albany.edu
______________________________________________________________________
Introduction
This coursework or training is designed to fulfill the harassment, bullying, and discrimination prevention and intervention training required for
teacher certification/licensure under the Dignity for All Students Act (The Dignity Act). The Dignity Act requires, among other things, school
districts to create policies and guidelines to be used in school training programs to discourage the development of discrimination or harassment and to
enable employees to prevent and respond to discrimination or harassment. The course is six instructional hours, three of which must be received
through face to face instruction.
Description
This coursework or training will address the social patterns of harassment, bullying and discrimination, marginalization and microaggressions,
including but not limited to those acts based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious
practice, disability, sexual orientation, gender or sex as defined in § 11 – Definitions. This training should address these issues from a proactive –
rather than a reactive - position and present the “goal” as creating an affirming educational environment for all students through addressing school
culture and climate. It will also cover the identification and mitigation of harassment, bullying and discrimination; and strategies for effectively
addressing problems of exclusion, bias and aggression in educational settings. Successful completion of this course will meet the certification
requirements in §14(5) of Chapter 102 of the Laws of 2012.
Objectives
As a result of taking this coursework or training, participants will be able to:
•
Understand the intent, components, and operational definitions present in the Dignity Act.
•
Develop and enhance awareness and sensitivity to the range of experiences of the specific student populations as named in the Dignity Act.
•
Understand how school climate and culture have an impact on student achievement and behavior.
•
Understand bullying, harassment and discrimination, including indicators, early warning signs, prevention and intervention and how to
interact with families of victims and aggressors.
•
Enhance the understanding of diversity and multi-cultural environments and examine personal biases.
•
Articulate the Reporting Requirements for Educators as specified in the Dignity Act.
1
Module
Activity
PPT/Handouts
Who
Time
Introduction to the
Dignity Act
Just Rescue
Introduction of Trainers
A Word about Mandatory Trainings
Objectives
Training Requirements/Agreements
History/Overview
Break
Slides 1 - 9
60 mins.
Reporting requirements
for educators
Overview of the reporting requirements for educators as it
relates to the identification of bullying, harassment, and
discrimination.
Review of the timelines, procedures for reporting verbally and in
writing.
Review of definitions and role delineation in the investigation
and reporting process.
Slides 10
30 mins.
Understanding the
indicators and early
warning signs.
Break up into small groups.
Introduction of scenarios involving bullying, harassment, and
discrimination.
Small groups will discuss how they would handle each situation
and receive to suggestions for how to handle each scenario.
Trainers will review early indicators of bullying, harassment,
and discrimination.
Review of the reasons students engage in bullying, destructive
behavior and top tips on how to intervene.
Discussion of the Oppression Continuum
60 mins.
2
Understanding
Diversity, Multi-cultural
Environments, and
Examining Personal
Biases.
What is Diversity? Dimensions of Diversity, Identity Salience,
Diversity Bingo.
30 mins.
Lunch
45 mins.
Developing sensitivity
to the experiences of
specific student
populations.
What is Inclusion? Inclusion Bingo, Benefits of Diverse and
Inclusive Environments.
Privilege Walk Activity
25 mins.
20 mins.
Understanding how
school climate and
culture have an impact
on student achievement
and behavior.
Review
of
Data
and
Statistics
regarding
Impact
of
Discrimination/Bullying on student achievement.
GLSEN Data
How Homophobia, Heterosexism and Transphobia affect us all
Break
Handout
10 mins.
10 mins.
5 mins
Bullying intervention
and prevention
strategies for
Administrators,
Teachers and Families.
Ally Strategies:
Top Tips for Principals
Top Tips for Teachers
Top Tips for Parents/Families
Handout
10 mins.
15 mins.
15 mins.
15 mins.
Closing
Questions & Next steps
10 mins.
3
1
External Instruction Form
Form 2E
This form is required when external instruction is part of the degree requirements in an academic
program. External instruction includes internships, field work, clinical placements, cooperative
education, service learning, and the like, which are offered in cooperation with external partners, such as
business and industry, health care facilities, public agencies, or schools.
1. Use the table below (expanded as necessary) to summarize proposed arrangements for required
external instruction in an academic program. List all proposed arrangements. The number of
placements listed below should equal or exceed the number of students expected to be in the initial
cohort of a new program.
Name and Title of Contact Person
Name and Address of Placement
Site
Number(s) of
placements per
year
Debra Jones – Site representative
Crystal Campbell – Guidance
518-533-1601
Achievement Academy
42 South Dove St.
Albany,NY
1-2
Marcia Rabinowitz- School Social Worker
518-475-6411
Abrookin Vocational-Technical
Program
99 Kent Street
Albany, NY
1
Jim Toomey – Home School Coordinator
(Innovation Academy)
JToomey@albany.k12.ny.us
Albany High School
700 Washington Ave.
Albany, NY
5
John Harris, MSW
School cell: 518-376-8124
School phone: 518-545-3987, ext. 915
jharris@albany.k12.ny.us
AHS – Tutors
700 Washington Ave.
Albany, NY
5
Ward Dales – Theatre Teacher,
wdales1@albany.k12.ny.us
assisted by Fiona Thompson
School phone: 518-454-3987
AHS Theatre Tutors
700 Washington Ave.
Albany, NY
1
Kimberly Sullivan
Phone:518-435-0392
Fax:518-458-8695
ksullivan.albanypal@nycap.rr.com
Albany Police Athletic League
844 Madison Avenue
VI Community Center
Albany, NY
2-3
Chris Sagaas- Reference Services Director
518- 427-4325
sagaasc@albanypubliclibrary.org
http://www.albanypubliclibrary.org/pcc/index.php
Albany Public Library Public
Computing Center
Main Campus:
161 Washington Avenue
Albany, NY
Unlimited
2
Angela Meola
518-212-6120
ameola@HFMBOCES.org
Amsterdam Literacy Zone –
City of Amsterdam partnering
with BOCES (multiple options)
1-2
Rebecca Cleere
518-462-5528, ext. 15
rcleere@bgcalbany.com
Boys & Girls Club of Albany
21 Delaware Ave.
Albany, NY
1-2
Diane Graham
518-377-4977
info@cocahouse
Cocoa House -
896 Stanley Street
Schenectady, NY (Mon.-Thur.)
1-2
Kendra Chaires, Principal
kchaires@albany.k12.ny.us
Eagle Point Elementary
1044 Western Ave.
Albany, NY
5
Janice Roche
518-475-6700
jroche1@albany.k12.ny.us
Philip Schuyler Achievement
Academy
676 Clinton Ave.
Albany, NY
5
Kevin Fox
518- 442-5595
kfox@uamail.albany.edu
Liberty Partnerships Rising Stars
Program
New York State Education
Department, Education Building
Rm. 967
Albany, NY
Unlimited
Rifat Sultana Nazir, Director/supervisor
518-482-0486
rifat75nazir@yahoo.com
Multilingual English Lang.
Instruction and Tutoring Emmaus
United Methodist Church
715 Morris Street
Albany, NY
1-2
Tonya Whitehead
518- 475-6825
twhitehead@albany.k12.ny.us
Main Office:518- 475-6850
Sheridan Preparatory Academy
400 Sheridan Ave.
Albany, NY
3-5
Bethany Gonyea
bgonyea@nycap.rr.com
518-424-0406
Salvation Army
20 South Ferry Street
Albany, NY
1-2
Don Flynt, Principal
High School Homework help centers – daily
(Only tutoring)
518-881-0310, ext. 61415
flyndona@shenet.org
Shenendehowa High School
5 Chelsea Place
Clifton Park, NY
3-4
Janet Mangold
Jmangold@albany.k12.ny.us
Thomas Obrien Academy of
Science and Technology (TOAST)
Unlimited
3
cell:859-2974 School: 518-475-6875
Lincoln Park, Albany, NY
Mary Bitel
518-434-9055
www.twotogetherinc@hotmail.com
mbitel@nycap.rr.com
Two Together After-School
Literacy Program
200 Greeen Street (Across from
Giffen Elementary)
Albany, NY
2
Betsey Domenico - ESL Teacher
518-229-0216
Betsey1224@yahoo.com
Giffen Memorial Elementary
247 South Pearl Street
Albany, NY
Unlimited
Dr. Melinda Tanzman
meltanz@aol.com
Schenectady Community Action
Program/ Head Start
913 Albany Street
Schenectady, NY
5
Terry Kimball
518-463-3175
tkimball@albanycap.org
Albany Community Action
Partnerships
333 Sheridan Avenue
Albany, NY
5
Steve Marcal
Marcal@cfdsny.org
Center for Disabilities Center
314 South Manning Blvd.
Albany, NY
5
Beth Slezak
518- 935-2307
eslezak@seniorservicesofalbany.com
Senior Services of Albany
20 Rensselaer St. #2D
Albany, NY 12202
5
Kiki Garg
518- 438-3445
kgarg@northeastcareer.org
Northeastern Career Planning
28 Colvin Avenue
Albany, NY
3-5
Rebecca Beeman, Director
518-434-6135, ext. 378
rbeeman@equinoxinc.org
Equinox Inc. Community Service
Agency
95 Central Ave.
Albany, NY
5
2. For clinical placements for programs leading to professional licensure in a health profession, append
documentation to demonstrate each site’s commitment to a numerical range of students each year, and
the time period of its commitment. The documentation should be signed by the responsible official at
each proposed clinical site. N/A
3. In the table below, list the individual(s) at the campus (or at each campus, in the case of multi-
institution programs) who will have responsibility for oversight and administration of external
instruction.
Name
Title
Email Address
Heidi Audino
Director, Pathways Into
Education (School of
haudino@albany.edu
4
Education, University At
Albany)
Version 2013-10-15
University at Albany
New Program Proposal
BS in Human Development
Appendix 7
Vacancy Announcements
University at Albany Job Posting: Statistics & Research Design- Asst. or Assoc. Professor
Page 1 of 2
University Home
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UNIVERSITYATALBANY
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Srnte University ofNew York
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<<Prev 8 of 35 Next>>
Statistics & Research Design - Asst or Assoc. Professor
About University at Albany:
Established in 1844 and designated a University Center of the
State University of New York in 1962_ the University at Albany's
broad mission of excellence in undergraduate and graduate
education, research and public service engages a diverse student
body of more than 17,300 students in nine schools and colleges
across three campuses.
located in Albany, New York. New York State's capital, the
University is convenient to Boston, New York City and the
Adirondacks.
