SENATE DOCUMENT #20

                            APC Document #16


The Academic Policies Committee recommends to the Faculty Senate
approval of the following catalog changes for the Department of
Psychology:

I.  ADD:  Psych 218  Human Development and Education (4) (p. 148)

	A survey of human development from preschool through
	adolescence, focusing on the application of psychological
	findings to the educational context, and the psychological
	basis of educational methods.  The class will meet three
	times each week for lecture; students will be required to
	participate in an assigned laboratory project.  Intended
	for students seeking teacher certification; replaces 
	Psychology 205, 210, and 220 as certification requirements.
	Student may not receive credit for Psychology 218 and
	Psychology 205, 210, or 220.

II.  EDITORIALLY CHANGE the following places to accommodate above:
	pp. 146-151, as necessary; also K-3, 4-9, and secondary
	sections, pp. 100-111.

III.  In Department of Classics and the Department of Foreign Languages,
	DELETE:  list of Psychology requirements for certification;

	ADD:  "and the Psychology courses required for certification
	      by the Department of Education."

Rationale:
1.  The current Psychology requirements for students seeking certification
are:  Psy 100 (Introductory Psychology), Psy 205 (Child Development),
Psy 220 (Psychological Foundations of Education), and, for those seeking
secondary level certification, Psy 210 (Adolescent Psychology).  This
results in the acquisition of 9-12 Psychology credits at the 200-level, 
more credits than are required in any other allied discipline (see pp. 
100-111 of Catalog).

2.  Those students seeking secondary certification are required to take
one more Psychology course than those seeking K-3 or 4-9 certification.
The disparity in credits seems unjustified--secondary teachers do not
necessarily need "more" Psychology than primary teachers.

3.  In addition, there is material in Psy 205 (Child) that has no direct
bearing on teaching and development (e.g., prenatal, infant characteristics)
and material in Psy 210 (Adolescence) that would be of value to primary
teachers as well as secondary teachers (e.g., identity, interests and
values).

4.  Finally, much of the material in Psy 220 (Psychological Foundations
of Education) relates developmental characteristics to teaching strategies.
These two areas are best dealt with together, rather than in two separate
courses.

5.  To present the most relevant psychological material to certification
student in the simplest and most concise way, the department has decided
to implement a new course whose material is drawn from the three 200-level
courses now required of certification students: child, adolescence, and
educational psychology.  There are currently sufficient departmental
resources available to teach this new course each semester.


(Passed Faculty Senate 1/18/80)