THE UNIVERSITY OF NORTH CAROLINA AT ASHEVILLE

 

FACULTY SENATE

 

Senate Document Number 9111S

 

Date of Senate Approval 04/28/11

 

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Statement of Faculty Senate Action:

 

APC Document 76: Renumber PSYC 308 to PSYC 208, changing description;

Renumber PSYC 317 to PSYC 214, reducing credit hours & changing description;
Renumber PSYC 390 to PSYC 290, changing description

 


Effective Date: Fall 2011

 


1.Delete:
On page 246, the entry for PSYC 308, Abnormal Psychology:

 

308 Abnormal Psychology (3)

This course addresses the causes, symptomatic behavior and types of major psychological disturbances. Theory, explanatory concepts, and clinical examples of maladaptive and preventive mental health issues considered. Prerequisites: PSYC 100, 225. Fall and Spring.

 

 

Add: On page 246, new course for Abnormal Psychology:

 

208 Abnormal Psychology (3)

This course addresses the symptoms, possible causes and treatments of mental disorders, with discussion of the diagnostic DSM system, anxiety, adjustment and stress disorders; depression and mood disorders; dissociative and somatoform disorders; personality disorders; schizophrenia and other psychotic disorders, and strategies for prevention and promoting personal resilience. No credit given to students who have credit for PSYC 308. Prerequisite: PSYC 100. See department chair.

 

 

 

2. Delete: On page 247, the entry for PSYC 317, Developmental Psychology:

 

317 Developmental Psychology (4)

A survey of human development from conception through adolescence, focusing on current theory and research in physical, cognitive, linguistic and social-emotional development. Students are required to conduct a developmental evaluation of a child during a series of home visits at their convenience. Prerequisites: PSYC 100, 201. Fall and Spring.

 

Add: On page 246, new course for Developmental Psychology

 

214 Developmental Psychology (3)

A comprehensive survey of cognitive, linguistic, and social-emotional development from conception through adolescence, focusing on how past and current research informs theoretical perspectives on developmental change. Emphasis on the influence of social interaction and culture in development. No credit given to students who have credit for PSYC 317. Prerequisites: PSYC 100. See department chair.

 

 

 

3. Delete: On page 248, the entry for PSYC 390, History and Systems of Psychology

 

390 History and Systems of Psychology (3)

Examination of the historical antecedents of modern psychology. Comparison of major historical systems and schools of psychology, including structuralism, Gestalt psychology, psychoanalysis, behaviorism and cognitive psychology. Includes the demonstration of competency in Psychology. Prerequisites: 24 hours in Psychology including PSYC 100, 201, 202. Fall and Spring.

 

Add: On page 246, new course, Psychology: Past and Present:

 

290 Psychology: Past and Present (3)

An overview of the history of psychology, reviewing the major people, ideas, works and theories that founded and developed modern scientific psychology. No credit given to students who have credit for PSYC 390. Prerequisite: PSYC 100. See department chair.

 

 

Impact:

Changing the courses to 200-level will facilitate the use of these courses for transfer students. No faculty or laboratory resources will change.

Rationale:

The two most frequently seen courses on transfer student transcripts, especially students from two year colleges, are Developmental and Abnormal Psychology. Both of these courses currently are 300-level, and one Developmental is one of only two existing lab courses. In the proposed curricular revision, both will be offered as 200-level, non-lab courses, consistent with the pattern we see most often on transfer student transcripts. This should facilitate both ease and understanding of the transfer equivalency process for transfer students. The replacement of History and Systems in Psychology (PSYC 390) with a 200-level version of the course will allow us to introduce history of the discipline earlier in the curriculum and will increase the variety of course offerings at the 200-level. A second goal of these changes is to use course level (number) to create a taxonomy of courses by learning outcomes for students.