Job Description:
The School of Education at the University at Albany, State
University of New York. invites applications for a tenure track,
assistant or associate rank faculty member in statistics and
research design. to begin in fall2015. The successful candidate will
have an active and rigorous research agenda related to education
~··-··-·
!Apply Now:
Category:
Faculty -
Department: Educ.ational
&
Counseling
Psychology,
School of
Education
Locations:
Albany, NY
Posted:
Sep 15, '14
Type:
Full-time
Ref. No.:
P14-35195-
8
E-mail to a friend
and/or human development, the ability to collaborate with students and other faculty on
research and grant writing. and a commitment to excellent classroom instruction and_ student
mentoring. Teaching responsibl!ities will include undergraduate and graduate courses in
statistics and research design. Preference will be given to applicants with publications bearing
on research in education, and with research programs with strong potential for external
funding.
The appointment will be in the division of Educational Psychology and Methodology, which is
in the department of Educational and Counseling Psychology. The University at Albany is
located in an economically stable. culturally rich and beautiful area, within easy driving
distance from New York City, Boston and Montreal.
Requirements:
A Doctorate in statistics or substantial equivalent from a college or university accredited by a
U.S. Department of Education (DOE) or internationally recognized accrediting organization is
required.
Applicants for an associate professor appointment must have a strong publication record:
sustained extramural research support is highly desirable. Applicants at the assistant
professor level should possess a significant record of scholarship and have demonstrated
ability to develop an independent, extramura!!y funded program of research. Applicants must
address in their applications their abilities to work with a culturally diverse population.
Learn More
Working at UA!bany
Benefits Summary
State Salary
Schedules
Bargaining
Agreements
Union Websites
Human Resources
UAB 300
1400 Washington Avenue
Albany, NY 12222
PHONE (518} 437-4700
FAX (51 8) 437 -4"131
A-Z Index for HR
Forms
Staff Directory
Campus Map
Human Resoucces is
located in Suite 300 of the
UrwerSity Administration
Building on 1215 Western
A~.
http://albany.interviewexchange.com/jobofferdetails.jsp?JOBID=52909&CNTRN0=7&T ...
10/1/2014
University at Albany Job Posting: Statistics & Research Design- Asst. or Assoc. Professor
Preference will be given to candidates with research programs with strong potential for
external funding_ Applicants with additional expertise in evaluation methodology are welcome
to apply.
Finalists will be required to give a presentation on their program of research.
Additional Information:
Professional Rank and Salary Range: Assistant or Associate Professor
Start Date: September 1. 2015
The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, or
Clery Act, mandates that all Title IV institutions, without exception, prepare, publish and
distribute an Annual Security Report. This report consists of two basic parts: disclosure of the
University's crime statistics for the past three years; and disclosures regarding the University's
current campus security policies. The University at Albany's Annual Security Report is
available in portable document format [PDF] by clicking this link
http://police.albany.edu/ASR.shtml
THE UNIVERSITY AT ALBANY IS AN EO/AA/IRCNADA EMPLOYER
Please apply online via http:/falbany.interviewexchange.com/candapply.jsp?JOBID=52909
Application Instructions:
Applicants MUST submit the following documents:
A cover letter describing their research agenda and funding, teaching experience and
philosophy
Curriculum Vitae
Three examples of their scholarship (articles, chapters or books)
The applicant should arrange for three letters of reference to be sent to Heidi Andrade
(handrade@albany.edu).
Note: After submitting your CV, the subsequent pages give you instructions for uploading
additional documents (i.e. cover letier etc.).
See the FAQ for using our online system. Please contact us if you need assistance applying
through this website.
Returning Applicants- Login to your U-Aibany Careers Account to check your completed
application.
Review of applications will begin on November 15,2014 and the search will remain open until
the position is filled.
!Apply Now'
------
Frequently Asked Questions (FAQ's} C1J
<<Prev 8 of 35 Next>>
Page 2 of2
University at Albany, State University of New York· 1400 Washington Ave. -Albany, NY 12222 · Phone (518) 442-3300 !II I] Jl ~~
0
Contact Us
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Veterans Affairs
Middle States Self-Study
© 2013 University at Alt>any
http://albany.interviewexchange.com/jobofferdetails.jsp?JOBID=52909&CNTRN0=7&T ...
10/1/2014
University at Albany Job Posting: Human Development- Assistant or Associate Professor
Page I of2
University Home
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•
State University of New YOrk
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<<Prev 11 of 35 Next >>
Human Development -Assistant or Associate Professor
About University at Albany:
~~~===-~
Established in 1844 and designated a University Center of the
State University of New York in 1962, the University at Albany's
broad mission of excellence in undergraduate and graduate
education, research and public service engages a diverse student
body of more than 17,300 students in nine schools and colleges
across three campuses.
Located in Albany, New York. New York State's capital, the
University is convenient to Boston, New York City and the
Adirondacks.
Job Description:
The School of Education at the University at Albany, State
University of New York, invites applications for a tenure track,
assistant or associale rank faculty member in human development.
The successful candidate will have an active and rigorous research
agenda with strong potential for funding, and the ability to
Apply Now
Category:
Faculty -
Department Dept of
Educational
&
Counseling
Psychology,
School of
Ed.
Locations:
Albany, NY
Posted:
Sep 04, '14
Type:
Fu!!-time
Ref. No.:
P14-35195
E-mail ta a friend
tOG GO
collaborate with students and other faculty in research. Proficiency in research methods and
statistical analyses would be particularly welcome. Teaching responsibilities will include
undergraduate and graduate courses in some of the following areas: early childhood, child,
adolescent and /or lifespan development, human learning and instruction, developmental
research methods. Mentoring and supervision of students completing independent studies
and research, and dissertation research is an important component of teaching. Research
mentoring and supervision together with 4 courses per academic year is the expected load.
The appointment win be in the division of Educational Psychology and Methodology. in the
department of Educational and Counseling Psychology. The University at Albany is located in
an economically stable, culturally rich and beautrrul area. within easy driving distance from
New York City, Boston and MontreaL
Requirements:
Required: Doctorate in educational psychology, or developmental psychology, or substantial
equivalent from a college or university accredited by a U.S, Department of Education (DOE) or
internationally recognized accrediting organization. Applicants for an associate professor
appointment must have a strong publication record: sustained extramural research support is
highly desirable. Applicants at the assistant professor level should possess a significant
record of scholarship and have demonstrated ability to develop an independent, extramurally
funded program of research. Applicants must address in their applications their abilities to
work with a culturally diverse population.
Learn More
Working at UA!bany
Benefits Summary
State Salary
Schedules
Bargaining
Agreements
Union Websites
Human Resources
UAB300
1400 Washington Avenue
Albany, NY 12222
PHONE (518) 437-4700
FAX (518)437-4731
A-Z Index for HR
Forms
Staff Directory
Campus Map
Human Resources is
located in Suite 300 of the
University Administration
Building on 1215 Western
A~
http://albany.interviewexchange.com/jobofferdetails.jsp?JOBID=52667&CNTRN0=10&T ... 10/1/2014
University at Albany Job Posting: Human Development- Assistant or Associate Professor
Preference will be given to candidates with research programs with strong potential for
external funding.
Finalists will be required to give a presentation on their program of research
Additional information:
Professional Rank and Salary Range: Assistant or Associate Professor
Start Date: September 1, 2015
The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act or
Clery Act, mandates that all Title IV institutions, without exception, prepare, publish and
distribute an Annual Security Report. This report consists of t.vo basic parts: disclosure of the
University's crime statistics for the past three years; and disclosures regarding the University's
current campus security policies. The University at Albany's Annual Security Report is
available in portable document format [PDF] by clicking this link
http://police.albany.edu/ASR.shtml
THE UNIVERSITY AT ALBANY IS AN EO/AA/IRCAJADA EMPLOYER
Please apply online via http://albany.interviewexchange.com/candapply.jsp?JOB!D=52667
Application Instructions:
Applicants MUST submit the following documents:
Cover letter describing their research agenda and funding, teaching experience and
philosophy
Curriculum Vitae
Three examples of their scholarship (articles, chapters or books)
Applicants at the assistant professor rank should arrange to have three letters of reference
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University at Albany
New Program Proposal
BS in Human Development
Appendix 8 Articulation tables and letters of Support
Hudson Valley Community College
Schenectady County Community College
S U N Y T R A N S F E R C O U R S E E Q U I V A L E N C Y T A B L E - A p r i l 2 7 2 0 1 5
Hudson Valley Community College (00993) AS degree in Human Services
University at Albany BS degree in Human Development
Course #
Course Title
Major or
Pathway
SUNY
Gen Ed
Credits
Granted
Course #
Equivalent Course Title
SUNY
Gen Ed
Major or
Pathway
Credits
Accepted
BIOL xxx
Biology elective
X
NS
3
ABIO 000
Biology Elective
NS
3
ENGL 101R
English Composition I
X
BC
3
AENG 110W
Writing Gen Ed Elective
BC
3
ENGL 104
Writing about Literature
X
HU
3
AENG 121
Reading Literature
HU
3
HUSV 100
Social Service Systems
X
3
RSSW 210
Social Welfare in the US
3
HUSV 105
Human Development and the Family
X
SS
3
ASOC 250
Sociology & Families
X
3
HUSV 109
Orientation to Field Work
X
1
RSSW 000
Social Welfare Elective
1
HUSV 110
Human Service Skills
X
3
RSSW 000
Human Service Skills
3
HUSV 200
Interviewing & Techniques of Communication
X
3
ACOM 010
Interviewing & Techniques of Communication
3
HUSV 205
Introduction to Social Group Work
X
3
RSSW 010
Social Welfare 100-Level Elective
3
HUSV 240
Professionalism in a Diverse Society
X
3
RSSW 010
Social Welfare Elective
3
HUSV 250
Human Services Practicum
X
8
RSSW 010
Social Welfare Elective
8
MATH xxx
Math Elective
X
MS
3
AMAT 000
Math Elective
MS
3
PSYC 100*
General Psychology
X
SS
3
APSY 101*
Introduction to Psychology
SS
X
3
PSYC 250*
Educational Psychology
3
EPSY 200*
Intro to Psychological Process of Schooling
X
3
SOCL 100*
Sociology
X
SS
3
ASOC 115*
Introduction to Sociology
SS
X
3
Liberal Arts Elective Gen Ed
AH
3
Elective
AH
3
Foreign Language Elective
FL
3
Foreign Language Elective
FL
3
Human Services or
Chemical Counseling Elective
X
3
Elective
3
Other World or Western Civilizations Elective
OW
3
International Perspectives Elective
OW
3
Additional Major and Elective Courses Required at UAlbany
ECPY 360
Psychology, Cult-Diversity, & Social Justice
X
3
EPSY 224
Human Development
X
3
EPSY 250
Understanding Research in Human
Development
X
3
EPSY 330
Intro. to Statistics in Human Development
X
3
EPSY 390
Community Service Projects
X
3
Human Development Elective**
X
3
Human Development Concentration Courses
(five courses specific to concentration)***
X
15
MINOR – an 18 credit minor is required
18
APSY/ASOC
XXX
Psychology or Sociology Elective****
X
3
Electives
6
Total Credits:
60
Total Transfer Credits Applied to Program:
60
*A 3.0 GPA is required in these courses; as well as an overall GPA of 3.00 for admission to
UAlbany’s Human Development major.
Total Credits Required after Transfer:
60
Total Credits Required for Degree
120
**Human Development Electives: ECPY 410 Supporting Individual and Community Change, EPSY 411 Foundations of Leadership in College and University Student Organizations, ERDG 404 Children's Literature,
ERDG 406 Young Adult Literature, HSPH 341 Promoting Healthy People and Communities, HSPH 342 How US Healthcare Works: Myths and Realities, HSPH 343 Mass Media and Health Behavior, RCRJ 308 Juvenile
Justice Administration, ACOM 371 Intercultural Communication, Any 300-level Psychology/Sociology courses not taken to fulfill the core requirement
*** Human Development Concentrations: Counseling Psychology, Educational Psychology, Peer Assistance and Leadership, Special Education
****Psychology and Sociology Electives: ASOC 250 Sociology and Families, ASOC 384 Sociology of Aging, APSY 327 Personality, APSY 338 Abnormal Psychology
TRANSFER ARTICULATION AGREEMENT
HUMANDEVELOPMENTDEGREEPROGRAM
HUDSON VALLEY COMMUNITY COLLEGE
AND
THE UNIVERSITY AT ALBANY
This Transfer Articulation Agreement is the result of thoughtful cooperation between the faculty
and staff of the University at Albany and Hudson Valley Community College.
Academic programs at Hudson Valley Community College provide strong preparation for and
ready access to baccalaureate programs at the University at Albany. Therefore, we have
developed an agreement with Hudson Valley Community College that will provide the
maximum number of transfer credits applied to the Human Development degree program at the
University at Albany. We strongly believe that many students in a two-year program of study at
Hudson Valley Community College will benefit from the information, guidance and transfer
course equivalencies this agreement provides.
The University at Albany is delighted to continue our longstanding, close relationship with
Hudson Valley Community College and we are proud to offer each student the opportunity to
earn both an Associate's Degree and Baccalaureate Degree within the State University of New
York System.
James R. Stellar, Ph.D.
Provost and Vice President for Academic Affairs
University at Albany
State University of New York
The attached University at Albany and Hudson Valley Community College Transfer
Equivalency Table represents the required and suggested elective courses that are similar and
parallel to those completed by degree-seeking students at the University at Albany. Hudson
Valley Community College students who complete the program as outlined in these arrays will
be awarded full transfer credit and afforded the opportunity to complete the Bachelor's Degree in
Human Development in four additional semesters of study at University at Albany.
Students completing the Human Services major at Hudson Valley Community College will be
considered for admittance to the Human Development major at University at Albany by
satisfying the following requirements:
•
Earn a 3.0 GPA in the following classes:
PSYC 100 (APSY 101)
PSCY 250 (EPSY 200)
•
Secure an overall GPA of 3.00
SOCL 100 (ASOC 115)
Hudson Valley Community College students pursuing programs that do not conform to those
specified herein will be considered for admission on an individual basis. The Transfer Course
Equivalency Table in this agreement will be amended or expanded with mutual consent through
an annual review by both institutions.
Approved for
Hudson Valley Community College
State University ofNew York
Carolyn G. Curtis, Ph.D.
Vice President for Academic Affairs
Title
Date: -------------------------
Approved for
University at Albany
State University of New York
~--~
Altarriba Ph.D.
Vice Provost and Dean for Undergraduate Education
Title
Date: _c2~1,_____._/i,__P/_i j)-'---dD_" --~~--
Teacher Preparation Department
Be bold. Be a Viking.
November 29, 2012
Mr. Kevin Quinn, Chair, Department of Educational and Counseling Psychology
Unive rsity at Albany, Education 2 30
1400 W ashington Avenue
Albany, N .Y. 12222
Dear Mr. Quinn,
I write in support of your grant proposal for a new unde rgraduate major in Human
Dev elopment at the State Unive rsity of New York at Albany.
The students within the Teache r Preparation Department's Early Childhood program
would benefit tremendously from a Two Plus Two Articulation agreement with your institution
as curre ntly such a program option does not exist within the capital region.
Sev e nty-five p ercent of our students transf er to four year institutions upon gr aduation.
Our stude nts g raduate w ith a strong foundation in child development, pedagogy and
developmentally appropriate b est teach ing practices, however, not all graduates within our
program seek to b ecome teachers. This new program would afford our students the
opportunity to re main within the SUNY sy stem while pursuing a d egree in Human
Dev elopment, Psy chology, Education or Educational Measure m ents within their local
community.
I also anticipate that this newly proposed program would provide a wide array of
educational opportunities and career paths for student s who a re enrolled at Hudson V a lley
Community College within the Human Services Dep artme nt and our Individual Studies prog ram.
Partnering with your institution will provide seve ral new educational paths for our very
diverse student body. It will also enhance academic opportunities for our students who a re
economically disadvantaged by providing a bach elor's d egree at a cost that will not b e as
prohibitive as the cost at a private four year institution.
I look forward to collaborating with you on su ch an exciting endeavor that is in th e best
inter est of our students.
If I can be of further assistan ce, please do not h esitat e to contact m e at (518) 629-7250
or by e mail at n .cupolo@hvcc edu.
Sincerely,
~0/, ~
Professor Nancy T. Cupolo, M .S.Ed .
De p artment Ch air
Teache r Pre p aration Department
Teacher Preparation Department II Higbee Hall. Room 109 II (518) 629-7250 II Fax (518) 629-7534
80 Vandenburgh Avenue. Troy. New York 12180-6096 II (518) 629-HVCC II www.hvcc.edu
Pr1nfed usmg soy-based mks on paper comaln.ng SO% Oll(!orall tecycled content.
Sponsored by Rensselat'f County II Pan of the SliHe umv('rslty of New York
S U N Y T R A N S F E R C O U R S E E Q U I V A L E N C Y T A B L E - A p r i l 2 7 2 0 1 5
Schenectady County Community College AS degree in Teacher Education Transfer
University at Albany BS degree in Human Development
Course #
Course Title
Major or
Pathway
SUNY
Gen Ed
Credits
Granted
Course #
Equivalent Course Title
SUNY
Gen Ed
Major or
Pathway
Credits
Accepted
BIO 141
Biology I
X
NS
3
ABIO 120
Biology
NS
3
ENG123
College Composition
X
BC
3
AENG 110
Writing Gen Ed
BC
3
ENG 124
Literature and Writing
X
HU
3
AENG 121
Reading Literature
HU
3
HIS 227/229
US History to1877; or after 1877
X
AH
3
AHIS 100
US History
AH
3
MAT 147
Statistics
X
MS
4
AMAT 108
Statistics
MS
4
PSY 121*
Introduction to Psychology
X
SS
3
APSY 101*
Introduction to Psychology
SS
X
3
PSY 221*
Educational Psychology
X
3
EPSY 200*
Intro to Psychological Process of Schooling
X
3
SOC 121*
Introduction to Sociology
X
SS
3
ASOC 115*
Sociology
SS
X
3
SOC 222
Sociology of the Family
X
3
ASOC 250
Sociology of Families
X
3
TET 221
Foundations of Education
X
3
ETAP 201
Exploring Teaching as a profession
3
TET 252
Pre-professional Seminar
X
1
ETAP 010
Pre-professional Seminar
1
Arts Elective
AR
3
Arts Elective
AR
3
Foreign Language Elective
FL
3
Foreign Language Elective
FL
3
Other World Civilizations Elective
OW
3
International Perspectives
OW
3
Concentration Course
X
3
Elective
3
Concentration Course
X
3
Elective
3
Concentration Course
X
3
Elective
3
Concentration Course
X
3
Elective
3
Concentration Course
X
3
Elective
3
Elective
6
Elective
6
Additional Major and Elective Courses Required at UAlbany
ECPY 360
Psychology, Cult-Diversity, & Social Justice
X
3
EPSY 224
Human Development
X
3
EPSY 250
Understanding Research in Human Development
X
3
EPSY 330
Intro. to Statistics in Human Development
X
3
EPSY 390
Community Service Projects
X
3
Human Development Elective**
X
3
Human Development Concentration Courses (five
courses specific to concentration)***
X
15
MINOR – an 18 credit minor is required
18
APSY/ASOC
XXX
Psychology or Sociology Elective****
X
3
Electives
4
Total Credits:
62
Total Transfer Credits Applied to Program:
62
*A 3.0 GPA is required in these courses; as well as an overall GPA of 3.00 for admission to
UAlbany’s Human Development major.
Total Credits Required after Transfer:
58
Total Credits Required for Degree
120
**Human Development Electives: ECPY 410 Supporting Individual and Community Change, EPSY 411 Foundations of Leadership in College and University Student Organizations, ERDG 404 Children's Literature,
ERDG 406 Young Adult Literature, HSPH 341 Promoting Healthy People and Communities, HSPH 342 How US Healthcare Works: Myths and Realities, HSPH 343 Mass Media and Health Behavior, RCRJ 308 Juvenile
Justice Administration, ACOM 371 Intercultural Communication, Any 300-level Psychology/Sociology courses not taken to fulfill the core requirement
*** Human Development Concentrations: Counseling Psychology, Educational Psychology, Peer Assistance and Leadership, Special Education
****Psychology and Sociology Electives: ASOC 250 Sociology and Families, ASOC 384 Sociology of Aging, APSY 327 Personality, APSY 338 Abnormal Psychology
TRANSFER ARTICULATION AGREEMENT
HUMANDEVELOPMENTDEGREEPROGRAM
SCHENECTADY COMMUNITY COLLEGE
AND
THE UNIVERSITY AT ALBANY
This Transfer Articulation Agreement is the result of thoughtful cooperation between the faculty
and staff of the University at Albany and Schenectady Connnunity College.
Academic programs at Schenectady Community College provide strong preparation for and
ready access to baccalaureate programs at the University at Albany. Therefore, we have
developed an agreement with Schenectady Community College that will provide the maximum
number of transfer credits applied to the Human Development degree program at the University
at Albany. We strongly believe that many students in a two-year program of study at
Schenectady Community College will benefit from the information, guidance and transfer course
equivalencies this agreement provides.
The University at Albany is delighted to continue our longstanding, close relationship with
Schenectady Community College and we are proud to offer each student the opportunity to earn
both an Associate's Degree and Baccalaureate Degree within the State University ofNew York
System.
James R. Stellar, Ph.D.
Provost and Vice President for Academic Affairs
University at Albany
State University of New York
The attached University at Albany and Schenectady Community College Transfer Equivalency
Table represents the required and suggested elective courses that are similar and parallel to those
completed by degree-seeking students at the University at Albany. Schenectady Community
College students who complete the program as outlined in these arrays will be awarded full
transfer credit and afforded the opportunity to complete the Bachelor's Degree in Human
Development in four additional semesters of study at University at Albany.
Students completing the Teacher Education Transfer major at Schenectady Community College
will be considered for admittance to the Human Development major at University at Albany by
satisfying the following requirements:
•
Earn a 3.0 GPA in the following classes:
PSY 221 (EPSY 200)
PSYC 100 (APSY 101)
•
Secure an overall GPA of3.00
SOCL 100 (ASOC 115)
Schenectady Community College students pursuing programs that do not conform to those
specified herein will be considered for admission on an individual basis. The Transfer Course
Equivalency Table in this agreement will be amended or expanded with mutual consent through
an annual review by both institutions.
Approved for
Schenectady Community College
State University ofNew York
Penny Havnes, Ph.D.
Vice President for Academic Affairs
Title
Dme: _______________________ ___
Approved for
University at Albany
State University ofNew,._,Yu.u.,__
Vice Provost and Dean for Undergraduate Education
Title
Date: ~c2__,('--'-fJ4-pr...:.........cLL)=---~-~-V:_Y_
1
External Evaluation Report
Form 2D
The External Evaluation Report is an important component of a new academic program proposal. The external
evaluator’s task is to examine the program proposal and related materials, visit the campus to discuss the proposal
with faculty and review related instructional resources and facilities, respond to the questions in this Report form,
and submit to the institution a signed report that speaks to the quality of, and need for, the proposed program. The
report should aim for completeness, accuracy and objectivity.
The institution is expected to review each External Evaluation Report it receives, prepare a single institutional
response to all reports, and, as appropriate, make changes to its program proposal and plan. Each separate
External Evaluation Report and the Institutional Response become part of the full program proposal that the
institution submits to SUNY for approval. If an external evaluation of the proposed program is required by the
State Education Department (SED), SUNY includes the External Evaluation Reports and Institutional Response
in the full proposal that it submits to SED for registration.
Institution: SUNY Albany
Evaluator Name (Please print.): Penny Hauser-Cram
Evaluator Title and Institution: Professor and Department Chair, Boston College Lynch School of Education
Department of Counseling, Developmental and Educational Psychology
Evaluator Signature:
Proposed Program Title: Human Development
Degree: B.S.
Date of evaluation: 11/20-11/21/2014
I. Program
1. Assess the program’s purpose, structure, and requirements as well as formal mechanisms for program
administration and evaluation. Address the program’s academic rigor and intellectual coherence.
The purpose of the proposed program is to provide a coherent interdisciplinary major in the field of
Human Development for undergraduate students. The major would be located in the School of Education,
a school which offers an undergraduate minor but no undergraduate major. The proposed major aims to
have undergraduate students “explore the psychological, social, cultural facets of human development.”
The program is structured to offer a set of core courses including 2 courses on psychological processes, one
involving schooling and one focused on issues of social justice, 2 on research methodology and analysis, 1
2
elective from the field of psychology or sociology, 1 elective in human development, 1 course on life-span
development, and a field-based learning experience. In addition, students select a concentration of at least
15 credits in one of the following areas: counseling psychology, educational psychology, peer assistance and
leadership, or special education. The concentration requirement both demands and encourages students to
go beyond a basic understanding of the processes of human development to the application of such
processes in a scholarly area of inquiry.
The program is well structured in its design of both core courses and concentrations. The requirements are
clearly specified and involve intellectual challenge. The construction of program requirements ensures that
students will engage in a well-balanced view of human development, with a high level of rigor, which is
noted especially in relation to the several planned theory-based courses and courses in statistics and
research methodology. The core courses provide coherence to the program in relation to theoretical models
and typical research approaches in the field.
2. Comment on the special focus of this program, if any, as it relates to the discipline.
The proposed program in Human Development differs from the field of psychology more generally
because of its focus on the developmental aspects of psychology and the links to ecological models.
Moreover, the program is structured so that students will learn about some of the central applications of
this field. This will encourage students to examine the intersection of human development with culture and
community issues. The concentrations will further this special focus by providing students additional
insight into different avenues of human development.
3. Comment on the plans and expectations for self-assessment and continuous improvement.
The program in Human Development will be housed in the School of Education. That School has several
faculty members with strong knowledge systems about assessment of students, faculty, and programs.
Student learning outcomes are detailed and measureable. The overall assessment of the program will be in
relation to enrollment, retention, graduation rates, and post-graduation employment. For a new and fairly
small program, this seems like a reasonable approach to program evaluation. More formative evaluation
will likely also be of value if conducted at regular intervals.
4. Discuss the relationship of this program to other programs of the institution and collaboration with other
institutions, and assess available support from related programs.
It appears that concentrated effort has been made to both distinguish this program from the more general
psychology major yet have agreement that students in Human Development may take some courses in both
psychology and sociology as well as one potential course in the field of criminal justice. Although we spoke
with only one faculty member from another department (psychology), it appears that there has been some
collaboration with that department in developing the proposed program in Human Development.
Moreover, few, if any, concerns emerged from that department. An excellent collaboration has been
established between the School of Education and the Middle Earth Peer Assistance Program which is part
of the University Counseling program.
3
5. What is the evidence of need and demand for the program locally, in the State, and in the field at large?
What is the extent of occupational demand for graduates? What is the evidence that demand will continue?
An impressive study of the current and emerging employment opportunities and career needs in the state
of New York was provided as part of the report. Indeed, as indicated in the report, the growth projections
for careers for individuals with training in Human Development and related fields are moderately high for
those with an undergraduate degree and especially high for individuals seeking to attain a graduate degree.
The proposed program is constructed so that an individual student could apply to an early admit program
for graduate study (called the BS/MS track) before completing an undergraduate degree. These programs
(termed 5th year programs in some universities) are exceedingly popular with students today as they permit
students to enter areas of specific interest before undergraduate graduation and attain some graduate
credit for courses taken at the graduate level while completing an undergraduate degree. Indeed, such
programs may serve as an on-ramp to graduate study and allow programs to recruit top undergraduate
students.
4
II. Faculty
6. Evaluate the faculty, individually and collectively, with regard to training, experience, research and
publication, professional service, and recognition in the field.
The School of Education has a solid faculty. There is a mix of Associate and Assistant Professors with
particular areas of strength in counseling, developmental, school, and educational psychology. Also, faculty
members who specialize in special education add important scholarship and value to the proposed
program. As a whole, the faculty appears to be involved in both local and national service, grant writing,
and engaged in publishing. Few full professors, however, are in the list of proposed faculty for this
program.
7. Assess the faculty in terms of number and qualifications and plans for future staffing. Evaluate faculty
responsibilities for the proposed program, taking into account their other institutional and programmatic
commitments. Evaluate faculty activity in generating funds for research, training, facilities, equipment, etc.
Discuss any critical gaps and plans for addressing them.
Faculty members have recently generated research support from several sources including the National
Science Foundation, the Institute of Education Sciences, and the U.S. Department of Education. Given the
highly competitive nature of grant funding, these are impressive endeavors.
In relation to the new major, one faculty member has already been hired and two additional ones are
proposed. Ideally, the individual hired in the area of statistics and research methods will be skillful in
teaching undergraduates as well as have expertise in a substantive area of human development.
8. Evaluate credentials and involvement of adjunct faculty and support personnel.
Several adjunct faculty and support personnel will be part of the new undergraduate program.
The adjunct faculty members are in the Department of Educational Psychology and Methodology. They
each hold doctoral degrees and teach 400-level courses in this department. Yenisel Gulatee, was hired last
spring (2013) as the Academic and Administrative Coordinator of the Human Development Program. Her
skills are regarded highly by faculty and administrators alike, and her work with the faculty on program
development and implementation will be an important strength in the future of this program. A small
percentage (10%) of the current Educational Psychology Secretary I’s time will be used to support the
undergraduate program. This may be an underestimate of time required, especially as the program
increasingly enrolls additional students over the next four years.
III. Students
9. Comment on the student population the program seeks to serve, and assess plans and projections for
student recruitment and enrollment.
The student population will be high achieving undergraduates from community and other regional colleges
(utilizing the undergraduate transfer program) as well as students entering their sophomore year at SUNY
5
Albany. The links to the community college population are likely to augment the diversity of the student
body. In our meetings with students, the proposed major was exceedingly popular. Most of those students
planned to continue their education in graduate school and to enter professions such as counseling/clinical
psychology, social work and related fields. They noted that the proposed program aligns well with their
career goals.
10. What are the prospects that recruitment efforts and admissions criteria will supply a sufficient pool of highly
qualified applicants and enrollees?
The program will only be open to students with 24 hours of college credit, a GPA of 3.0 or higher and
having completed either APSY 101 or ASOC 115 with a grade of B or better. These criteria will likely
result in a high achieving student body. Given the interest in this major from our meetings with students,
once students are made aware of the major, there will likely be many applicants. Moreover, the slow and
careful roll-out of this program is a strong aspect of the proposed design as the highest achieving students
can be selected from the pool of applicants.
11. Comment on provisions for encouraging participation of persons from underrepresented groups. Is there
adequate attention to the needs of part-time, minority, or disadvantaged students?
As previously mentioned, the outreach to community and regional colleges will assist in encouraging the
participation by students of underrepresented groups. Part-time students will be accommodated as they
are in other programs on campus, although this is an area that may need further attention depending on
demand.
12. Assess the system for monitoring students’ progress and performance and for advising students regarding
academic and career matters.
A detailed plan for monitoring students’ progress and performance has been developed. An advising
system will build on the current one in the Pathways Into Education (PIE) program. This advisement will
also assist students with community-based placements. It appears to be sufficiently staffed to do this, at
least for the initial cohorts. A mentoring program by faculty would add an important dimension to this
advising system.
13. Discuss prospects for graduates’ post-completion success, whether employment, job advancement, future
study, or other outcomes related to the program’s goals.
As previously mentioned, areas of human services are predicted to be in increasing demand during the next
decade. Therefore, the opportunity for employment upon graduation is promising. Nevertheless, without a
graduate degree these opportunities may be limited in terms of salary and advancement. Therefore the
opportunity for students to enroll in a BS/MS track, as is designed in this program, is advantageous.
IV. Resources
14. Comment on the adequacy of physical resources and facilities, e.g., library, computer, and laboratory
facilities; practica and internship sites or other experiential learning opportunities, such as co-ops or service
learning; and support services for the program, including use of resources outside the institution.
6
The resources available both on the campus and in community internship sites have been well articulated
in this proposal and are a valuable resource to the program. The library not only has a wide array of the
important research databases but also has personnel who are quite devoted to student engagement in
scholarship. The advising program related to community sites (PIE) has a well-established network of
community relationships and a well-documented plan of supervision of students in placements. If the
number of students per year eventually exceeds that currently predicted (approximately 35) in this new
major, additional staffing may be needed for internship supervision.
15. What is the institution's commitment to the program as demonstrated by the operating budget, faculty
salaries, the number of faculty lines relative to student numbers and workload, and discussions about
administrative support with faculty and administrators?
The institution appears to be very committed to the addition of this program in Human Development. In
meeting with the administration, they voiced the belief that this program, although initially small, is likely
to positively affect retention rates. They also comment that the program may attract new students to the
university. The hiring of one faculty member for this program (and advertising for two others) indicates
institutional support to its future.
IV. Summary Comments and Additional Observations
16. Summarize the major strengths and weaknesses of the program as proposed with particular attention to
feasibility of implementation and appropriateness of objectives for the degree offered.
The major strengths of this program are the well-conceptualized dimensions of the program course
sequence to include theory, research, and areas of specialization. The enthusiasm for this program is strong
based on interviews with some students, a range of faculty, and key administrators. Assuming that
additional faculty are hired for the advertised position, and the program is rolled-out slowly as proposed,
the program should be able to be implemented well.
Few major weaknesses are noted. However, recommendations for strengthening the program are noted in
section 18 below.
17. If applicable, particularly for graduate programs, comment on the ways that this program will make a unique
contribution to the field, and its likelihood of achieving State, regional and/or national prominence.
The proposed program will add a unique program of study for students at SUNY Albany. It will likely
attract student completing community and regional colleges in areas such as human services and
psychology. It will prepare students for community work in the social services as well as for more advanced
work especially in the area of Counseling Psychology. The strength of the current and proposed faculty will
likely be able to guide this program to prominence.
18. Include any further observations important to the evaluation of this program proposal and provide any
recommendations for the proposed program.
The proposed course work for the major in Human Development could be strengthened by additional
integration of topics into several courses related to race, class, gender and contemporary issues such as
immigration and sexual identity, rather than addressing such issues in only one course on social justice.
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Moreover, a fuller discussion of qualitative research (such as Participatory Action Research) is likely to
be of value to students in Human Development as such research may have particular importance in
their community sites. Finally, the construction of more explicit links between the Human
Development major and the Honors College deserve to be considered
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External Evaluation Report
Form 2D
The External Evaluation Report is an important component of a new academic program proposal. The external
evaluator’s task is to examine the program proposal and related materials, visit the campus to discuss the proposal
with faculty and review related instructional resources and facilities, respond to the questions in this Report form,
and submit to the institution a signed report that speaks to the quality of, and need for, the proposed program. The
report should aim for completeness, accuracy and objectivity.
The institution is expected to review each External Evaluation Report it receives, prepare a single institutional
response to all reports, and, as appropriate, make changes to its program proposal and plan. Each separate
External Evaluation Report and the Institutional Response become part of the full program proposal that the
institution submits to SUNY for approval. If an external evaluation of the proposed program is required by the
State Education Department (SED), SUNY includes the External Evaluation Reports and Institutional Response
in the full proposal that it submits to SED for registration.
Institution: Department of Human Development and Family Studies, Colorado State University
Evaluator Name (Please print.): Christine A. Fruhauf, Ph.D.
Evaluator Title and Institution: Associate Professor and Director, HDFS Extension; Coordinator,
Gerontology Interdisciplinary Minor
Evaluator Signature:
Proposed Program Title: Human Development
Degree: B.S.
Date of evaluation: 11/20/14-11/21/14 (site visit); 11/28/14 (written report)
I. Program
1. Assess the program’s purpose, structure, and requirements as well as formal mechanisms for program
administration and evaluation. Address the program’s academic rigor and intellectual coherence.
The purpose of this program is to develop and deliver a new undergraduate major in Human Development (HD)
that will be located in the School of Education’s Department of Educational and Counseling Psychology (DECP)
at SUNY-Albany. The structure of the HD program will embrace similar HD programs across the U.S. by
addressing cultural and social issues of individuals, families, and communities. What is a unique strength to this
program is the fact it includes an interdisciplinary lifespan focus on individual development and learning with
four concentrations. The concentrations include: (1) counseling psychology, (2) educational psychology, (3) peer
assistance and leadership, and (4) special education. These concentrations relate closely to the expertise of the
faculty in Counseling Psychology, Educational Psychology and Methodology, School Psychology, and Special
Education. The requirements of undergraduate students enrolled in the HD major will include a total of 120
credits over four years including eight semesters. The program includes core competency/general education
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credits, credits from core HD courses, and credits that apply directly to students’ chosen concentrations for a total
of 120 credits at the undergraduate level. This course plan should take students a total of four years to complete.
At this point, it is also likely that students will choose to complete a BS/MS degree over five years.
As previously stated, the program will be administered through faculty and staff from the DECP. In addition,
three new faculty lines in statistics/methods, developmental psychology, and educational and counseling
psychology/educational psychology and methodology have been dedicated to supporting the major in HD. One
line has been hired (i.e., Kimberly Colvin, educational and counseling psychology/educational psychology and
methodology) and there are currently two searches in place this year to hire the other two faculty. It is expected
that faculty will teach at least one undergraduate course related to the HD major a year. Yenisel Gulatee,
Academic and Administrative Coordinator, will serve as a point of contact for students wanting to enroll in the
major, as well as, will assist the Department in seeing the program succeed. Heidi Audino, Director of Pathways
Into Education (PIE), will serve as a key advisor and will assist HD students seeking practicum/internships. The
evaluation plan for the HD major includes mapping HD courses to the Student Learning Outcomes (SLOs)
designed by the faculty and staff. The SLOs are well thought-out and outlined in the proposal. Finally, the
academic rigor of the HD major is stellar. For example, few HD programs across the U.S. have a dedicated
statistics course nor do they have a course focusing solely on understanding research (with strong focus on
methods) in HD. Further, given the pure nature of the fact that faculty in DECP are used to teaching graduate
courses, the expectation of students will be higher than other undergraduate programs at SUNY-Albany and
across the nation.
2. Comment on the special focus of this program, if any, as it relates to the discipline.
This undergraduate major in HD includes a lifespan approach through four concentrations: (1) counseling
psychology, (2) educational psychology, (3) peer assistance and leadership, and (4) special education. Counseling
psychology is closely related to the field of marriage and family therapy, oftentimes found in departments
including human development and family studies majors. The counseling psychology concentration will likely
lead graduates of this program entering into counseling or clinical psychology, marriage and family therapy
programs, mental-health, allied health, and public health disciplines. The educational psychology concentration
strongly links to teacher and principle preparation foci and areas including adult education. Peer assistance and
leadership links to the human development discipline as it closely relates to adolescent and emerging adulthood
development. It also nicely ties to fields associated with student affairs and higher education as well as prevention
and intervention programming for individuals and families. In particular, the later part of this special focus (i.e.,
prevention science) is a new and emerging area of study that programs in HD across the U.S. are addressing in
their curriculum. Finally, the special education concentration of the HD major allows for students to understand
special education and atypical development of children through adulthood. It will also provide the necessary
foundation for students wanting to work with programs related to child development and education.
3. Comment on the plans and expectations for self-assessment and continuous improvement.
At this time, there is a clear plan to complete outcomes assessments of the HD program. For example, in the
proposal the SLOs are clearly outlined and described for core HD courses and for the courses mapped onto the
four concentrations. The SLOs are reasonable, nicely fit with the program’s goals, and are clearly articulated for
students’ understanding. Further, the faculty have also outlined which courses map onto which SLOs.
During my visit to campus, it was clear to me after talking with Drs. Robert Bangert-Drowns, Dean School of
Education and with Kevin Quinn, Chair of DECP that Drs. Joan Newman and Heidi Andrade have produced
exemplar assessments for their programs in the past and that there is no concern that they would not continue to
do so in the future for the HD program. Furthermore, Yenisel Gulatee is committed to seeking and listening to
student feedback. She also stated that based on feedback from students, faculty, and administration she will work
with faculty to make improvements to the program. Finally, the faculty have outlined in their proposal that they
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will conduct a three year review of their program, as opposed to waiting until year six (as required of all SUNY-
Albany programs). This is an excellent way to address any unforeseen/unanticipated challenges that might arise in
the first few semesters of the program and quickly make necessary changes. This assessment plan will not only
strengthen the program but will provide students with state of the art learning, making them competitive with
peers from other institutions for graduate study and career/job placement after graduation.
4. Discuss the relationship of this program to other programs of the institution and collaboration with other
institutions, and assess available support from related programs.
Currently, there are four programs that directly relate to the new HD program. These include the Education Minor
which closely relates to the Education Psychology concentration and the Middle Earth Program that fits nicely to
the Peer Assistance and Leadership concentration. There is a strong connection with the Honors College at
SUNY-Albany which will also add to the rigor of the program. Finally, students will also learn of this major
through collaborative efforts with local community colleges (i.e., Columbia-Greene, Adirondack, Sullivan,
Fulton-Montgomery) and other universities in the Albany community and the state of New York.
5. What is the evidence of need and demand for the program locally, in the State, and in the field at large?
What is the extent of occupational demand for graduates? What is the evidence that demand will continue?
Nationally, the job growth for students with degrees in human development and related fields is expected to grow
by over 17% as projected by the National Department of Labor. Well trained individuals at the undergraduate
level will be needed in the following fields: substance abuse treatment, mental health services, healthcare social
workers/case managers, community-health workers, and social and human services. Further, it is noted that these
occupations related to human development are expected to grow at a rate above average in the state of New York
with a demand at 14% growth. This demand will continue as the need for support services continues and funding
to mental health, health and wellness, and services to support individuals, families, and communities grows.
Further, given our aging society, it is important to note the strong connection between students who study human
development and services meeting the needs of older adults. This area of job growth will likely continue to
increase as baby boomers age.
II. Faculty
6. Evaluate the faculty, individually and collectively, with regard to training, experience, research and
publication, professional service, and recognition in the field.
The faculty in the DECP are well trained. Most faculty are at the rank of associate or full professor with strong
publication records and focused research programs. They are well published and particularly so in leading top-tier
journals addressing children and families, best practices in education and learning, and counseling and
educational psychology. Faculty serve on important and valued professional service as well as service to the
university. Aside from this collective strength, as a unit the Department is missing faculty who can teach and
whose program of research focuses on the later part of the life span. At the present moment no faculty’s interest in
the DECP is on adult development and aging.
J. Newman – trained school psychology students at the Child Research Studies Center. She has spent extensive
time working with schools and families and an additional area of research is on cultural diversity and particularly
working with Mohawk adolescents through a 11 year NIEHS grant.
H. Andrade – is a Harvard graduate whose research has focused on thinking, learning, and student self-
assessment. She has written numerous articles (some are recognized as stellar articles in the field) and two books
addressing student learning and assessment.
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D. Dai – after earning his PhD from Purdue, Dai worked as a post-doctoral research fellow at the National
Research Center on the Gifted and Talented at the University of Connecticut. He received the early career award
from the National Association for Gifted Children and received a Fulbright Award to study and work in China. He
serves on various editorial boards and is a well-known scholar in his field.
Z. Yan – is a full-time adjunct faculty member and a graduate of Harvard. Yan teaches classes in child
developmental, educational psychology, and structural equation modeling. His research focuses on dynamic and
complex relations between contemporary technologies and human development.
M. D. Crimini – is Director of the Middle Earth Peer Assistance Program and has been awarded as the PI or Co-PI
on multiple federal, state, and local grants addressing high-risk drinking, particularly on college campuses. She is
also a licensed psychologist in the state of New York. Her work is published in national and international journals
on substance abuse.
K. Asardo-Saddler – focuses her broadly defined research on special education and focuses on Autism Spectrum
Disorders (ASD) and developmental disabilities. She also examines writing and self-regulatory strategies for
students with ASD. She has been awarded a grant to support her work and serves as a co-editor for a statewide
journal and is on the editorial board for other journals focusing on special education.
B. Saddler – worked as a special education teacher prior to becoming an academic. Saddler is interested in special
education particularly as it relates to writing disabilities, self-regulation and self-monitoring.
K. Quinn – is currently the department chair and prior to his faculty position with a focus in special education he
managed grants investigating the development of community-based systems of interagency care for children and
youth with serious emotional disturbance. He is well known for his research and publications addressing children
and youth with emotional disturbance and has published in the leading journals in this area. He recently received a
large grant to further his area of interest.
K. Colvin – is a new hire for the HD program. Prior to beginning her appointment at SUNY-Albany she
completed a post-doctorate at MIT’s physics education group where she used multivariate statistics to understand
student performance in online courses. Colvin also taught high school math in the state of New York for 10 years.
7. Assess the faculty in terms of number and qualifications and plans for future staffing. Evaluate faculty
responsibilities for the proposed program, taking into account their other institutional and programmatic
commitments. Evaluate faculty activity in generating funds for research, training, facilities, equipment, etc.
Discuss any critical gaps and plans for addressing them.
There are 10 full-time faculty with nine who are tenured or tenure-track faculty. In addition, there are three part-
time adjunct faculty and two new full-time tenure-track faculty hires (these searches are currently being
conducted) provided to support and grow the HD major. Based on the proposed growth of the HD program this
number of faculty is sufficient to meet the program needs. It is expected that faculty will teach at least one
HD/undergraduate course a year. This change to faculty teaching schedules (i.e., moving away from
predominantly teaching all graduate courses) should not be a burden to their program of research. As a matter of
fact, I foresee faculty identifying stellar HD undergraduate students to then work with them in their labs and on
their research teams. This will only enhance faculty productivity, especially if faculty can recruit top students
from their research teams to apply to their graduate programs.
In the past, faculty have been successful in securing both internal and external funding to support their research
and pay for graduate research support. These large scale grants will allow faculty to bring HD students into their
labs and train them on various methods and procedures to enhance their work and future grant applications.
Finally, the only gap I see is not having a faculty member in adult development and aging. At this point, I’m not
5
certain this gap in faculty expertise is addressed in the proposal or during the site visit. It may however be
something they can consider when reviewing applications for the two open positions.
8. Evaluate credentials and involvement of adjunct faculty and support personnel.
The three adjunct faculty listed in the proposal all have PhDs or a PsyD from reputable universities. Further the
academic coordinator and the PIE director and practicum/internship coordinator are all highly qualified to
successful support and move the HD program forward.
III. Students
9. Comment on the student population the program seeks to serve, and assess plans and projections for
student recruitment and enrollment.
Students who are interested in applied knowledge, direct practice, education and learning, and counseling
psychology will find this HD major a perfect fit for their career goals. Along with this, students interested in
community-development will also find this major to meet their needs. This program, as it grows, also has the
potential for students interested in allied health and pre-health fields to meet the bachelor’s requirements to then
apply for graduate study in occupational therapy, physical therapy, nursing, medicine, dentistry, pharmacology,
etc. Right now, it looks like some courses (i.e., anatomy and physiology) might have to be obtained through other
channels, but none-the-less a Bachelor’s Degree in HD is an excellent foundation for students pursuing such
careers.
I believe the enrollment plan of 25 students a year is reasonable. The major does not want to grow too fast.
Therefore, a steady stream of strong students will only increase the rigor and reputation of the program and will
provide a manageable student body that faculty and advisors are comfortable teaching and mentoring. This
recruitment and enrollment plan will likely will lead to students working extremely hard to increase their GPA
and class performance so they receive acceptance into the program. Furthermore, based on similar HD programs
in the SUNY system, it looks like this program is projected to maintain a steady enrollment of anywhere between
125 to 350 majors.
The plan is to recruit students through PIE. This is a great place to centralize recruitment and advising efforts.
However, you may consider renaming PIE to include human development; otherwise the program runs the risk of
students not noticing or recognizing this as the place to also receive support for fields related to human
development. Further, the program staff plan to recruit during departmental open houses, at “Closer Look,” and
through guest lectures in core courses that might relate closely with HD. Finally, staff plan to recruit students
from community colleges (e.g., Hudson Valley) and other universities close to campus.
10. What are the prospects that recruitment efforts and admissions criteria will supply a sufficient pool of highly
qualified applicants and enrollees?
There are multiple factors that will supply a sufficient pool of highly qualified applicants and enrollees. First,
students interested in related disciplines (i.e., anthropology, psychology, and social welfare) will find the ability to
focus their work to a specific area of human development through the four concentrations as a strength. Second,
the program is a Bachelor’s of Science and not a Bachelor’s of Arts which is what current students can earn if
they choose psychology. Third, the proposed small class sizes (i.e., 30 to 35 students) is a strength of the program
as other related disciplines have larger lecture type courses. This will provide students who like to learn through
discussions, case studies, independent and group projects, an opportunity to shine and build their strengths. This
also allows for students to build relationships with faculty and faculty to nurture relationships with students
outside of the classroom setting to recruit them to graduate study.
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11. Comment on provisions for encouraging participation of persons from underrepresented groups. Is there
adequate attention to the needs of part-time, minority, or disadvantaged students?
The proposed plan for encouraging participation of persons from underrepresented groups is reasonable. There is
a strong plan for recruitment of transfer students (i.e., 10 a semester), which oftentimes leads to diverse
populations. Further, the student population at SUNY-Albany is 40% diverse. My projection is that the student
body in the HD major will mirror the diversity of the University and possibly may be higher than the SUNY-
Albany entire student body given the focus of this major addresses vulnerable populations. Additionally, given the
attention to practical and applied skills, it is likely that students already working in the field might find it desirable
to come back to campus and pursue this major either through full-time or part-time enrollment.
12. Assess the system for monitoring students’ progress and performance and for advising students regarding
academic and career matters.
Through the PIE office, staff will take the approach of advising for academic and degree completion, along with
career development particularly as it relates to internship placements. This will take place through the
collaborative efforts of Yenisel Gultee and Heidi Audino. Faculty should be expected to provide office hours and
time to guide HD students on career planning. It might be a good idea, particularly in the first three years to have
faculty keep track of the amount of time they spend advising students on careers, as well as where student career
interests are focused. This would serve as a way to evaluate the program, gage student interests, and see where
more resources should be designated. This will also connect students to faculty research interests. Further, it
might be useful when students enter the program to identify one or two faculty whose interest might align with
their interests and encourage students to talk with these professors.
The outcomes assessment plan includes SLOs. Under the direction of Drs. Joan Newman and Heidi Andrade, the
SLOs will be utilized to provide an assessment of the HD program. In the past, Newman and Andrade’s work has
been noted as exemplar and, as a result, it is my guess the same will be true about the assessment for the BS in
HD. Based on the model proposed in the proposal you may consider also measuring if students ended up with
emerging or mastery knowledge of the material evaluated. This provides another level of assessment.
13. Discuss prospects for graduates’ post-completion success, whether employment, job advancement, future
study, or other outcomes related to the program’s goals.
Graduates with a BS in HD from SUNY-Albany are likely to find jobs working for non-profit, for-profit, and
government agencies addressing mental health, community and individual physical health, disabilities, spiritual
health, advocacy and crisis centers, childcare, adult daycare and nursing homes, senior centers, and family
resource centers. It is likely that they may work as program coordinators, educators, community health liaisons,
case managers, program developers and evaluators, and as agency directors. Further, graduates of this program
may also find jobs related to public policy addressing education, children and maternal health, parenting, mental
health, aging, and community development.
It is likely that many students will continue with their education after completing the BS in HD. This program is a
well-designed program for becoming a feeder program for a graduate degree in counseling psychology and
educational psychology. Further, the opportunity to declare a BS/MS five year degree is an option that many
students will find desirable.
IV. Resources
14. Comment on the adequacy of physical resources and facilities, e.g., library, computer, and laboratory
facilities; practica and internship sites or other experiential learning opportunities, such as co-ops or service
learning; and support services for the program, including use of resources outside the institution.
7
There are two libraries on campus that have the necessary materials and resources for students in HD. There is a
lengthy list of appropriate research databases that students and faculty in HD may use. For example, PsychINFO,
ERIC, and EPSCO are sources necessary for student and faculty research in HD. The library also has various
periodicals and references that will be of use to students. Group study rooms, quiet spaces and talking spaces are
also available to students through the library. What I found even more exciting for student support is that the
SUNY-Albany library system has a 24 hour hotline where students can ask a librarian a question. Finally, the
dedicated librarian for social sciences and the HD major, Deborah LaFond, is a valuable resource for students.
Not only because of her particular interest in social sciences but also because of her enthusiasm and interest in
assisting students with their work.
15. What is the institution's commitment to the program as demonstrated by the operating budget, faculty
salaries, the number of faculty lines relative to student numbers and workload, and discussions about
administrative support with faculty and administrators?
The operating budget for the major in HD is reasonable and faculty salaries and start-up packages for new faculty
are competitive to other institutions of higher education. SUNY-Albany is committed to seeing this new major in
HD succeed. This is evident first from the hiring of the Yenisel Gulatee, Academic and
Administrative Coordinator, Educational and Counseling Psychology, and from the three new faculty lines (i.e.,
statistics/methods; developmental psychology; and Educational and Counseling Psychology/ Educational
Psychology and Methodology) dedicated to teach courses in HD and assist in building the program. Given the
plan for growing the program, these three faculty lines are more than adequate for meeting the needs of new
student majors in HD. I am also pleased to see that these are dedicated tenure-track faculty lines, where
individuals will be able to establish her/himself in the field of HD, assist in building the program, and provide
guidance towards the seven new courses (and any other courses that may come in the future). Given the Dean
encourages faculty to create a new course soon after they arrive to SUNY-Albany, I would encourage the search
committee to strongly consider hiring faculty with a focus in adult development and aging or adult education.
Faculty lines to undergraduate students is reasonable with 10 full-time faculty to 125 HD Majors (after five
years). If you include the part-time adjunct faculty and the two new hires this would be 15 faculty to 125 students.
As a result of this faculty to student ratio, closer connections and mentoring between faculty and students will
transpire. Students will also benefit from smaller class sizes and stronger connections to faculty and their
research. It is also expected that faculty workload will still be manageable as there is a strong plan for integrating
undergraduate students into faculty program of research. I encourage the program to create a new course (i.e.,
Type B or Independent Study) that includes undergraduate research assistant/project in the title. This will then be
listed on the students’ transcript that they did complete research credit.
IV. Summary Comments and Additional Observations
16. Summarize the major strengths and weaknesses of the program as proposed with particular attention to
feasibility of implementation and appropriateness of objectives for the degree offered.
There are numerous strengths of the SUNY-Albany HD program as it relates to the implementation and
appropriate of objectives for the degree offered. Here is a bulleted list of the strengths:
Meets a need in the community, state, and nation.
Directly ties to current graduate programs on the SUNY-Albany campus and in the DECP.
Has dedicated faculty and staff to focus on development, maintenance, and evaluation of the major.
Strong practicum/internship placement sites.
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Direct connection to the Middle Earth program; particularly important for the Peer Assistance and
Leadership concentration.
Current students enrolled at SUNY-Albany are enthusiastic about the program.
Applied nature of the program of study, including direct practice of the program.
Support from community colleges, local community, and the University through the 2020 initiative.
Strong, yet, realistic enrollment plan over five years.
The statistics course covers the necessary topics expected of undergraduate statistics courses tied to
particular disciplines. For example, this course covers basic and moves towards advanced statistics. I
particularly, believe the stronger emphasis on quantitative methods is appropriate for undergraduate
courses with less focus on qualitative methods. Should you believe qualitative methods are important, I
think it should be taught to students in an independent study or through research teams with faculty.
There are only a few areas for improvement in the development of the HD major. There include:
More emphasis on the life span part of the human development. Where appropriate, for the proposed
newly developed courses, I would encourage stronger linkages to theories related to lifespan
development. For example, I believe that the link to Eric Erikson’s work is explicitly covered. However,
the Bioecological Model of Human Development (Uri Bronfennbrenner), Lifespan Development
Perspective (Paul Baltes), and the Lifecourse Perspective (Vern Bengston and Katherine Allen) are non-
existent in the course outlines. Furthermore, I would encourage greater connections to lifespan human
development in examples and course assignments and I would suggest overtime building relationships
with local long-term care facilitates, adult day centers, senior centers, and Area Agencies on Aging as
potential practicum/internship placement sites.
Consider developing a core course at the 100 level in HD. This will provide an avenue for students to
learn about the core HD discipline as early as their freshman year. It might be of best interest to the
program to make this a general education/core competency course for all SUNY-Albany students. Other
courses that might be developed as the program grows and evolves are: (1) an adult development and
aging/adult education course and/or (2) vocational learning/career development.
Consider making the human sexuality course a core HD course or as part of the electives/concentrations
that students may choose from.
It might be useful to provide more detail about the evaluation program and procedures. Yet, this is not a
concern, only an area for further development and I am certain it will evolve overtime.
17. If applicable, particularly for graduate programs, comment on the ways that this program will make a unique
contribution to the field, and its likelihood of achieving State, regional and/or national prominence.
The unique contribution of this HD program is the focus on individual learning. Many HD programs do not have
this as a focus and because of the concentrations and the Department to which this major is housed, faculty’s
expertise will support and grow the focus on learning. Although many HD programs do not have this focus,
students are often interested in education (primary and secondary) as well as elements of adult education as it
applied to running trainings, programs and series for adults. Further, students are often interested in the teaching
and learning that happens one-on-one between the practitioner and client. The counseling psychology and the peer
assistance and leadership concentrations will be of extreme interest to students especially as it relates to applied
“helping skills” when working with individuals and families. Again, this new major in HD will provide these
skills and many more for student success as graduates of the program. Finally, I believe this program’s unique
focus on learning sets it apart from other SUNY system HD majors and programs, leading it to state prominence
with national program excellence.
18. Include any further observations important to the evaluation of this program proposal and provide any
recommendations for the proposed program.
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It is my belief that this program will have a strong reputation as a rigorous program in HD. Current students and
graduates of the program will be prepared to successfully work with individuals, families, and communities. They
will have successful careers who will give back to the university as strong alumni donors, supporters, and
advocates to future SUNY-Albany students.
Version 2013-10-15
Department of Educational & Counseling Psychology
Division of Educational Psychology
INSTITUTIONAL RESPONSE TO THE HUMAN DEVELOPMENT PROGRAM
REVIEW
DATED: January 27, 2015
The feedback and comments received from the reviewers were very constructive and helpful.
Overall the program review was a positive exchange of ideas that we very much appreciated.
Below are the responses to the reviewers’ comments and suggestions.
REVIEWER I (Penny Hauser-Cram)
Comment (Q3):
More formative evaluation will likely also be of value if conducted at regular intervals.
Response:
We are committed to the importance of formative assessment, including for our new program.
We will adhere to the evaluation program policies and guidelines set forth by the Office of
Institutional Planning and Effectiveness. (Please see link for specific guidelines:
http://www.albany.edu/assessment/prog_review.html).We believe it will be essential to obtain
detailed feedback from the students, instructors, field work supervisors, and advisors so that we
can modify any aspects of the program that are of concern or potential concern. This will be
especially important in the early years of the program. Existing course evaluations (recently
improved) will provide very useful information. These will be supplemented by surveys sent to
instructors and field work supervisors. Completed class evaluations and surveys will be read,
reflected upon, and discussed every semester by the coordinator, advisor, and a committee
selected from the PIE director, division director(s), and department chair. Program modifications
Education 233
1400 Washington Ave., Albany, New York 12222
PH: 518-442-5055… FX: 518-442-4953
www.albany.edu/education
will be initiated as necessary.
Comment (Q6):
As a whole, the faculty appears to be involved in both local and national service, grant
writing, and engaged in publishing. Few full professors, however, are in the list of proposed
faculty for this program.
Response:
All full professors in the divisions hosting the four concentrations were listed in the proposal.
The relatively small number reflects the fact that there has been a number of retirements in the
past few years, resulting from the time elapsed since inception of the research university and the
consequent hiring of many faculty at that time. It is hoped that some of the faculty who are
currently associate professors will achieve promotion in the near future.
Comment (Q7):
Ideally, the individual hired in the area of statistics and research methods will be skillful in
teaching undergraduates as well as have expertise in a substantive area of human
development.
Response:
We are in the process of selecting this new faculty member and will have this requirement in
mind.
Comment (Q8):
A small percentage (10%) of the current Educational Psychology Secretary I’s time will be
used to support the undergraduate program. This may be an underestimate of time
required, especially as the program increasingly enrolls additional students over the next
four years.
Response:
The amount of time required will be assessed as the program is implemented. In addition to the
secretary, the HD program will also have a graduate assistant to provide necessary support.
Comment (Q11):
Part-time students will be accommodated as they are in other programs on campus,
although this is an area that may need further attention depending on demand.
Response:
We will support in any way we can all of our students, including any part-time students that we
may have in the program. Furthermore, we will certainly support and cooperate with any
university efforts to help the part-time student population.
Comment (Q12):
A mentoring program by faculty would add an important dimension to this advising
system.
Response:
As mentioned by the reviewer, there is already an advisement system planned, starting with
initial advisement into the program by PIE (renamed as PIEHD), and subsequent advisement
within the program by the HD Coordinator supplemented by a graduate assistant. The
Coordinator will take responsibility for helping the student select a concentration and courses,
and for suggesting any faculty members who have research or teaching interests in the areas
identified by the student. HD majors will be invited to all research presentations such as
lunchtime brown bags, and students with particular interests will be invited to attend meetings of
relevant research teams. It will be the Coordinator's responsibility to remind faculty of this
policy.
Comment (Q14):
The resources available both on the campus and in community internship sites have been
well articulated in this proposal and are a valuable resource to the program. The library
not only has a wide array of the important research databases but also has personnel who
are quite devoted to student engagement in scholarship. The advising program related to
community sites (PIE) has a well-established network of community relationships and a
well-documented plan of supervision of students in placements. If the number of students
per year eventually exceeds that currently predicted (approximately 35) in this new major,
additional staffing may be needed for internship supervision
Response:
This is a restricted major only accepting 25 students per year for the first 5 years. We don’t plan
to increase the number of admissions per year, unless there is a change in objectives and/or
priorities for this program. If this change were to occur, a careful analysis/assessment of needed
resources (courses, space, advisement resources, professors) would take place, before any
increase in admissions would be implemented.
Comment (Q18):
The proposed course work for the major in Human Development could be strengthened by
additional integration of topics into several courses related to race, class, gender and
contemporary issues such as immigration and sexual identity, rather than addressing such
issues in only one course on social justice.
Response:
Issues of social equity already permeate coursework in Counseling and Peer Assistance and
Leadership. They are less explicit in the course work of the remaining two concentrations, but
they are addressed. For example, Educational Psychology has a required course addressing social
issues involved in testing; these social issues arise from bias in the creation, administration,
interpretation and application of tests. Students will be alerted to various sources of social bias,
including sampling bias, in the articles they read for the developmental courses.
Special Education instructors have a social equity framework and present the treatment of
exceptional individuals as particular embodiments of human diversity. Additionally,
disproportionality issues with regard to the extent students of color are over-identified as
disabled in our schools, as well as disproportionality with regard to the discipline of students of
color within schools are key content elements of our curriculum. Moreover, the Dignity for All
Students Act (DASA) took effect in New York state on July 1, 2013. It will be mandatory for all
human development students, regardless of concentration, to complete six (6) clock hours of
coursework or training that proactively addresses the social patterns of harassment, bullying and
discrimination and is designed to provide participants with the knowledge and skills needed to
create an affirming school environment for all students.
(http://www.highered.nysed.gov/tcert/certificate/dasa-syllabus.html)
Comment (Q18) #2:
Moreover, a fuller discussion of qualitative research (such as Participatory Action
Research) is likely to be of value to students in Human Development as such research may
have particular importance in their community sites.
Response:
Participatory research necessitates deliberate reflection on the actions and circumstances of
oneself and others. It involves careful consideration of causes and contexts of human behavior
and development, and the extent to which those factors can be deliberately modified to ensure or
improve behavior and outcomes. This reflective orientation will be developed in the core
required EPSY 390 Field Based Learning Experience, for which students will write a reflective
journal which will be shared with their supervisor. All students are also required to take EPSY
250 Understanding Research in Human Development. A variety of research models will be
considered in their course, including qualitative studies. Students in the Educational Psychology
concentration can choose to conduct a qualitative study for their independent research project
(EPSY 481), although such studies are often more time consuming than quantitative studies and
hence may not be suitable for all undergraduate students in the major.
Comment (Q18) #3:
Finally, the construction of more explicit links between the Human Development major
and the Honors College deserve to be considered
Response:
We have had conversations with the director of the Honors College. We look forward to having
an Honors component to some or all concentrations of our major and plan to add an Honors
program after demonstrating success with this program.
REVIEWER I I (Christine A. Fruhauf)
Comment (Q6):
As a unit the Department is missing faculty who can teach and whose program of research
focuses on the later part of the life span. At the present moment no faculty’s interest in the
DECP is on adult development and aging.
Response:
While at this time our faculty doesn’t include a member whose primary research interest is in
adult development and aging, we do have instructors who are experienced in teaching about the
whole lifespan, and other instructors for whom it will not be difficult to extend their coverage of
development beyond adolescence. We are currently interviewing for a new faculty member in
Human Development and are considering this suggestion as we conduct the search.
Furthermore, a required core course, that covers adult development and aging for all students in
the Human Development major, is EPSY 224 Lifespan Development. Instructors of this course
will be informed of the need to cover the theorists mentioned by the reviewer among other
theorists that are already covered, some of which (such as Erikson, Piaget, Kohlberg) already
include adult stages in their theories. Moreover, in EPSY 224 students are required to write a
case study in which they must relate what they learn about an individual to theorists and research
findings learned in the course. The syllabus requirement states that the person must be a person
of middle age or older. As EPSY 224 (Lifespan Development) is in the required core, all students
in the major will be exposed to adult development in these ways.
In addition, all students in the major are required to complete a field placement (EPSY 390). We
will increase the number and variety of placements in facilities for adults and elderly. Students
will read articles relevant to these placements, and write reflections on them in their journals. To
organize their summaries, students will need to become very familiar with at least one of the
theories of lifespan development.
Comment (Q7):
Finally, the only gap I see is not having a faculty member in adult development and aging.
At this point, I’m not certain this gap in faculty expertise is addressed in the proposal or
during the site visit.
Response:
Please see response to the point above (Q6).
Comment (Q9):
You may consider renaming PIE to include human development; otherwise the program
runs the risk of students not noticing or recognizing this as the place to also receive support
for fields related to human development.
Response:
This is an excellent suggestion. We will have discussions with PIE personnel to decide on a
name such as Pathways into Education and Human Development (PIEHD).
Comment (Q12):
It might be a good idea, particularly in the first three years to have faculty keep track of
the amount of time they spend advising students on careers, as well as where student career
interests are focused. This would serve as a way to evaluate the program, gage student
interests, and see where more resources should be designated. This will also connect
students to faculty research interests. Further, it might be useful when students enter the
program to identify one or two faculty whose interest might align with their interests and
encourage students to talk with these professors.
Response:
In the first three years PIEHD staff will conduct initial advisement of undergraduates exploring
their interest in human development and education. The Human Development Coordinator will
be responsible for student advisement within the HD program, supplemented as necessary with
assistance from a graduate assistant. All of these people will record their advisement hours, and
the particular program and career interests of students. The HD Coordinator will remain in close
contact with faculty (e.g. by attending faculty functions and many faculty meetings) and so be
able to steer students towards faculty members whose interests align with theirs.
Comment (Q12) #2:
Based on the model proposed in the proposal you may consider also measuring if students
ended up with emerging or mastery knowledge of the material evaluated. This provides
another level of assessment.
Response:
Each of the four concentrations has a different list of SLOs, many of which do not concern the
mastery of a specific set of material; instead they emphasize more global attitudes and
competencies. These are best evaluated by the variety of requirements and activities offered in
each course in the concentration.
Comment (Q15):
Given the Dean encourages faculty to create a new course soon after they arrive to SUNY-
Albany, I would encourage the search committee to strongly consider hiring faculty with a
focus in adult development and aging or adult education.
Response:
Please see response to the point above (Q6).
Comment (Q15) #2:
I encourage the program to create a new course (i.e., Type B or Independent Study) that
includes undergraduate research assistant/project in the title. This will then be listed on the
students’ transcript that they did complete research credit.
Response:
We definitely want to provide our undergraduates with research opportunities and experiences.
There is an existing course (EPSY 480 Independent Study in Educational Psychology) in which
students in any concentration can gain credit for participating in faculty research. This credit will
be listed on the student's transcript.
Comment (Q16):
More emphasis on the life span part of the human development. Where appropriate, for
the proposed newly developed courses, I would encourage stronger linkages to theories
related to lifespan development. For example, I believe that the link to Eric Erikson’s work
is explicitly covered. However, the Bioecological Model of Human Development (Uri
Bronfennbrenner), Lifespan Development Perspective (Paul Baltes), and the Lifecourse
Perspective (Vern Bengston and Katherine Allen) are non-existent in the course outlines.
Response:
The omitted theorists were brought to the attention of the instructors for the lifespan
development course EPSY 224 and the syllabus was revised.
Comment (Q16) #2:
Furthermore, I would encourage greater connections to lifespan human development in
examples and course assignments and I would suggest overtime building relationships with
local long-term care facilitates, adult day centers, senior centers, and Area Agencies on
Aging as potential practicum/internship placement sites.
Response:
We agree that this is important and we have started dialog with some of these facilities. For
example, St. Peter's Nursing and Rehabilitation Center, Albany County Nursing Home, Hudson
Park Rehabilitation and Nursing Center, Senior Services of Albany (Newgate Social Adult Day
Services and the Helderberg Haven Social Adult Day Program), Daughters of Sarah Senior
Community, and Eddy Day Break Adult Care.
Comment (Q16) #3:
Consider developing a core course at the 100 level in HD. This will provide an avenue for
students to learn about the core HD discipline as early as their freshman year. It might be
of best interest to the program to make this a general education/core competency course for
all SUNY-Albany students.
Response:
We have modified EPSY 424 to EPSY 224. We consider EPSY 224 such an introductory course,
and it is now placed early in the course sequence, so that all students will take it before they do
field placements or before they study other related topics. EPSY 224 will give a good framework
for understanding the other coursework.
Comment (Q16) #4:
Other courses that might be developed as the program grows and evolves are: (1) an adult
development and aging/adult education course and/or (2) vocational learning/career
development.
Response:
These are good suggestions for us to address as the program and enrollment develops.
Comment (Q16) #5:
Consider making the human sexuality course a core HD course or as part of the
electives/concentrations that students may choose from.
Response:
This is a good idea. As the new major is implemented and evolves, we will give courses in these
areas serious consideration, especially if program review data support adding them.
We also plan to encourage our students to take part in the educational presentations and
programming that are offered during Sex Sense Week, Sexual Assault Awareness Month, and
Domestic Violence Awareness month. In addition, we would also encourage our students to
explore educational opportunities with Project SHAPE (Sexual Health and Peer Education
program).
Comment (Q16) #6
It might be useful to provide more detail about the evaluation program and procedures. Yet, this is
not a concern, only an area for further development and I am certain it will evolve overtime.
Response:
The Human Development program will adhere to the evaluation program policies and guidelines set forth
by the Office of Institutional Planning and Effectiveness. (Please see link for specific guidelines:
http://www.albany.edu/assessment/prog_review.html). UAlbany conducts program reviews on a
seven-year cycle. However, since this is a new program we plan an initial assessment at the
completion of its third year. This will ensure that the program is meeting the educational objectives
while maintaining high quality across the program. Furthermore, our department of Educational
and Counseling Psychology has a history of successful assessment and evaluation of our graduate
programs. As a result, we plan to implement best practices when carrying out an
assessment/evaluation plan. The evaluation plan will include assessment of performance of faculty
(faculty composition, teaching and scholarship), and assessment of the student learning outcomes
(See Curriculum Map appended). We would administer student surveys, review student transcripts,
student retention rates, and their overall performance in courses and involvement in student
development activities.
